English Learner’s Material

Department of EducationRepublic of the Philippines

This book belongs to:

Name: ____________________________________________________

Grade and Section: ___________________________________

School: ___________________________________________________

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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 action@deped.gov.ph.

We value your feedback and recommendations.

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English – Grade 2Learner’s MaterialFirst Edition, 2013ISBN: 978-971-9990-82-6

Republic Act 8293, section 176 indicates 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 and UnionBank of the PhilippinesDepEd Secretary: UnionBank Chairman/CEO:Br. Armin A. Luistro FSC Justo A. OrtizDepEd Undersecretary: UnionBank President:Yolanda S. Quijano, Ph.D. Victor B. ValdepeñasDepEd Assistant Secretary: UnionBank Executive Director:Elena R. Ruiz Maria Gonzalez-Goolsby

Developmental Team of the Learner’s Material

Chairman: Luz S. Almeda, Ph.D.Assistant Chairman: Rizalino Jose T. RosalesTeam Leader: Victoria R. MayoWriters: Myrna J. Hipolito, Magdalena S. Rosopa, Porfiria B. Santos, Marimel Jane H. Polita, Elisa O. Cerveza, Rose Ann B. Pamintuan, Nerissa R. Lomeda, and Amcy M. EstebanContributors: Leah N. Bautista, Ana Lou N. Caspi, Ivy M. Romano and Praxedes F. MendozaEditors: Victoria R. Mayo and Violeta M. GonzalesConsultant: Norma A. Adamos, Ph.D.Encoders: Eduardo A. Abutal and Christianne C. QuemadoIllustrator: Jose Miguel T. TejidoLayout Artist: Ernanie S. Gonzales

Printed in the Philippines

Department of Education–Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054 or 634-1072E-mail Address: imcsetd@yahoo.com

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The gift of learning is made possible only through the hard work, dedication, and commitment of individuals who, over the last few years, have participated, in one way or another, to create this worthwhile project.The Department of Education and UnionBank of the Philippines extend their heartfelt gratitude for their participation in this undertaking.

UnionBank Learning System Credits

Conceived, Produced and Published by: Maria Gonzalez-GoolsbyWritten by: Adalia D. SorianoIllustrations and Activity Pages by: Jose Miguel T. TejidoLayout by: Ernanie S. GonzalesCopy Editing by: Nancy Pe-Rodrigo

Almario, Ani RosaAlmeda, Luz S.Arce, Joseling L.Asprer, Merlie J.Baltazar, Teresita D.Barro, Mary Margaret M.Batalla, Sally G.Belena, John M.Borgonia, Recaredo G.Bragado, Rosebie J.Dimaano, Marilyn D.Domalanta, Teresita G.Dulangon, Carmelita T. Estigoy, Susana Teresa B. Evaristo, Ma. Luz F.Francisco S.J., Fr. ManolingHael, Elizabeth H.Hidalgo, Fe A.Hipolito, Myrna J.Ilagan, Cesar G.Lapus, Jesli A.Lastimoza, Zeny B.Lee, Marcy D.Magtibay, Januel M.Magtibay, Maria Elena A.Mayo, Victoria R.Muyot, Alberto T.Ng, ThereseNiega, Josephine C.

Acknowledgment

Novido, Dolores G.Pado, Felicitas E.Pilor, Socorro A. Quemado, Christianne C.Quijano, Yolanda S.Reyes, Lourdes C.Reyes, NeilRosales, Rizalino Jose T.Ruivivar, Ilene R.Ruiz, Elena R. Ruiz, Jean Marie E.Salvaña, Josefina AtienzaSantos, Daisy O.Soto, Cornelia C. Tang, Elizabeth C.Tay, Dexter A.Teves, Gerard Jude F.Tirado, Kenneth C.Tolentino, Maria Teresa A.Torrevillas, ZonitoValarao, Carlos V.Valencia, Joven M.Varela, Francisco M.Vidanes, Hector A.Villanueva, Roberto P. Villanueva, Victor A. Villaruel, Othello T.Vispo, Marilou G.

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FOREWORD

In our quest to make a difference in our community, we are guided by Magis – the relentless drive to look for something more in every opportunity with a heroic attitude and to engage our ideas, talents, and energies on endeavors that

may at first seem undistinguished, but are in fact required. For us at UnionBank, this means a corporate philanthropy and social responsibility agenda that can best leverage our resources and capabilities to develop our nation and our people.

For us, this means taking the less travelled path of values formation.

It is thus that we have endeavored to focus on youth development and to align our values formation efforts with the public school curriculum. Through the UnionBank Learning System, we have succeeded in developing learning materials that are designed to integrate values formation – in particular, the time-honored values enshrined in the Philippine Constitution – with the crucial area of reading. Knowing fully that reading is a survival skill – if you cannot read, you cannot learn – our learning system endeavors to help produce independent readers among our young.

Having launched the program in 2006, we have provided students’ workbooks to over 2.5 million pupils and teachers’ guides to 13,000 Grade 2 teachers in 5,200 public schools throughout the country. Over the years, we have received various awards and commendations for this philanthropic undertaking, as well as excellent impact evaluations that show proof of its immense worth to Philippine education.

Now, through this partnership with the Department of Education, we are embarking on the institutionalization of the program in the public school system, with each and every Grade 2 pupil to be given a copy of this book – revised in accordance with the new basic education curriculum – beginning school year 2013-2014!

For UnionBank, this marks the end of a long yet fruitful journey.

With hope and confidence in the future, it is our joy and privilege to give this book – through this monumental partnership with the Department of Education – as a gift to the Filipino child.

May it continue to serve as an effective learning tool, one that can help empower each Filipino child with the capabilities required by the emerging global village. And may it continue to inspire others to participate in the noble struggle for nation building and, to be reminded that “besides the earth, man’s principal resource is man himself,” for the transformation of each individual.

JUSTO A. ORTIZ Chairman and CEO UnionBank of the Philippines

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INTRODUCTION THE JOURNEY

This book has been eight years in the making. As the culminating output of the flagship program in Corporate Philanthropy and Social Responsibility of UnionBank of the Philippines, the UnionBank Learning System (UBLS)

is the embodiment of the bank’s corporate creed – To Make a Difference in the Community – realized through programs and projects that focus on the all-important area of values formation, like the UBLS.

Launched on June 19, 2006, auspiciously the 145th birth anniversary of our national hero, Dr. Jose Rizal, the UBLS is the brainchild of UnionBank Chairman and CEO Justo A. Ortiz and UnionBank Corporate Philanthropy and Social Responsibility (CPSR) Executive Director Maria Gonzalez-Goolsby.

Recognizing the importance of addressing the Millennium Development Goal of achieving universal primary education (MDG 2), and responding to the call for volunteerism and private sector participation in Philippine public education through the Adopt-A-School Program, UnionBank embarked on a journey to help Filipino children read, write, and speak English and, at the same time, learn to become good and productive Filipino citizens.

The Foreword of the first UBLS book reads—

We want to give the Filipino child the solidarity of love, a guiding moral compass, pride in our Filipino heritage, and the capability to participate in the equalizing global village.

As pointed out by Ortiz, “At the end of the day, values formation becomes a very important foundation for the future, and that’s why more investment should be put into it.”

In 2006, UnionBank commissioned Marcy Dans-Lee to write and illustrate the storybook As A Filipino, as conceptualized by Goolsby. Likewise, Dr. Felicitas E. Pado of the University of the Philippines was commissioned to write a self-instructional Teacher’s Handbook using the Four-Pronged Motivational Approach and a corresponding Student’s Workbook based on the storybook, while Ms. Lourdes Colina-Reyes, M.A., veteran teacher of De La Salle Zobel and author of a values formation book, was commissioned to write the Values Education component of the book series.

The UnionBank “As a Filipino” Learning System: Developmental Reading Integrated with Values Education for Good Citizenship (As A Filipino) was born.

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Compliance with the learning competencies set by the Department of Education was a primary consideration in developing the entire UnionBank program.

The As a Filipino book introduced pupils to the 16 values enshrined in the preamble of the Philippine Constitution – Faith in God, Unity, Patriotism, Work, Respect for Life, Respect for Law and Government, Truth, Justice, Freedom, Love, Equality, Peace, Promotion of the Common Good, Concern for Family and Future Generations, Concern for the Environment, and Order.

In 2007, the program was launched in the National Capital Region (NCR), in coordination with then DepEd NCR Director Teresita G. Domalanta, where it was rolled out in all its public elementary schools that year. Recognizing the Filipino teacher’s noble mission and dual roles as mentor and model of the Filipino child, UnionBank paid tribute to all the 5,000 Grade 2 public schools teachers of NCR, who were also the first to use the As a Filipino books, through a massive teacher training event on October 24-25 at the Philippine International Convention Center that preceded the region-wide rollout.

To validate the program’s effectiveness, UnionBank commissioned Dr. Cornelia C. Soto of the Ateneo de Manila University’s Ateneo Teacher Center (ATC), an acknowledged Assessment and Evaluation of Learning Expert, to conduct the 2007-2008 census study “The Impact of the UnionBank Learning System: Developmental Reading Integrated with Values Education for Good Citizenship As a Filipino on Pupil Achievement in the National Capital Region (NCR).”

Based on the performance results of 200,000 Grade 2 pupils, the study concluded that there was a 41.59% increase in Reading Achievement. In assessing Values Knowledge and Feelings, a significant increase was also observed towardsLove for Reading (p.=.002) and Behavior Towards Family (p.=.015) and School (p.=.008). It further stated that, in general, both quantitative and qualitative data indicated that the UBLS was substantially successful as a cognitive instrumental system. Its affective impact was also substantially beneficial to teachers and pupils, with the Observational, Interview, and Survey results showing the following: The principals (N=29) and teachers (N=168) selected from 450 schools felt that the UBLS’ goals and objectives of developing reading skills and values integration were achieved. Both respondents gave the UBLS a high rating (principals’ mean = 4.38, teachers’ mean = 4.32 on scale of 1-5). They believed the UBLS was relevant, useful, and helpful to both teachers and pupils. They found the content logical and well organized, with values properly integrated and applicable to the pupils’ daily life at home and in school, and correlated with other subjects such as Filipino, Makabayan, and Character Education.

Under the continuing conceptualization, direction, and management of UnionBank CPSR head Goolsby, with CPSR officers Ilene R. Ruivivar and Mary Margaret M. Barro, the program evolved in 2008 into the UnionBank Learning

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System: Development Reading Integrated with Values Education for Good Citizenship, an integrated program for teaching Literacy, English Proficiency, and Values Education for pupils in the primary grade level.

The five editions of the UBLS were written by Adalia D. Soriano, a highly regarded Language Arts specialist with three masters degrees (General Education, Elementary School Administration, and Language Teaching) and 35 years of teaching experience at the elementary level. Jose Miguel “Jomike” T. Tejido, architect, artist, and author of children’s books, magazines, and comics, enlivened the workbook with his illustrations and activity pages, engaging the pupils and motivating them to interact with the text.

Composed of a Student’s WorkText for every pupil, a Teacher’s Edition of theWorkText for every teacher, a Teacher Training Video, and the As a Filipino Audio CD for every school, the UBLS Program was used 90 minutes daily for 32 weeks in participating public elementary schools.

Since its launch in 2007, the UBLS has benefited over 2.5 million primary public school pupils and 13,000 teachers in 5,200 public elementary schools nationwide. Covering the main regions of NCR, Region VII (Central Visayas), and Region XI (Davao), the Divisions of Sarangani, Tawi-Tawi, Isabela City and Lamitan City, and the Districts of Maluso and Tipo-Tipo, Basilan and San Isidro, Nueva Ecija, the UBLS was effectively a nationwide program.

Coverage expanded in school year 2008-2009 to the Visayas and Mindanao, and ATC’s Soto did a study in these areas using the same evaluation protocol used in 2007-2008. Despite difficult logistics that allowed complete data gathering in only a few schools, the study showed encouraging results. In Metro Cebu, for instance, the sample of 2 schools, 9 teachers, and 466 pupils indicated a 16.54% increase in pupils’ reading achievement. In the Autonomous Region of Muslim Mindanao, the sample of 29 schools, 36 teachers, and 1,786 pupils yielded an increase of 34.03%.

In school year 2011-2012, then DepEd NCR Director Elena R. Ruiz initiated a DepEd Impact Study, again independently conducted by the Ateneo Teacher Center. This was administered by ATC’s Soto in collaboration with DepEd NCR Education Supervisor Victoria R. Mayo. The study focused on the rich source of data from Grade 2 NCR teachers (N=1592) evaluation of the UBLS Student’s WorkText and Student’s WorkText Teacher’s Edition. The “Teacher Evaluation of the UnionBank Learning System: Developmental Reading Integrated with Values Education for Good Citizenship A Content Analysis” Study showed the value of the UBLS to both pupils and teachers.

The teachers’ evaluation of the UBLS resource materials was overwhelmingly positive in terms of general impact, characteristics, and content and that these

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materials were “useful and helpful because of their development of cognitive competencies such as the integrated skills of reading, writing, listening, and speaking, values education and integration, and their development of psychomotor skills and the arts.”

Teachers felt that the focus on values education and integration was quite significant since pupils were exposed to “poems, stories, and activities which contain values and virtues that are essential for children to become good persons, [and which are] essential in strengthening and fortifying their character.” Teachers thought that the inclusion of non-language arts skills and content such as art activities, puzzles, and games “challenged the pupils to think, to question, and to be more creative and imaginative.” The activities “help increase their motivation” and made them “more participative and attentive.” The UBLS was given credit by teachers for the perceived change in attitude and behavior of pupils: they were more attentive, participative, independent, critical, imaginative, and creative. Similarly, teachers expressed that they learned new strategies and techniques, by using the new instructional materials. They also became more creative, resourceful, patient, and imaginative.

The Bureau of Elementary Education (BEE) under Director Marilyn D. Dimaano, also conducted an evaluation of the UBLS in 2012, which showed that the UBLS student’s workbook “designed to strengthen literacy skills and instill values, is a complete package that will be of great help to both the teachers and the pupils. Thus, it is highly recommended for use in Grade 2.”

It should be noted that the UBLS has earned several awards of distinction for UnionBank, including the Anvil Award for Excellence in Education (2008), the Anvil Award for Excellence in Responsible Citizenship (2008), the Management Association of the Philippines (MAP) Special Award for Best in Education (2009), and Finance Asia Top Ten Companies in Asia for CSR (2010).

With the onset of the new basic education curriculum, the Department of Education saw the value of capitalizing on the strengths of the UBLS.

“The UnionBank Learning System has been a great help to all our pupils and teachers for the past five years,” wrote DepEd-NCR Director Luz S. Almeda in her October 23, 2012 request to UnionBank to allow the DepEd Learning Resource Writing Team (LRWT) to use materials from the UBLS for the new DepEd Learner’s Material (LM) and Teacher’s Guide (TG).

“This is an opportunity for the UBLS seeds to grow and bear more fruits as they will be sown in all parts of the country,” Almeda added. “It is high time that [UnionBank’s] advocacy on reading and good citizenship spread throughout the land.”

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Having been granted permission by UnionBank through CPSR head Goolsby, Almeda requested clearance from Ruiz, who by then had been promoted to the position of DepEd Assistant Secretary for Programs and Projects, to use the UBLS in the development of the LM and TG for Grade 2 English. The matter was eventually elevated to then DepEd Undersecretary for Programs and Projects Yolanda S. Quijano, and after several meetings with UnionBank’s Goolsby and other DepEd officials, among them Undersecretary for Finance and Administration Francisco M. Varela, Undersecretary for Legal and Legislative Affairs Alberto T. Muyot, Instructional Materials Council Secretariat Director Socorro A. Pilor, Adopt-A-School Program Operations Manager Merlie J. Asprer, BEE’s Dimaano, and NCR’s Almeda and Mayo (the latter serving as team leader of the DepEd-NCR LRWT), the integration of the UBLS in DepEd’s Grade 2 English LM and TG and its institutionalization in the public school curriculum was assured.

At this point, the final chapter of UnionBank’s journey with the UBLS was already near at hand.

With DepEd formally “acknowledging and recognizing the proven usefulness and impact of the UBLS” in providing schools with literacy, English proficiency, and Values Education for character formation, and having “examined, checked, and cleared it for adoption and use” in the Grade 2 English LM and TG for all public elementary schools in the country, selected materials from the UBLS were used in combination with materials provided by DepEd, using the UBLS template, as developed by the DepEd-NCR LRWT.

In completing its journey with the UBLS, UnionBank agreed to assign to DepEd its rights and interests and allow its use and adoption in the public school system.

Thus, on February 6, 2013 a Memorandum of Agreement was signed by Education Secretary Br. Armin A. Luistro FSC and UnionBank Chairman/CEO Justo A. Ortiz to formalize the turnover of the UBLS to the Department of Education.

Under this agreement, UnionBank granted DepEd, at no cost, permission to adopt, integrate, and use in the Grade 2 English LM and TG selected exercises and materials from the UBLS. UnionBank also gave DepEd the right to use all components of the learning system – Student’s WorkText, Student’s WorkText Teacher’s Edition, Teacher Training Video, As a Filipino Audio CD, and Corporate Philanthropy and Social Responsibility (CPSR) Audio-Visual Presentation – free of charge.

These LMs will be disposable, on a 1:1 ratio for all Grade 2 public school pupils nationwide, with every child entitled to bring home the LM at the end of the

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school year. The TG, however, will be reusable, on a 1:1 ratio, for Grade 2 English public school teachers nationwide. The Grade 2 English LM will be printed by DepEd in time for school year 2013-2014 and then every year thereafter.

Under this agreement, UnionBank and DepEd are copyright co-owners of the Grade 2 English Learner’s Material.

According to Secretary Luistro, “The LM is like a student’s worktext which every pupil can study, answer and write on, and bring home as their own.”

In the coming school year, it will be given to all 2.5 million Grade 2 pupils in public elementary schools nationwide.

“This particular engagement comes at a very important segment in our journey towards reforms,” Luistro explains. “We are thankful to UnionBank for the learning system that will enable us to integrate and use the Learning Materials and Teachers Guides in the context of K to 12.”

On behalf of UnionBank, Ortiz notes –

“We are happy to join DepEd in this historic, enabling, and noble project – a book for every child – for the benefit of all the 2.5 million Grade 2 pupils and the 60,000 Grade 2 teachers nationwide. We share [DepEd’s] vision of creating a better Philippines through the commitment of a better educational system.”

This is UnionBank’s Gift to the Filipino Child. And now, through this partnership with the Department of Education and this book collaboration, it is for all Filipino children to own, learn from, and enjoy.

CARLOS V. VALARAO March 13, 2013

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CONTENTS

Foreword  .............................................................................................................................................................................................................................................................................................................................................ivIntroduction  ................................................................................................................................................................................................................................................................................................................................v  

UNIT  2  –  My  Home,  My  Family  .......................................................................................................................................................................121Lesson  1:     Oops!  It’s  My  Turn  *  ....................................................................................................................................................................................................122Lesson  2:     We  Do  Things  Together  .................................................................................................................................................................................126Lesson  3:     This  Is  Home  ............................................................................................................................................................................................................................................127Lesson  4:     Having  Fun  Together  ...............................................................................................................................................................................................129Lesson  5:     I  Am  Part  of  a  Family  ...............................................................................................................................................................................................131Lesson  6:     Together  as  One  ..........................................................................................................................................................................................................................133Lesson  7:     Keep  Things  Tidy    ................................................................................................................................................................................................................137Lesson  8:     I  Have  a  Cool  Family  ...................................................................................................................................................................................................139Lesson  9:     More  Fun  at  the  Camp  ........................................................................................................................................................................................142Lesson  10:  Meet  My  Family  ............................................................................................................................................................................................................................145Lesson  11:  Wake  Up!  Wake  Up!  ......................................................................................................................................................................................................146Lesson  12:  Talking  about  Action  Words  .......................................................................................................................................................149Lesson  13:  Time  Attack  ..................................................................................................................................................................................................................................................152Lesson  14:  I  See  Doubles  ..........................................................................................................................................................................................................................................154Lesson  15:  Making  Stories  on  Our  Own.........................................................................................................................................................156  

....................................................................................................................................................................................................................................160Lesson  17:  What  We  Did  ............................................................................................................................................................................................................................................164Lesson  18:  I  Can  Help.............................................................................................................................................................................................................................................................166Lesson  19:  It’s  Time  for  Bed  ........................................................................................................................................................................................................................170Lesson  20:  We  Do  Many  Things  at  Home  .................................................................................................................................................173Lesson  21:  We  Are  Filipinos  *  ................................................................................................................................................................................................................175Lesson  22:  Words  with  the  Same  Beginning  and  Ending  Sound  *  .........179Lesson  23:  Rhyming  Words  ...........................................................................................................................................................................................................................181Lesson  24:  Let’s  Switch  Places  ...........................................................................................................................................................................................................183  

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 Lesson  25:  Phoneme  Manipulation     (Substitution  of  Final  Sound)  

...........................................................................................................................................................................................................201  .....................................................................................................................................204

Lesson  30:  What’s  the  Word?  .................................................................................................................................................................................................................206Lesson  31:  The  Little  Sampaguita  Girl  ................................................................................................................................................................208Lesson  32:  The  Little  Sampaguita  Girl  Part  2  ..........................................................................................................................214  Lesson  33:  Summer  Is  Fun  ................................................................................................................................................................................................................................218Lesson  34:  Graph  It  Out.................................................................................................................................................................................................................................................222Lesson  35:  Stop,  Look,  and  Listen!  .....................................................................................................................................................................................227Lesson  36:  I  Am  Talented........................................................................................................................................................................................................................................228Lesson  37:  Listen.....................................................................................................................................................................................................................................................................................230Lesson  38:  Speak  Up!  ..............................................................................................................................................................................................................................................................233Lesson  39:  Story  of  Me  ......................................................................................................................................................................................................................................................236Lesson  40:  Water,  Water,  Everywhere!  ..............................................................................................................................................................239  

................................................................................................................................................187Lesson  26:  Wonderworks  1  *  ..................................................................................................................................................................................................................190Lesson  27:  Wonderworks  2  *  ..................................................................................................................................................................................................................196Lesson  28:  Grouping  Together  

*  Activities  and  Exercises  adopted  from  the  UnionBank  Learning  System  Student’s  WorkText  (2012)  and  revised  by  DepEd  National  Capital  Region  –  Learning  Resource  Writing  Team

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UNIT 2My Home, My Family

In this unit, experience love, care, and living with a family.

A home is where one begins to feel comfortable expressing oneself and learning

how to become more independent. It is a place where one is free to do

what he/she wants, to be loved unconditionally, and to be nourished

not only physically, but also emotionally. It is a place

where dreams begin.

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UNIT 2My Home, My Family

Lesson 1: Oops! It’s My TurnLet’s Try

I. Read each word. Notice the sound of the underlined vowel. Cross out the word that does not belong.

1. lake bake take pant2. cage palm cape cane3. lick pick bite sick4. mine rice nice seat5. beg meek seed feel

II. Read the story. Answer the questions that follow.

A Visit to Lola

We visit Lola’s house on Sundays. We go to a picnic after lunch time. We eat together on a table covered with banana leaves.

Lola tells us funny stories. When it’s night time, we come home and get almost ready for Mondays.

1. When do we visit Lola? ________________________2. Where do we go after lunch? _________________3. Where do we eat during picnics? _____________4. What stories does Lola tell us? _________________5. Is the visit to Lola enjoyable? __________________

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Let’s Aim

Read along with the teacher.

Oops! It’s My Turn An excerpt by Dali Soriano

It was Sunday after breakfast. Papa was reading the newspaper when Mama said, “Papa, please check out the movie guide. Let’s watch a movie with the children.”

“Yipee!” my sister and I shouted.

Mama said, “You’ve been good this week. We will give you a treat.”

At the cinema, Papa went to line up while we waited at the side. When it was Papa’s turn to buy the tickets, a teenager broke into the line and went right in front of Papa.

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“Oops, it’s my turn. You just came. Please go to the end of the line,” Papa told him.

“But I’m in a hurry,” answered the teenager.

“I’m sorry but these people in line came before you,” explained Papa. The teenager’s face turned red. He went to the end of the line. Papa bought three tickets and we went into the cinema.

“Whydidyounotlettheteenagergofirst,Papa?”I asked.

“It was not fair to all those who waited. We must always remember to stay in line and wait for our turn,” he answered.

“Yes, Papa. We will always remember,” I replied.

Let’s Answer

1. What treat did Mama and Papa give their children?

2. Who cut in line to get ahead?3. Did something like this story happen to you?

What did you do? Share your own story with the class.

Remember This

We should always wait for our turn so that there will be order.

125

I Can Do It

Study the pictures. Put a star («) on the picture which shows correct order.

126

Lesson 2: We Do Things Together Get Set

What other things does a family do together?________________________________________________________________________________________________

Let’s Aim

Chant up! Your family are people You can depend When you get in trouble They shall defend They are the ones who understand Always willing to give a hand.

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I Can Do It

Fill in the thought bubble about your family.

Doing _____________, ___________, ___________, and ______________, together as a family, makes me happy.

Lesson 3: This Is HomeLet’s Aim

Read.

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 stayedthereuntilthespiderfinisheditsweb.Erickawas 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.

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“They are like our parents. They make our home,” Ericka added. Anton learned the lesson from the spiders.

Fill out the memory card below.

Remember This

Every story has characters, place, and events. The characters are the people in the story. The place is where the story happened. The

events are the things that happened in the story.

WHO: ________________________________ (Names of the characters)

WHERE: ______________________________ (Place where the story happened)

WHEN:________________________________ (Time when the story happened)

WHAT: _______________________________ (Big event of the story)

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I Can Do It The park was full of people. Tom looked worried.

He looked around from his back. A little girl said, “Are you looking for your wallet, Sir? I found this under the chair.”

“Thank you very much. You are an honest girl,” said Tom.

Measure My Learning

1. What are the three elements of a story? A story has ________________, _________________, and ________________.2. Why is it important to know these things? _____________________________________________.3. If I know the elements of the story, I can, _____________________________________________.

Lesson 4: Having Fun TogetherGet SetI. Read aloud. can – cane back – bake cap – cape tack – take

Are they the same? Can you hear the difference?

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II. Tell something about the picture.

We Can Do It

Pick out the words with long /ā/ sound. Write them down.

Nate had a party at home. His friends came. Mother baked his cake. They had games. They played breaking the pot. They hit it with a cane.

Nobody came late for the party. Everyone enjoyed it.

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

Remember This

The long /ā/ sound is the sound you hear if you place a silent -e at the end of the word.

131

I Can Do It

Look at the words. Circle the word with the long /ā/ sound.

tap – tape mate – mat pan – pane fate – fat mad – made

Lesson 5: I Am Part of a FamilyGet Set

Fill out the family tree with names. Color it.

Father____________

Mother____________

I_________

Sibling_________

Sibling_________

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Dick, our pet, _______ the _______.

Read the words.

rid – ride bick – bike lick – like pin – pine Dick – dike

Let’s Aim

Read what the pictures say.

Matthew _______ the _______.

Mother _______ the shirt on a clothes _______.

Remember This

The long /i/ sound is the sound you hear if you place a silent -e at the end of the word.

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I Can Do It Color the words with long /i/ sound yellow.

pin pine

bin like

hid kit

lick hide

kite ride

kit rid

bite dim

Mike dime

Lesson 6: Together as OneLet’s TryI. Give the word that will best complete each

sentence.

1.Nildausesa_________________tocleanthefloor.

2. The water in the swimming ________________ is hot.

3. Joshua bought a __________________ of ice cream.

4. We buy our own _________________ from the

market.

(tool, spool, broom)

(door,floor,pool)

(scoop, spool, hook)

(good, food, hood)

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5.________________aroundtheroom.Youwillfindit.

II. Guess what will happen next. Write the letter of your answer.1. Liza studies her lessons every day. She is happy

totakehertest.Shefinishedhertestontime.a. Liza passed her test.b. Liza failed her test.c. Liza dropped her test.

2. Janice brushes her teeth three times a day. She visits her dentist every year.a. She has to eat a lot of candies.b. She has healthy teeth and gums.c. She has tooth decay.

3. Leny arranged her things before going to school. She left her notebook on the table. Her teacher asked her to bring it.a. She felt happy.b. She felt angry.c. She felt shy.

4. Aida sweeps the yard every afternoon. She waters the plants every morning.a. Her garden is beautiful.b. Her garden looks dried up.c. Her garden failed.

5. Tessie brought a tray of eggs. She passed by a group of friends playing basketball. The ball hit the tray.a. The eggs were safe.b. The eggs were broken.c. The eggs were cooked.

(Book, Look, Took)

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Get Set

Guess what the story is about.

The Happy Ant Hill Folktale by Pat Nelson Retold by Leah N. Bautista

Luis is a quiet little ant. He stays in his room most of the time. Bernie is the opposite of Luis. He likes to go around and make fun of other ants. They quarreled most of the time.

One August morning, Father Ant called everybody. “The rainy season begins soon. We mustfindfoodtogether.Ifweworktogether,wecan have enough food before the rain comes.” Alas, the boys were not listening.

Bernie made fun of Luis. Luis went back to his room. So, Father Ant called them back.

Father Ant showed them a bundle of twigs. He asked each ant to break the bundle. Each one tried but the bundle did not break. Then, he gave each one a piece of twig. The twig broke easily.

Father Ant spoke, “See, my sons, this is what it means to work together as one. Work with

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brotherly love and we will always have a happy ant hill.”

Luis smiled at Bernie, and they understood Father Ant’s lesson.

Remember This

Unity is to work together with brotherly love.

I Can Do It

From the bundle of twigs below, color those twigs that show unity in the family.

Gabriel helps his sister clean the yard.

DennisandSherylfightoverapettything.

Leo and Vien obey their parents.

Marian respects her older brother’s idea.

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Lesson 7: Keep Things TidyGet Set

Whatdoyouthinkwillthechildrendo? Whatdoyouthinkwillhappentotheseeds?

We Can Do It

A little frog saw a big fish. The proud frog shook his head. “I can be bigger than that fish,” said the little frog. He puffed himself with air… more air… puff… puff… more air.

Whatdoyouthinkwillhappentotheproudlittlefrog? Draw your answer in the box below.

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I Can Do It

Drawalinetoconnecttheideaonthelefttothepicture that will most likely happen.

1. The sky is dark.

2. Ryan eats a lot.

3. The pupils study their lesson well.

4. The children keep their toys in proper places.

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 by the pictures.

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Lesson 8: I Have a Cool FamilyLet’s Aim Read the story.

Weekend Camp with Dad by Amcy M. Esteban

Matt and Jay were in their bedroom packing for the weekend away with Dad. “Don’t forget to bring your swim suit, sunblock, beach ball, and fishing pole,” said Dad.

“I’ll bring my goggles so I can see everything under the pool,” said Jay.

Matt put his hooks inside the box. He wanted to fish near the brook. “I’m glad we can stay for two days in a resort. One week goes too fast!”

“We will surely have a good time,” Dad said.

Measure My Learning Encircle 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 12 midnight.a. Dandy forgot to turn off the TV.b. Dandy failed the Science test.c. Dandy invited his classmates to watch TV.

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Answer the questions.

1. Why were Matt and Jay packing? ____________2. Where did Jay want to play? _________________3. What things did Matt put in his box? ___________4. Where would Matt go fishing? ________________5. What did Dad promise the two boys? _________

We Can Do It

Listen. Then read with your teacher.

food wood hood book nook hook stood look cook tool wool brook fool cool room spoon shook shoot troop scoop

Remember This

The /oo/ is the sound of /u/ in the words look, book,andgood. It is sounded only once. It may be in the middle or at the end of a word.

Example: book, zoo

I Can Do It Read and draw.

1. The moon is round.

2. There is a pool in the yard.

3. I have two books.

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Measure My Learning GuessWhat? Write your answer below.

1. I’m thinking of someone who works in the kitchen.

_________________________ _________________________ _________________________

2. It’s a part of the body connected to the leg. _________________________ _________________________ _________________________

3. We learn from it. There are lots in the library. _________________________ _________________________ _________________________

4. It comes from trees. We use it to make tables. _________________________ _________________________ _________________________

5. The opposite of bad. _________________________ _________________________ _________________________

4. The wind shook the trees.

5. My dad is a cook.

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Lesson 9: More Fun at the CampGet Set

Have you tried hiking intheforests?

Give another word that means the same with the following:

forest

damp

More Fun at the CampBy Leah N. Bautista

Mr. Bien Morales’ daughters have always been quiet. Matt’s dad invited them to join their next weekend camp at the forest.

Anna and Ivy were glad to join Matt and Jay.

That afternoon, when they reached the camp, they started to hike. They saw huge, old trees. They saw small birds and insects. They even followed a deer.

Anna tripped on a broken branch. The grass was damp. She hurt her knee. Ivy got sad.

“Don’t worry. It’s just a scratch,” Anna smiled.

w

m

Let’s Aim

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II. Answer the following questions:

1. Who invited Mr. Morales to join the camp?2. Where did Morales family go for a camp?3. What time did they arrive at the camp?4. What happened to Anna while hiking?

We Can Do It

Give the synonym of the underlined word in the sentences.

1. Matt is glad to see you. Anna is happy you are here. _____________________ ____________________

2. Once I saw a little bird. It has large beaks. _____________________ ____________________

3. The trees in the The small birds fly parkaretall. high. _____________________ ____________________

I. Color the following things that Anna and Ivy saw in the forest.

bird trees butterfly

turtle monkey shark

deer

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I Can Do It

Encircle the words that have the same meaning.

1. pretty happy lovely sorry2. many plenty few new3. merry larger lively smaller4. photo auto picture higher5. neat clean slow fast

Remember This

Synonyms are words that have the same meaning. TINY and SMALL are words that have the same meaning. Tiny and small are synonyms.

Measure My Learning

Write a word that is a synonym of the underlined word.

1. The tree is huge. _____________________

2. The night is quiet. ____________________

3. The monkey got mad. ________________

4. The trip to the camp will start at 7 a.m._____________________________________

5. There is a lovely bird on top of the tree._____________________________________

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Lesson 10: Meet My FamilyLet’s Aim

Read the story.

I want you to meet my parents.

Lei’s Parents

My father is a hardworking man. He has a strong body and a kind heart. He works at a farm mostly at daytime. He also takes a rest. He plays with us, sails a boat, and brings us to different places.

He has a beautiful pair of eyes.

This is my mother. My mother keeps our vegetable garden. She often prepares our food. She makes our home clean and tidy. She takes good care of us.

I love my parents. They protect us from harm and danger. They

keep us happy and well.

We Can Do It

Answer the following questions. Work with your seatmate.1. What does father do at daytime?2. What activities does he like to do with his

children?3. What does my mother do?

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4. Why do you think the children love their parents?

How do the action words end?

Remember This

A verb is a word that tells an action. It tells what someone or something does, did, or will do.

I Can Do It

Encircle the verbs from the words inside the box.

catch bring ball eggday wash climb flymatch laugh write floweraway ten listen nectar

1. The duck ____________ in the pond.2. Susan ____________ the piano yesterday.3. Roy ____________ his name well.4. Tommy ____________ a mango seed in a plot.5. The cow ____________ grass.

Lesson 11: Wake Up! Wake Up! Let’s Try

I. Choose the verb in the box to complete the sentence.

swims writes played eats planted

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II. Write the letter/s that is/are added to the root word below.

1. worked ________ 4. helped ________2. plans ________ 5. changed ________3. stepped ________

Get Set

What time do you go to bed? What time do you wake up in the morning? Why is it good to go to bedearly?

Let’s Aim

Wake Up! Wake Up! By Porfiria Santos

“Wake up, Ana! Wake up! It’s late,” said Mother.

Ana opened her eyes. She saw Mother and Father. She said, “Good morning, Father. Good morning, Mother.”

“Good morning, Ana!”, said Mother and Father. “You must get up now, it’s morning,” said Mother.

But Ana did not like to get up yet.

She said, “Oh Mother, must I get up now? I want to sleep more. I like to sleep and sleep.”

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I Can Do It

Draw the things that you can do to wake up early.

Remember This

Early to bed, early to rise Makes a child healthy, wealthy, and wise.

Measure My Learning

What lesson did you learn from the story? _________________________________________________

What should you do so you won’t wake up late? _________________________________________________

Complete this sentence:

From now on, I will ___________________________,

so I can _________________________.

Father said, “Sleep is good for children.”

“Good children go to bed earlythengetupearlyinthe morning,” said Mother.

Anaopenedhereyesagainand said, “I am a good girl, Mother. I am up early in the morning.” Then, Ana jumped out of bed. She stretched her arms as she made a long yawn.

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Lesson 12: Talking about Action WordsGet Set

I. Canyoutellwhateachoneisdoing?Theyhelpeachotherindoinghouseholdchores.

1.________________ 2.________________

3.________________ 4.________________

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II.Herearemorepicturesofchildren.Tellwhateachoneisdoing.

1.________________

2.________________

3.________________

4.________________

5.________________

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I Can Do It

Boxtheactionwordinthesentence.

1. Thefamilycleansthehousetogether.2. Fathersweepstheyard.3. Litohelpsfatherintheyard.4. Ginascrubsthefloor.

Remember This

Averbistheactionwordinasentence.Ittellswhatsomeoneorsomethingdoes.

Measure My Learning

Underlinetheverbthatwillmakethesentencecomplete.

Fatherfoundamangoseed.Hesaid,“Ishall(plant,cook)thisintheyard.”Litosaid,“MayI(go,help)youFather?”“Yes,goand(change,wash)yourclothes.”Father(went,want)tochangehisclothes,too.Then,theywenttotheyard.They(watered,planted)theseedintheyard.

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Lesson 13: Time AttackGet Set

Anna Was Still SleepingBy Amcy M. Esteban(Let’s sing to the tune of Eensy-Weensy Spider)

Annawasstillsleepingwhenanuglyspiderjumped.Downcamethespider,andkissedAnna’smouth.OutcamethesunandstartledAnnaup.Now,theeensy-weensyspiderrunsquicklyoutthedoor.

1. Whendidthespiderjump?____________________

2. WhatdidthespiderdotoAnna?______________

3. HowdidAnnafeelwhenthespiderkissedher?_______________________________________________

4. Whendidthestoryexactlyhappen?___________

Let’s Read

sleep – sleeping jump – jumping kiss – kissed startle – startled run – runs

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We Can Do It

Readthestory.

Anasleepslate.Lastnight,shewenttobedlateagain.Shewatchedherfavoritecartoon.

Inthemorning,Anawasstillsleeping.Mothersaid,“Wakeup!Ana,wakeup!”It’slate.Anajumpedoutofbed.Shelazilystretchedherarmsandgavealongyawn.

WhatwerethethingsAnadid?__________________

Thewordssleep,jump,andstretchareverbs.Thesearesimpleverbforms.Theyarealsocalledrootwords.

Whatletterorlettersareaddedtothesimpleverbform?

Remember This

Theletters-s, -ed,and-ingareaddedtothesimpleverbtoshowachangeinactionaccordingtotime.

I Can Do It

Readthewordsbelow.Boxthesimpleverbforms. dancing eat playing shouted showed claps sit stand drawing

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Measure My Learning

Putacheckmark(ü)onthecolumnwheretheactionis.

ActionHappeningNow

ActioninthePast

1.praying2.baked3.lives4.watching5.worked

Lesson 14: I See DoublesGet Set

ListenandSay!

See! See! I See a Bee!

See!See!Whatdoyousee?

Iseeatree.See!See!

Whatdoyousee?Iseeabeeinching

onthetree.See!See!

Theyarenowthree!Isee,Isee,

Icanseethreebeesonthetree.

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Remember This

/iy/isthesoundyouhearineeasinbee.

I Can Do It

Drawalinetoconnectthewordtoitsmeaning.

ColumnA ColumnB

1. thenumberaftertwo feed2. “Hatching!” knee3. ThefrontpartofaTVset free4. Youdonotpayforit. sneeze5. givethedogitsfood three6. apartoftheleg screen

Measure My Learning

Encirclethenameofthepicture.

1.seedfreefeed 3.treethreefeet

Illustratebee

2.sneezebeeteen 4.seedfeetknee

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Lesson 15: Making Stories on Our Own

Let’s Aim

Belowarethelistofwordsforyourstory.Giveapossiblerhyme-pair.

glass________ tree________ net________

box________ lip________

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2. Hesitswithfriendsunderthe____________ andsawa____________.

3. Theytrytocatchthebeewitha____________. Therainfellhard,thenetgot____________.

We Can Do It

Let’smakeastoryusingtherhymeswithyourfriends.

Makesentencesfromtherhymepairs.

1. Gabrieldrinksmilkina____________. Theglassisonthe____________.

IllustrateGlass

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4. Gabrielplacedthebeeinsidethe____________. Theboxonthesidehasalotof____________.

5. Hewentbacktohisfriendswithasmileonhis_________.

Now,there’snomoremilkto____________.

Now,whatisthestoryabout?_________________________________________________

Canyougivethebesttitleforthisstory?_________________________________________________

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I Can Do It

Let’swritethestorydown.Writethesentencesfromtheactivitythatyoudid.Thinkofagoodtitleforyourwrittenwork.

Imadethestory___________onmyown.

Ifeel______________________aboutit.

Measure My Learning

HowdidIfeelmakingthestoryonmyown?

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Lesson 16: Off for a PicnicLet’s Try

I. Crossoutthethingswhichdonotbelongtothegroup.

II. Writethepastformoftheverb.

_______1.Marychangesthepillowsheets._______2.Fathercleansthevegetablegarden._______3.Icookbreakfastformysisters._______4.Brotherhelpsfoldourblankets._______5.Ourhouselooksgoodwhencleaned.

1.

2.

3.

4.

5.

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III.Arrangethepicturesaccordingtohowtheyhappened.Write1,2,or3belowthepictures.

Get Set

Lookatthecomicstrips.Makeastoryaboutthepicture.

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Let’s Aim

Readthestory.Lookbackatthepictures.

Off for a Picnic By Porfiria Santos

Itwasaholiday.Lizajumpedoutofbed.“Oh,thealarmclockdidnotring.It’slate!”saidLiza.Shelookedforfather,mother,Maris,andMike.“Whereareyou?”shoutedLiza.Shefoundtheminthebackyard.

“Wearepreparingthethingsweneedforourtrip.Liza,areyousureyouhaveextraclothes?”askedMother.“Yes,Mother,Ihavepreparedthemlastnight.”

“Weareleaving,”saidFather.

UncleTomdrovecarefully.Thewhitevanrolledonandon.Thechildrensawmanythingsalongtheway.

Theychangedtheirclothesthen,theyalljumpedintothewater.

Soon,itwastimetogohome.Lizasaid,“Father,letuscomebackhereagainsomeothertime.”“Yes,ofcourse,”agreedFather.

Remember This

Everystoryhaseventsthathappenbeforeandafter.

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NOW

I Can Do It

LookatthebigpictureonthecolumnNOW.WriteontheblankspacebesidethesmallerpicturewhethertheactiontookplaceBEFOREorAFTERthebigpicture.

1.

2.

3.

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Measure My Learning

Writethreesentencesabouteachpicture.Arrangethemintheordertheyhappened.

Before_________________________________________

Now___________________________________________

After___________________________________________

Lesson 17: What We DidLet’s Aim

Shesaid:

Akittenjumpedoutofthetableyesterday. Itrolled on the floor. Thedogbarkedwhenitsawthecat. Aratwalkedin.Itlookedatthecat. Andstaredatthedog. Thedogstoppedbarking.

Lookatthewordsjumpandjumped.Compareandgivethedifference.

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We Can Do It

Hereisalistofrootwordsfromthestory.Add-edor-dattheendofeachword.

Comparethespellingoftherootword.

Verbshavedifferenttenses. Thetenseoftheverbtellsthetimeofanaction. Thepasttenseoftheverbshowsactionthat

happenedinthepast.Theyendin-dor-ed. Thepasttenseoftheverbtellsaboutsomething

thathasalreadyhappened.(1) Weadd-dor -edtomostverbstoshowthat

somethinghasalreadyhappened.(2) Ifaverbendsine,justaddd.(3) Ifaverbhasonesyllableandendswitha

shortvowelsoundandaconsonant,double the ending consonant before adding -ed.(ex.stop=stopped)

Remember This

Root word Add -d or -edlookshoutpreparerollchange

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I Can Do It Readeachsentence.Writethepasttenseofthe

verbintheparenthesis().

1. Father(plant)________themangoseedinthegardenyesterday.

2. He(work)________inthegardenthewholeday.3. Rolly(help)________himdigthesoil.4. Maria(stop)________topicktheripetomatoes.5. Mother(like)________theripetomatoes.6. She(place)________thetomatoesinabigbox.

Lesson 18: I Can HelpGet Set

Motherishavingarest.Thewholehouseisinamess.Helpherkeepthingstidy.

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Let’s Aim

Groupthewordsfromthebox.Writethemunderthelabels.

father aunt nun nephew niecebrother mother priest uncle sister grandmother grandfather

Girls__________________________________________________________________________________________________________________

Boys__________________________________________________________________________________________________________________

1.ThingstoEat_____________________________________________________________________

2.ThingstoWear_____________________________________________________________________

3.ThingsUsed forSchool_____________________________________________________________________

4.ThingsUsedfor TakingaBath_____________________________________________________________________

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We Can Do It

Readthethreewordsinsidethebox.Addonemorethatisliketheothers.

mother brothersister _______

June SeptemberOctober ___________

jackfruit papayachico _______

bedroom diningroomkitchen ___________

water juiceicedtea _______

Remember This

Therearesimilarthingsforeachgroup.

I Can Do It

Crossoutthethingthatdoesnotbelongtoeachgroup.Labelthethingsthatgotogether.

Thingsusedfor_________________________________.

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Thingsusedfor_________________________________.

Illustration:broom,pencils,books,paperbaginonerow

Thingsusedfor_________________________________.

Measure My Learning

Afterputtingthingstogether,Mothercanhavetimeforthebaby.Drawsomeofthethingsthatthebabyneeds.Colorthem.

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Lesson 19: It’s Time for BedGet Set

Dothemaze.

WherewouldEnzogotomeetTatayRico?

Let’s Aim

Boy: Whatareyoudoing? Girl: I’mcleaningup. Boy: Why? Girl: It’stimetosleep.

Whatdothearrowstellyou?

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We Can Do It

Readthestory.

Dennis’ Long Day By Leah N. Bautista

Denniswasknownforbeingactive.Hewantedtodoeverythingeveryday.Heforgotmanythingsaboutkeepinghisbodycleanandhisroomtidy.

Oneday,heplayedwithmudattheyard.Heplacedmudandstoneineverycorner.Then,hewouldhunghistoysbythedoor.

Afterthat,hewouldjumparoundwithemptybottlesandcans.“Joinme,”hewouldtellhisfriends.

Nightfell,hewasverytired.Denniswaitedforhisfathertocomehome.Hewaitedforhismothertocleanhimup.Hefellasleepatthetable.Father’sfriendscametovisit.

Theyalllaughedatwhattheysaw.Denniswascoveredwithmudandleaves.“Dennishadalongday,”Fathersaid.

I. Answerthefollowingquestions:

1. WhatwerethethingsDennisforgottodo?2. What was Dennis’ first play activity?3. WhatdidDennisdotohistoys?4. WhodidDenniswaitfor?5. WhydidFather’sfriendslaughatDennis?

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II.Arrangetheeventsfrom“Dennis’LongDay.”Writeeacheventonthestoryladder.

Remember This

Whenyouread,trytounderstandwhateventshappenedinthestory.Arrangetheeventsastheyhappenaccordingtotimeframe/expression.

1.Dennisplayedwithmudintheyard.

2.

3.

4.

I Can Do It Lookatthepicture.Drawapicturetocomplete

thesequence.

Measure My Learning Numbertheeventsintherightorderofwhenthey

happened, from first (1) to last (6)._____Heplacedmudandstoneineverycorner._____Dennisplayedwithmudattheyard._____Hehunghistoysbythedoor._____Hegottiredofplaying._____Hejumpedaroundwithemptybottles._____Hefellasleep.

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Lesson 20: We Do Many Things at Home Let’s Aim Readthesentence.

Motherlookedaroundthehouse.

Arrange the jumbled letters to know the first part ofthesentence.

Wholookedaround?Mother ThewordMothertellsuswholookedaround. Motheristhepersonbeingtalkedaboutinthe

sentence. Thenamingpartofasentenceisalsocalledthe

Arrangethejumbledletterstoknowthesecondpartofthesentence.

WhatdidMotherdoaroundthehouse?Looked Thewordlookedistheactionwordofthe

sentence.Theactionwordiscalledverb. ThewordlookedtellsuswhatMotherdidaround

thehouse. Theactionpartofasentenceisalsocalledthe

s j b e u c t

s u b j e c t

p i r c e a d t e

p r e d i c a t e

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We Can Do It

Putalinetodividethesentenceintotwoparts.LabelSforthesubjectandPforthepredicate.

1. Mysistercooksourfood. ______________________________________________2. Mybrotherworksinthefarm. ______________________________________________3. Theyoungerchildrenplayhideandseek. ______________________________________________4. TatayFelixcleansthehouse. ______________________________________________5. Ourdogguardsourhouse. ______________________________________________

Remember This

Asentenceismadeupofwords.Ithasanamingpartandaverbpart.Thenamingpartiscalledthesubject.Theverbpartiscalledthepredicate.

I Can Do It

WriteSiftheencircledpartisthesubject. WritePifitisthepredicate.

1. Thedogbarkedatthecat. ___2. BobbyrunsafterMother. ___3. Gabriellejumpsonthebed. ___

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4. Sistercookssomeeggs. ___5. Weeatsuppertogether. ___

Measure My Learning

Writethenamingpartoraverbparttocompletethesentence.Choosethewordsinsidethebox.

pray tells sits My cousin Cristy Danny

1. _________________ danced during the fiesta.2. MariaandI_________________beforewesleep.3. Ourgrandmother_________________usstories.4. Nene_________________onthechair.5. _________________washedherhandsbefore

eating.

Lesson 21: We Are FilipinosLet’s Try

A.IdentifywhichofthefollowingarethecharacteristicsofaFilipino.Putacheck(ü)onyouranswer.

______brownskin______blackhair______ respectfultotheelders______ rudetotheelders______playsgamesliketaguan, sipa,

patintero, palosebo______helpfultothemembersofthefamily______playsallthetime

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______eatsFilipinofood______ liveshappilywithonesparents______spendsmoretimewatchingtelevision

B. Listencarefullyastheteacherreadsthewords.

Putacheck(ü)ifthewordshavethesameinitialsoundandcrossout(x)ifnot.

_____net–nine _____bed–ball _____hair–have _____pot–fun _____rain–ruler

C.Readthefollowingwords.DrawJifthewordshave the same final sound andLifnot.

______father–river ______dog–rag ______basket–banana ______four-ten ______rap–jump

D.Matchthewordsthatrhymeorhavethesamefinal sound.

1.feel a.bat 2.sack b.eight 3.cat c.back 4.weather d.wheel 5.late e.ladder

E. Writethenewword.

1.Change/f/to/p/offatis_________ 2.Change/j/to/b/ofjeepis________ 3.Change/p/to/r/ofpackis______ 4.Change/d/to/g/ofbadis________ 5.Change/t/to/l/ofmeatis_______

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Let’s Aim

Listentoyourteacherasshereadsthepoem“IAmaFilipino”byDaliSoriano.Findoutwhatthepoemisallabout.

I Am a Filipino By Dali Soriano

IamaFilipinoIamproudtobeone.

Myblackhairandbrownskin,Perfectlybakedbysun.

Ilivehappilywithmyparents,Brothers,sisters–weareone.Lolo,lola,uncles,andaunts,

On fiestas we have fun.

IplayFilipinogames–Sipa,taguan,palosebo.

IloveFilipinofood,Myfavoriteisadobo.

Ikissthehandofmyelders,Tosaygoodbyeorhello.ThismakesmeaFilipino,

Polite,respectful,andtrue.

WhoistheFilipino/childinthepoem? Whatisthecolorofthechild’shair? Whatisthecolorofthechild’sskin? Whoislivingwiththechild? Whatdoesthechildliketoplay? Whatisthechild’sfavoritefood? Howdoesthechildshowrespecttotheelders? Whatcanyousayaboutthechild? HowdoFilipinosshowrespecttotheirelders?

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We Can Do It

Getapartnerandcompletetheweb.

Remember This

AFilipinochildhasfairandbrownskinwithblackhair,lovestoplay,helpshis/herfamily,andrespectsallelders.

NameofyourPartner

______________

Whatdoeshe/she

looklike?

Whatdoeshe/shelike

toeat?

Howdoeshe/she

respecttheelders?

Whatdoeshe/shelike

toplay?

Whodoeshe/shelive

with?

I Can Do It Lookforapartner.Tellandtalkaboutyourselves:

thecolorofyourhair,skin,theirlikes(food,games).

Introduceyourpartnertotheclass.Telltheclassaboutyourpartner.

I’m(nameofpupilA)andI’lltellyousomethingabout(nameofpupilB).

_______’shairis_____andher/hisskinis_______.He/Shelikestoeat_____,_____,and_____.He/Shelikestoplay_____,_____,and_____.He/Sheliveswithhis/her(parents/grandparents).He/SheisproudtobeaFilipino.

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Lesson 22: Words with the Same Beginning and Ending Sound Let’s Read

Readthepoem.Identifythewordwiththesamebeginningandendingsound.

IamaFilipinoIamproudtobeone.

Myblackhairandbrownskin,Perfectlybakedbysun.

Remember This

Therearewordsthathavethesamebeginninglikebrownandblackandtherearewordsthathavethesameendingsoundlikeskinandsun.

I Can Do It

Readthepoemandwritethewordswiththesamebeginningandendingsound.

Somefamiliesarebig,Somefamiliesaresmall,

ButIlovemyfamily,bestofall.IlovemyMother,yesIdo.IlovemyFather,itistrue.

Ilovethembothandtheylovemetoo.

beginningsound endingsound

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Measure My Learning

Readthepoemandclassifythewordswiththesamebeginningandendingsound.Placetheminthechart.

1. Baby,babycometome. Mommyiswaitingwithglee. Daddyisleavingtonight. Let’sprayforhimtohaveasafeflight.

2. Inthenightsodark Atinyegglaysfastasleep. Withasuddenbeep Ababychickmakesapeep.

Thesamebeginningsound

Thesameendingsound

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Lesson 23: Rhyming WordsLet’s Aim Readthefollowingwords.

my–by one–sun–fun brothers–sisters

Whathaveyounoticedwiththewords? Whatdoyoucallthewordsthathavethesame

endingsound? Whatotherwordsrhymewithmyandby? Whatotherwordsrhymewithone,sun,andfun?

Let’s Read Readthefollowingpoemandtelltherhyming

words. LittleMissMuffet,satonatuffet, Eatinghercurdsandwhey; Alongcameaspider, Whosatdownbesideher AndfrightenedMissMuffetaway. Whataretherhymingwords? Acatandamousefullofglee Starteddancing,one,two,three. Theydancedinthedaytime, Theydancedinthenight, Theydidnotmindifitwasdarkorbright. Whataretherhymingwords?

Remember This

Rhymingwordsarewordsthathavethesamefinalsound.

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I Can Do It

Findthewordsthatrhymewiththewordontheleft.

day dig saw sing sayrip ripe dip pat ratpig dig bin cap Pit

sack soup say pack playbest tear beat tap test

Measure My Learning Listdowntherhymingwordsfoundinthepoem

below.Readandclassifytherhymingwordsinthepoem.Writetheminthebox.

JackSpratcouldeatnofat, Hiswifecouldeatnolean, Andsobetweenthetwoofthem Theylickedtheplatterclean.

Acatandamousefullofglee Starteddancing,one,two,three. Theydancedinthedaytime, Theydancedinthenight, Theydidnotmindifitwasdarkorbright.

Goodnight,sleeptight, Don’tletthebedbugsbite. Andiftheydo Thentakeyourshoe

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Andknock‘em‘til They’reblackandblue!

Lesson 24: Let’s Switch PlacesGet Set Lookatthefirstpictureandword.Formanew

wordbychangingthefirstletteroftheword.

top __op __op

Let’s Aim Lookatthepicturesbelow.Changethefirstletter

oftheword.Whatisthenewword?Drawandwriteitinthebox.

a n

a t

a n

a t

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Let’s Read

Lookatthepicturesinthepie.Changethefirstletterofthewordofthepicturesinthepiethenmatchthenewwordtothepie.

Remember This

Whenyouchangethebeginningsoundoftheword,itformsanewword.

185

I Can Do It

Lookatthepicturesinthebars.Changethebeginningletteroftheword.Writeyouranswerinthecolumnbelow.

GivenWord

RemovedSound

ReplacedSound NewWord

186

Measure My Learning

Lookatthepicture.Namethepictureontheleft.Removethebeginningsoundandchangewithanewsound.Thensayandwritethenewword.

187

Lesson 25: Phoneme Manipulation (Substitution of Final Sound) Let’s Aim Fillintheblankwithcorrectletter.

Therewasonceamouse.Whoneededa__ouse.

Pattyisafatcat.Wholovestositona__at.

There’ssomethingsittingonthelog.Ihearcroaking.Itmustbea__og.

Let’s Read Withapartnerchangethelastsoundoftheword.

Drawandwritethenewword.

Saypan...change/n/to/d/....Whatisthenewword?

Saycop...change/p/to/t/....Whatisthenewword?

Saydot...change/t/to/g/....Whatisthenewword?

illustratepad

illustratecop

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We Can Do It

What is my name?

Withapartnerchangethelastsoundoftheword.Drawandwritethenewword.

Change/m/to/r/is_______.

Change/g/to/n/is_______.

Change/n/to/p/is________.

Remember This

Whenyouchangethelastsoundoftheword,itformsanewword.

illustratebug

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I Can Do It

Writeanddrawthenewword.

1.Change/n/ofpinto/g/is_______.

2.Change/p/ofcapto/n/is_______.

3.Change/m/ofhamto/t/is_______.

illustrateham

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Lesson 26: Wonderworks 1Let’s Try

A.DrawaJintheboxtothepicturescreatedbyGodandLifitisnotcreatedbyGod.

B. Readthepassageandanswerthefollowingquestions.

Motherprepareddinner.Sheiscookingadobo,pinakbet,andrice.MaryhelpedherMotherinthekitchen.Michaelhelpedsetthetable.WhenMother finished cooking, Mother told Mary to call herFather.Father,Mother,Mary,andMichaelsatatthetabletoeatdinner.Whendinnerwasover,MarycleanedupthetableandMichaeldidthedishes.6. WhatdidMothercookfordinner? a.adobob.friedchickenc.sinigang7. WhohelpedMothercookdinner? a.Fatherb.Maryc.Michael8. WhocalledFathertodinner? a.Motherb.Maryc.Michael

1. illustratemountain 2. 3. illustrate

house

4. 5.

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C.Crossout(x)thewordthatdoesnotbelongtothegroup.9. mother baby candy sister10. December Monday Friday Sunday

D.Check(ü)thepairsofwordsthathavethesamesoundandcrossout(x)iftheydonot.

______11.eat–meat______12.play–toy______13.cane–pain

E. Readandwritethenewword.

14.Whatwordwouldbeleftifyoutakeout/s/fromsmile?______

15.Whatwordwouldbeleftifyoutakeout/c/fromclap?______

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1. Havingagreatquantityornumber

2. Pretty,lovely

3. Amazed,feelwithwonder

4. AnationorastatesuchasPhilippines, Japan,Malaysia,etc.

5. Verygreatinsizeorinarea

6. Avaluableorpreciouspossession

Let’s Aim

I. Write the word being defined. Choose the words fromthebox.

vast country beautiful treasure plentiful marvel

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II. Listentoyourteacherasshereadsthepoem“Wonderworks”byDaliSoriano.FindoutthethingsthatGodhascreated.

Wonderworks By Dali Soriano

Imarvelatthegreatseasandvastlands, FashionedneatlybyGod’sownhands. Hecreatedmycountry’sclearbluesky, Rivers,lakes,seas,andmountainshigh.

1. Whatarethethingsthatamazedtheauthor?2. WhatarethethingscreatedbyGod?3. Whatworddidtheauthorusetodescribeher

country?4. Whatarethethingsthattheauthoristhankful

for?5. Whatistheauthor’sgreatesttreasure?6. Whatdoyouthinktheauthorconsiders“God’s

giftoflife”ashergreatesttreasure?7. Whatareotherthingsnotmentionedinthe

poemcreatedbyGod?

Thankyou,God,forthisbeautifulcountry, Friends,relatives,andlovingfamily. Theseplentifulgiftsarebeyondmeasure, Butyourgiftoflifeismygreatesttreasure.

8. Whatarethethingsthatyouarethankfulfor?9. Whatdoyouconsiderasyour“greatest

treasure?”10.Whydoyouconsideritasyourgreatest

treasure?

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Let’s Read WriteTrueifthestatementtellsaboutthepoem

andFalseifthestatementdoesnottellaboutthepoem.

______1. Godcreatedtheclearbluesky.______2. Godalsocreatedtallbuildingsand

houses.______3. TheauthorthanksGodforthebeautiful

cityHecreated.______4. Thegiftoflifeistheauthor‘sgreatest

treasure.______5.Food,shelter,andclothingareother

things.

Remember This

Therearemanythingsthatwehavetobethankfulfor–allthethingsthatGodhascreatedandhasgivenus.ThebestthingthatwereceivedfromHimisthe“giftoflife”sowecouldenjoythethingsthatHehascreated.

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Measure My Learning Howdoyoulikethepoem“Wonderworks?”

Shadethethermometer.

I Can Do It

EncirclethethingsthatGodcreated.

illustratemountains

illustratefamily

illustratetable&chair

illustratebird

likeitverymuch

like

dislike

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Lesson 27: Wonderworks 2Get Set

Drawalinetomatchthepicturetoitsword.

lake

mountain

sky

river

family

Illustrateriver

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Let’s Read

Readthepoem,thenanswerthequestions.

Imarvelatthegreatseasandvastlands, FashionedneatlybyGod’sownhands. Hecreatedmycountry’sclearbluesky, Rivers,lakes,seas,andmountainshigh.

1. Whatarethethingsthatmarveltheauthor?2. Whowasthe“He”inthepoem?3. WhatdidGodcreateintheauthor’scountry?

Thankyou,God,forthisbeautifulcountry, Friends,relatives,andlovingfamily. Theseplentifulgiftsarebeyondmeasure, Butyourgiftoflifeismygreatesttreasure

1. Whatarethethingsthattheauthorarethankfulfor?

2. HowdidtheauthordescribehergiftsfromGod?3. Whatistheauthor’sgreatestgift?

MotherandFatherareeverythingtome. Theyalwaysmakemehappyandglee. LikepresentsandbooksthatIlove Theyaregiftsfromheavenabove.

1. Whowas“Me”inthepoem?2. Whomakestheauthorhappy?3. Howdidtheauthordescribehisparents?

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Babiesaresweetandlovelytosee. Likeacuteteddybearyoubought

inashoppingspree. Theylaughandgigglefulloffun. Jumping,rolling,andplayingunderthesun.

1. Whatwasthepoemallabout?2. Howdidtheauthordescribebabies?3. Whatdobabieslovetodo?

We Can Do It

Readthestoriesandanswerthefollowingquestions.

1. Mylittlebrotherlovestoplayball.Hetossesit,rollsit, and shoots it to the ring. He has five different balls.ItwasagifthereceivedfromDad.

Wholovedtoplayball?______________________ Whatdidhedowiththeball?__________________ Howmanyballsdidhisbrotherhave?_________

2. AuntMaryhastwopets.OneisadognamedMikeeandtheotherisacatnamedMimie.Likeanyothercatsanddogs,AuntMary’spetsarespecial.MikeeandMimiearegoodfriends.Theyalwaysplaytogether.MimiesleepsbesideMikee.MikeeshareshisfoodtoMimie.ThatiswhyAuntMarylovesherpets.

WhatareAuntMary’spets?___________________ WhatmakesMikeeandMimiegoodfriends?_______ WhatmakesAuntMary’spetsspecial?_________

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Remember This

Foryoutogetthecorrectanswertothequestions,identifythedetailsofthepassageyouarereading.Itcanbeanameofaperson,anobject,orananimal,aplaceandtimewherethestoryhappened,andthekindofsituationthathappenedinthestory.

I Can Do It

Readthestoryandanswerthefollowingquestions.

Beahasanewbabybrother.HisnameisMichael.Hewasbornjustsixmonthsago.WhenMichaelcan’tsleep,Beasingshimasong.Shesings“Rock-a-ByeBaby.”Then,Michaelgoestosleep.

1. Whohasababybrother? a.Beab.Michaelc.Mary2. Whatisthenameofherbabybrother? a.Ericb.Michaelc.John3. Howoldisherbabybrother? a.sixmonthsoldb.sevenmonthsold

c.eightmonthsold4. Ifherbabybrothercan’tsleep,whatdoesshedo? a.Shedanceswiththebaby. b.Sherecitesapoem. c.Shesingsasong.

5. Whatsongdoesshesingtoherbabybrother? a.Rock-a-ByeBaby b.TwinkleTwinkleLittleStar c.ABC

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Measure My Learning

Readthedialogueandanswerthefollowingquestions.

Maryfoundanearring.

Mary: Whoseearringisthis?IsthisAuntBelen’s earring?

Sarah: No!AuntBelen’searringisgold.That earringissilver.

Mary: IsthisMother’searring? Sarah:Mother’searringissquare.Thatearring

isacircle. Mary: Thenwhoseearringisthis?Sarah: ThatisyourearringMary.Wearitandlet’s gotoplay.

1. Whofoundanearring? a.Maryb.Sarahc.AuntBelen2. WhatcolorisAuntBelen’searring? a.silverb.goldc.red3. Whoseearringissquare? a.Maryb.AuntBelenc.Mother4. Whose earring did Mary find? a.Sarahb.Motherc.Hers5. WhatistherelationshipofMarytoSarah? a.SarahisMary’ssister. b.SarahisMary’scousin. c.SarahisMary’sfriend.

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Lesson 28: Grouping TogetherLet’s Try

Lookatthepictureandanswerthefollowingquestions.

Whatcanyouseeinthepicture? Where can you find these?

Get Set

Lookatthefollowingpictures.Nametheobjectsthatbelongtogether.

illustratedress

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Let’s Aim

Alloftheitemsintheboxarefoundinourhome.Whichitemsarefoundinthebedroom?Whichitemsarefoundinthelivingroom?Whichitemsarefoundinthekitchen?

illustratecouch

illustratestove

illustratefryingpan

illustratetelevision

illustrateknife

illustrateblanket

illustratekettle

illustratelampshade

illustratecloset

Let’s Read

Readthewordsinthepocketchart.Tellthepupilstoplaceandgroupthewordsintheirpropercolumn.

pechay goat mango apple horse carrot banana bird cabbage fishgrapes ampalaya squash giraffe papaya

Fruits Vegetables Animals

203

We Can Do It

Withyourpartner,encirclethewordsthatbelongtothesamegroup.

pencil pen paper car rulerwhale dog shark seahorse gold fishtrain bus house jeepney taxi

Philippines BaguioCity

CebuCity

DavaoCity

QuezonCity

eagle parrot crow dove alligator

Remember This

Wegroupwordsaccordingtotheirkind,color,shape,andsize.

I Can Do It Classifythewordsinthebigboxwheretheybelong.

Monday December Ana three Friday eight January SundayCarmenDivinafiveAprilWednesdayone

Angelina ten November February Saturday Michelle

NumberNameDayMonth

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Measure My Learning Groupthefollowingwords.

school pants church mountains skirtslakes shirts seas hills cliff hospital

________________________________________________________________________________________________________________________________________________________________________________

Lesson 29: Recognizing Sound DifferencesLet’s Try DrawaJ ifthepairsofwordsrhymeandL ifthey

donot. ______ 1. tower – flower ______ 4. gone – bone______2.again–that ______5.tail–whale______3.black–sackGet Set Recite and do the finger play. Family (hold up fingers one by one) ThisistheFather,kindandtrue.

(holdsupthethumb) ThisistheMotherwhocaresforyou.

(holdsupthepointer) Thisisthebrothersobigandtall.

(holds up the middle finger) Thisisthesisterwhoplayswithherball.

(holds up the ring finger) Thisisthebaby,petofthemall.

(holds up the pinky finger) Seethewholefamily,bigandsmall.

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Let’s Aim Readthefollowingpairsofwords.

true–you measure–treasure gift–life sky–high beautiful–family land-and tall-ball big–small play–ball

Whichpairofwordshasthesamesound? Whichpairofwordsdoesnothavethesamesound?

Let’s Read

Readthefollowingpairsofwords.Putacheck(ü)ifthepairshavethesamesoundandcrossout(x)iftheydonot.

______1.bake–cake ______4.again–because______2.let–lot ______5.date–wait______3.today–away

We Can Do It

Drawalinetothewordthathasthesamesoundasthewordinthecircle.

float

votebook

goat rose

bone lime

boat coat

ringnote

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I Can Do It

Colorthewordsthathavethesamesoundasthewordontheleft.

away stay day ate playgame fame jail came nametake took ache steak snakemad chad made pad gladcare came bear share hair

Measure My Learning

WriteSifthepairsofwordshavethesamesound. WriteDifthepairshavedifferentsound.

________1.pen–heaven ________4.bell–ball ________ 2. dream – team ________ 5. high – fly________3.table–chair

Lesson 30: What’s the Word?Let’s Try

Check(ü)thepairofwordswiththesamesoundandcrossout(x)thepairofwordsthatdoesnothavethesamesound.

back-front sack-nearday-play boy-girl

parent-friend mother-father

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Let’s Aim ThisisWillyWally.Heloves

toeatacookie. Nowheisveryhungry.

WillyWallyatethe/c/cookie.Whatcookieswereleft?

WillyWallyatethe/t/cookie.Whatcookieswereleft?

c a t

c a r t

WillyWallyatethe/l/cookie.Whatcookieswereleft?

p l a y

ReadWallyWally’sleftovercookies.

a t c a

p a y

r

Remember This

Whenweremovealetterfromaword,anewwordisformed.

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Lesson 31: The Little Sampaguita GirlLet’s Try

A.Encircletheletterofthecorrectanswer.

1.Whichofthefollowingstatementsexpressesone’sbasicneedsandwants?

a.Hello!Howareyou? b.Ireallyneedsomefood. c.Ouch!Ithurts!

2. Whichstatementshowsconcernandsympathy?

a.Ifeelsorryforyou. b.Givethatfoodtome. c.Itisnicetoseeyou.

3. Whichsentencetellsaboutthepicture?

a. The boy is flying a kite.b.Theboyisplayingaball.c. The girl is flying a kite.

4.Whatisthebesttitleforthepicturebelow?

a.Jane’sBirthdayb.Mother’sBirthdayc.Baby’sBirthday

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B. Studythepicturebelow.Readandanswerthequestionsthatfollow.

Sam has a pet. He can do many tricks. He sits, stands, lies, rolls over, and dances when you ask himto.Hegreetspeoplebywavinghispaws.Sam’spetissuchanamazingdog.

1. WhatisSam’spet? a.dogb.catc.bird

2. WhatisthenameofSam’spetdog? a.Boogieb.Bantayc.Brownie

3. WhatcanyoutellaboutSam’spet? a.Sam’spetislazy. b.Sam’spetisdirty. c.Sam’spetissmart.

C.Studythegraphandanswerthefollowingquestions.

Erichashensinhisfarm.Healwaysgathersalltheeggs in the morning. He cooks some eggs and gives some to his sister who bakes a cake.

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10

9

8

7

6

5

4

3

2

1

Monday Tuesday Wednesday Thursday

4. HowmanyeggsdidEricgatheronMonday? a.6b.7c.9

5. DidthehenslaymoreeggsonMondayorWednesday?

a.Mondayb.Wednesdayc.noneoftheabove

6. Howmanyeggsdidhegatherinfourdays?a.30b.32c.24

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Let’s Aim

The Little Sampaguita Girl By Marimel Jane H. Polita

OncetherewasalittlegirlnamedMaya.ShesoldsampaguitaforalivingalongthestreetsofManila.Itwasraininghard.Sheworetornandraggedclothesandhadnoslippersonherfeet.Nobodyboughthersampaguita.

She was scared to go home for she knew her fatherwouldscoldherfornothavingsoldanything. She asked for food from the people passing by but nobody gave her. Suddenly, she feltsowarm.Sheopenedhereyesandsawhermother hugging her. Then, together they went up toheaven.

Mayalayfrozentodeathwithasmileonherlips.No one ever knew the wonderful dreams she had thepreviousnight.

Comprehension Check-up

1. Whowasthelittlegirl?2. Whatdidshedoforaliving?3. Wheredidshesellthesampaguita?4. Whydidn’tshewanttogohome?5. What was the weather like in the story?6. Whatwasshewearing?7. Didthepeoplegivehersomefoodtoeat?8. Whatdidsheseewhensheopenedhereyes?9. Whathappenedtoherattheendofthe

story?

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Let’s Read

Arrangethefollowingpicturesaccordingtowhathappened in the story, “The Little Sampaguita Girl.”Numberthepicturesfrom1to5.

Remember This

Wecanhelpneedychildrenbycollectingandgiving old clothes and toys, spending time to play, and make friends with them.

213

I Can Do It

What do you think are in their minds? Complete thedialoguebelow.

Measure My Learning

Readthefollowingquestions.Encircletheletterofthecorrectanswer.1. Who is the “Little Sampaguita Girl?” a. Ana b. Maya c. Lita2. Whatwassheselling? a.sampaguitab.rosec.daisy3. Wasthegirlaliveattheendofthestory? a.Yesb.Noc.notstatedinthestory

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Lesson 32: The Little Sampaguita Girl Part 2Let’s Aim

Retell the story of “The Little Sampaguita Girl” with the use of the pictures. Ask questions while readingthestory.

OncetherewasalittlegirlnamedMaya.ShesoldsampaguitaforalivingalongthestreetofManila.

Whatwasthegirlselling?Wherewasthegirlsellingsampaguita?

Itwasraininghard.Sheworetornandraggedclothesandhadnoslippersonherfeet.Nobodyboughthersampaguita.Shewasscaredto go home for she knew her fatherwillscoldherfornothavingsoldanything.

Whatwastheweatherthatnight?Whatwasthegirlwearing?Wasthegirlwearingslippersorshoes?Wasallhersampaguitasold?

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She asked for food fromthepeoplepassingbybutnobodygavehersomefood.

How did you know that the girl was hungry?Didsomeonegiveherfood?Whatwillhappentoherifshedidn’teatanyfood?

Suddenly, she felt so warm.Sheopenedhereyesandsawhermotherhuggingher.

Whowaswiththegirl?Wherewasthewomanfrom?Whywasthewomanwithher?

Then, together they went uptoheaven.Mayalayfrozentodeathwithasmileonherlips.Nooneever knew the wonderful dreamsshehadthepreviousnight.

Whathappenedtothegirl?Wheredidthegirlandhermothergo?Wasthegirlhappy?

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Let’s Read

Make a story board. Draw the major events that happenedinthestory.

Mayaissellingsampaguitaonthestreet.

Maya feels cold and hungry. Maya asked for foodfromthepeoplebutnobodygavehersomefood.

Mayatogetherwithhermotherwentuptoheaven.

I Can Do It

Readanddrawthesentencesinthebox.Writethetitleofthestory.

Title:____________________________________________

Babycrawlsonthe floor.

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Measure My Learning

Identifywhichdrawinginthefollowingsentencesbest describe the picture. Look for clues. Write the sentencesunderthepicture.

______________________________

______________________________

______________________________

Mother looks at herbaby.

She picks up the baby andputsherinthecrib.

Shecoversthebabywith a blanket. The babyisasleep.

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______________________________

______________________________

1. He does sit-ups.2. Heliftstheweights.3. Fathergoestothegym.4. Herunsonthetreadmill.5. He is sweating and needs to take a shower.

Lesson 33: Summer Is FunLet’s Aim

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

219

of birds and animals, monkeys swinging on trees, and giraffes, the animal with the longest neck.

The zoo keeper was busy cleaning the cage of the elephant. After a while, we went in front of the cageofthelion.Fathertoldushowferociousandstronglionsare.Welistenedtohimattentively.Itwassuchawonderfulday.

We did not want to leave the zoo, but there were manymorethingsthatwehadtodoathome.Mother promised to take us again and see the beautyofthezoo.

Whowenttothezoo? Whatanimalsdidtheysee? What cage did the zoo keeper clean? What do you think is the title of the story? Do you think the children enjoyed going to the zoo?Let’s Read

Readthestorybelowandanswerthequestions.

Every summer we go to the beach. The sun, sand, waves, and shells are lovely to see. The beach isourfavoriteplace.Wecan’twaitforthenextsunnybeachday!

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I Can Do It Readandanswerthequestionsthatfollow.

It’sawonderfuldayandthefunfairisnearthestreet. The rides they built look exciting and fun. Ferris wheels, roller coasters, bump cars, and swingingchairsareeverywhere.

TimandKimstarttohearthesoundsoftherides.Oh! It sounds fun. First, they ride on the roller coaster. They scream and scream, “Yipee!” Next, they ride on the bump cars.

“Fasten your seat belt so you’ll not get hurt,” saysthelady.Nowit’stimeforthemtoeat.

Theysitatthetabletoeathotdogsandpopcornand drink juice.

1. Whatisthetitleofthestory? a.TimandKim

b.ADayattheFunFairc.TheRollerCoasterRide

1. Whatisthetitleforthestory? a.FamilyattheBeach

b.ChildrenattheBeach c.AttheHeatoftheSun

2. Whatotheractivitiescantheydoatthebeach? a. Make foot prints

b. Ride a bike c. Play skateboard

3. Whatclothesshouldyouwearatthebeach? a.dress b.pantsc.shorts

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2. Whichofthefollowingarenotfoundatthefunfair?

a.rollercoasterb.Ferriswheelc.moviehouse

3. WhatdidTimandKimdotobesaferidinginthebumpcar?

a.Theyfastentheirseatbelt. b.Theyremainseatedintheirplace. c.Theydidnotmovetheirbumpcars.

Measure My Learning

Readandanswerthequestionsthatfollow:

illustrateagirlcelebratingherbirthdayathome.Camilleisinthemiddlesurroundedbyherfriendsandfamily.

Father is taking pictures while Camille is blowing the cake. MotherstandsbesideCamille.

ItwasCamille’sbirthday.Shehadlotsofgifts.Herfriends attended her party. There was a cake with sevencandles.Therewerelotsofthingstoeat.Mother prepared spaghetti, hotdog on sticks, fried chicken, and jelly beans. Everybody was happy.

222

1. Whocelebratedabirthdayparty? a.Motherb.Camillec.Sarah

2. How many kinds of food did Mother prepare for theparty?

a. four b. five c. six

3. Who was taking the picture? a.Camille’smother

b.Camille’sfatherc.Camille’ssister

4. Why do you think many of Camille’s friends attendedherparty?

a. Camille is a kind girl. b. Camille is a selfish girl. c.Camilleisashygirl.

Lesson 34: Graph It OutGet Set

Check the pictures that show activities you can doduringsummervacation.

223

Animals Tally

Whatcanyousayaboutthepicture? Have you been to a place like this? What animals are found in a place like this?

Let’s Aim

224

Maggie wanted to find out how many animals thereareinhergrandfather’sfarm.Shewenttothe barn, in the pigpen, to the pond, and to the chicken coops and counted all the animals she saw.

Shemadeatallysheetofallanimalsandshowedittohergrandfather.Maggie’sgrandfatherwassurprisedandhappyforwhatshedid.

Readandanswerthefollowingquestions.

1. WhydidMaggiegotothebarn? a. To know the number of animals in the farm b. To check the condition of the animals c.Toplaywiththeanimals

2. Whichanimalhasthemostnumber? a. horse b. chicken c. duck

3. How many animals did Maggie find in the farm?

a.30b.31c.32

225

Remember This

A tally sheetisusedtoshowthenumberby sticks. A bar graphusesbarstoshowthenumberofthingsbeingstudiedorrecorded.

10

9

8

7

6

5

4

3

2

1

We Can Do It

UsethetallysheetmadebyMaggietocompletethebargraph.Colorthebarsthatcorrespondtothenumberofanimals.

226

I Can Do It

Studythebargraphbelowandanswerthefollowingquestions.

Mother went to the market to buy fruits. Find out howmanyfruitsshebought.

illusbananas

1. Whichofthefruitshasthemostnumber? a.melonb.mangoesc.apples

2. Whatfruitshaveequalnumber? a.melonsandbananas

b.melonsandorangesc.applesandmangoes

3.Howmanyfruitsdidmotherbuyinall? a.29b.30c.31

10

9

8

7

6

5

4

3

2

1

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Lesson 35: Stop, Look, and Listen!Let’s Aim

Listen to the story the teacher will tell using pictures.

1. Whatisthetitleofthestory?2. Whoarethecharactersinthestory?3. Wheredidthestoryhappen?4. How did you know that the story happened at

home?5. Whereisthefamilygoing?6. Did Tommy try to look for his shoe? How?7. Did Tommy find his shoe? 8. What do you think will happen if Tommy can’t

find his missing shoe?

I Can Do It

Answerthefollowingquestions:

1.Whoarethecharactersinthestory?Thecharacters in the story are ________, _______, _________ , and ___________.

IllustrateTommylooking under

hisbed

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Lesson 36: I Am TalentedLet’s Aim

Look at the picture and tell something about it.

Whoisinthepicure? Whatsportishefamousfor?

2. Wheredidthestoryhappen?Ithappenedingrandfatherandgrandmother’s________.

3. Did Mary and Janet enjoy their summer at their grandparents’place?__________

4. Do you think they will go back and spend againtheirsummervacationattheirgrandparents’place? Why do you think so?____________________because________________.

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Listen to your teacher as she reads about Manny Pacquiao, then answer the questions below.

Whatisthestoryallabout? WhatisPacquiao’srealname? WhatisPacquiao’scodename? WhenwasMannyPacquiaoborn? WhatisconsideredtobePacquiao’stalent? WhatmadePacquiaofamous?

Do you like to be Manny Pacquiao? Why? Whatdoyouconsidertobeyourtalent? Whatdoyoudowithyourtalents?

Let’s Read and Answer

Whatareyourtalents?

Practicerepeatingthefollowingstatements.Fillineach blank with an appropriate word.

Icansingbeautifully. Icandancegracefullyonstage. I can draw pictures on my sketch pad. Ican_______thepiano. Ican_______mathquestionsinaminute. I can _______ books with understanding. I can _______ like a fish.

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We Can Do It Completethegraphicorganizerbelow.Write

something that will tell about Manny “Pacman” Pacquiao.

Lesson 37: ListenLet’s Aim Listen carefully and do the following instructions.

1. Drawabox.Writeyourfullnameinthebox.Encircleallthevowelletters.

2.Drawacircle.Drawatriangleinsidethecircle.Write the first letter of your name in the triangle.

3.Writethenumbers1to9.Crossouttheoddnumbers.Encircletheevennumbers.

Compareyouranswerwithyourseatmate. Wereyouabletofollowtheinstructionscorrectly? Whatdidyoudotogetthecorrectanswers?

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Let’s Listen

Listen carefully and follow what the teacher says.

1. Drawmangoesonthetree.2. Drawamanontheleftsideofthetree.3. Colorthepicture.

Remember This

When giving instructions, make sure it is clear and specific.

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I Can Do It Listen to the teacher and do the following directions.

1. Colorthepictures.2. Encircleallfarmanimals.3. Boxallzooanimals.

Measure My Learning Listen and follow the instructions given by the

teacher.

1. EncircleallanimalsthathavethewordFISH.2. BoxallanimalsthathavethewordSEA.3. Colortheremaininganimals.

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Lesson 38: Speak Up!Let’s Aim

Listentotheconversationofthetwogirls.Findoutwhat they are talking about.

Mary: Jane, this is Alice, my cousin. Alice, this is Jane, my friend. Jane: Nice to meet you, Alice. Alice: Nice to meet you, too. Jane: WhereareyoufromAlice? Alice: I’mfromSorsogon. Jane: Howlongwillyoubestayinghere? Alice: Until I shall have finished my studies. Mary:Alicewillbeournewclassmate.Herparents

diedinacaraccident.Sheisstayingwith usnow.Shewillstartattendingourschool onMonday.

Jane: Oh I see! Nice to meet you, Alice. See you onMonday.

Alice : Nice to meet you too, Jane.

Whoarethecharactersintheconversation? What are they talking about?

WhoisAlice? Whereisshefrom? Whathappenedtoherparents? WhatistherelationshipofMaryandAlice?

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Let’s Speak Practicesayingthefollowing:

1.IntroducingPeople

PupilA PupilB This is my friend, John. Hi John, I’m Fred.

Thisismymother_______ Thisismysister_______ Thisismyteacher______ Nicetomeetyou. Nicetomeetyoutoo!

2.TelephoneConversation

Hello Hello this is John, may I speak with Mike? Hold on for a while. Thank you.

3. Asking Permission

Can you help me Sure, what’s the withmymath? problem?

Wouldyouopen Noproblem. the door for me? It looks like your hands arefull.

4. Asking for Direction

Excuseme.HowdoIgo Gostraightahead tothelibrary? thatbuilding.It’s

ontheleftside. Thank you. You’re welcome.

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I Can Do It

Listen to the telephone conversation and answer thefollowingquestions.

Rrrrrrring!

Mother: Hello Pete: Hello! This is Pete. Is Mike there? Mother: I’msorry.He’snothererightnow.

Hewentoutwithhisfathertothe grocerystore.

Pete: What time will he be back? Mother: Around five thirty this afternoon. Do

youwanttoleaveamessagesoIcould tellhim?

Pete: I just want to ask him about our homework.

Mother:I’lltellhimyoucalled. Pete: Thank you very much. Mother:You’rewelcome.

1. WhydidPetecall?___________2. Whoansweredthephone?__________3. Where is Mike? _____________

Measure My Learning

Presentaconversationingivingdirections.

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Lesson 39: Story of MeLet’s Try

Readthefollowingstatements.

Hold on for a while. Thank you.

This is my teacher, Nice to meet you.Mrs.ElenaCruz.

Do you know where I’m sorry but I don’t AcaciaSt.is? livehere.

Let’s Aim

Listen to the story and answer the following questions.

1. Whoarethecharactersinthestory?2. Whendidthestoryhappen?3. WhydidJoseRizal’smothertellaboutthestory

ofthemoth?4.Whatdidthemothermothtelltheyoung

moth?5. Whathappenedtotheyoungmoth?6. Whatcouldhavehappenediftheyoungmoth

followedhismother?7. If you were the young moth, what would you do?

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Setting:Time:Place:

Characters

Problems

Resolution

I Can Do It Readthestoryandanswerthefollowingquestions. Cris “Kesz” Valdez lived in the slum area in Cavite

City. When he was two years old, he began looking for food in the garbage dump. He started livinginthestreetswithotherstreetchildren.

We Can Do It

Completethestorymapaboutthestoryofthemoth.

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HislifechangedwhenMr.HarminManalaysayfoundhim.Hefellintotheburningtiresinadumpsite while looking for food.

Mr. Manalaysay saved him. He worked in an organizationtohelpstreetchildrenattheageofthirteen.

KeszwontheInternationalChildren’sPeacePrizefor his work in helping the needy children.

1. Whatisthestoryabout? a.Keszthewonderboy b.Kesz’slifestory c.Keszandthestreetchildren

2. WheredoesKeszlive? a.BatangasCity b.CaviteCity c.QuezonCity

3. Whatawarddidhereceive? a.AnInternationalChildren’sPeacePrize b.AnInternationalYouth’sPeacePrize c.AnInternationalAdult’sPeacePrize

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Lesson 40: Water, Water, Everywhere!Let’s Aim

Look at the picture below. Listen as the teacher explainsaboutthewatercycle.

The Water Cycle

1. Whatdoyoucalltheprocesswherewatergoesupintotheair?

2. Whatcauseswatertogoupintotheair?3.Whathappenswhenthewatergoesupand

evaporatestotheair?4. When the clouds turn dark, what do they tell us?5.Whatdoyoucalltheprocesswhenwaterfalls

fromtheclouds?6. Whathappenstothewaterthatfallsfromthe

clouds?7. Wheredoesitgo?8. Whatdoyoucalltheprocesswhenwaterfalls

back to the oceans, lakes, rivers, and on lands?

evaporation

condensation

precipitation

collection

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I Can Do It

Draw rain, clouds, sun, land, and lake. Write evaporation, condensation, precipitation, and collectiontoshowthewatercycle.

The Water Cycle

condensation

collection

evaporationprecipitation

Remember This