Unit 3
I Love Going to School
It’s a place where I learn to count, read, and write It’s a place where I meet New friends left and right That’s why it’s no surprise… I love going to school!
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Week 1: School Is My Second Home Lesson 1 Let’s Try Talk about your school. Say your school’s name. Tell us what grade you are in. Say: “I study in ____. I am in Grade _____.” Get Set Listen as your teacher uses these words in a sentence. Let us try to figure out their meanings. cool without doubt
hop skip
prance
true
Let’s Recall What do you often do in school? Let’s Aim In the poem you are about to hear, you will find out what other activities are often done in school.
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Listen as I read the poem. My School I will tell you about a place that is cool it is without doubt my dear old school. In school I can sing and do many other things I can read, write, and dance I can skip, hop, and prance. In school I have fun I play under the sun I count things I can see, dream of what I can be. There’s so much I can do in my school, that’s so true It is after all, my home away from home. Listen to my questions about the poem and try to answer them. 1. In the poem, what is referred to as a place that is cool? 2. What does it mean when one says that a place is cool? 3. Based on the poem, give two activities that can be done in school. 4. Aside from what was said in the poem, what other activities can you do in school? 249
Draw your favorite school activity in your notebook.
Lesson 2 Let’s Recall In our poem yesterday, we learned that it is fun to be in school. Let’s think of the different things we can do in school. I Can Do It Your classmate will ask you a question. Try to answer it. “What do you like to do in school ?” “I like to ____ in school.” Action Words Listen as I read each sentence. 1. Miko likes to sing in school. 2. Dina likes to read in school. 3. Tita likes to cook in school. 4. Juan likes to dance in school. 5. Ana likes to play in school. Write the word that answers each question that I will read to you. 1. What does Miko like to do in school? 2. What does Dina like to do in school? 3. What does Tita like to do in school? 4. What does Juan like to do in school? 5. What does Ana like to do in school? 250
Read the words you wrote. What do you notice? Sing, read, cook, dance, and play are all action words. Remember This Action words are words that show movement. They talk about what we do. We Can Do It I will ask about what you do in certain places. Answer me with an action word. 1. What do you do in the market? 2. What do you do at home ? 3. What do you do in the park ? Let’s Aim Reading Short o Words Let us name these pictures.
Did you notice the shape of my mouth as I named the pictures with you? You are right, my mouth formed a circle. That is the shape that our mouths form when we have the o sound in the middle of the words we read. 251
We Can Do It Find a partner. Read each word to your partner. Draw a line between the word and the picture.
pot
cop
mop
top
I Can Do It Read the words and draw the corresponding pictures in your notebook. 1. mop 2. top 3. pot 4. dot 5. fox
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Let’s Answer I have a set of pictures and word cards. I will give each of you a picture or a word card. Find your partner by matching the picture with the correct word card. (To half of the class, give word cards containing three-letter words with the middle o sound. To the other half, give the corresponding picture cards. Make sure the cards accurately depict the words.)
Lesson 3 Let’s Aim Cause and Effect Last Monday, we listened to a poem about school. Listen as I read the story about Ben’s first day in a new school. Yesterday was Ben’s first day in a new school. He was afraid because he did not know anyone there. All his friends were in his old school. During recess, a girl called out to him. “Hi, I’m Lisa,” she said. “Come and join us. We are going to play tumbang preso,” she added. Ben eagerly joined Lisa and her friends. He is happy now.
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Answer these questions. 1. Why was Ben afraid to be in a new school ? 2. Why is Ben happy now? Let’s try to complete the following chart. On the left side of the chart, you will put the answers to the questions above. Ben was afraid to be in a new school. Ben is happy now.
Read your answers on the chart. What do you notice? Because he does not know anyone there, Ben was afraid to be in his new school. In the end, because he made new friends, Ben became happy. Remember This Oftentimes we want to know the reasons behind certain events. In order for us to do so, we have to ask why. The reason behind a certain event is called the cause of an event. The result of the cause or what happens because of the cause is called the effect.
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We Can Do It Knowing the cause of certain events is helpful in understanding what we read. Let’s try some more examples to know more about cause and effect. Listen as I read each paragraph. Answer the questions that follow. Write your answers in the chart. 1. Mely was going to cross the street to go to school. A little boy wanted to cross too, but he was afraid. Mely held the boy’s hand. Together, they crossed the street. Why was the boy able to cross the street ? 2. Jose was asked to compete against students from other schools in a math quiz bee. He wanted to win so he practiced solving word problems every chance that he got. During the day of the quiz bee, Jose answered all the problems correctly. He was declared math quiz bee champion. Why did Jose become the math quiz bee champion? 3. Pat liked to sing. He sang in the morning before breakfast, he sang while working on his seatwork, he even sang before going to bed. One Monday morning, he woke up with a sore throat. He could not sing all day. Pat was very sad that day. Why was Pat sad one Monday morning? Cause
Effect The little boy was able to cross the street. 255
Cause
Effect Jose became the math quiz bee champion. Pat was sad one Monday morning.
Let’s Aim Reading Short a, e, i, and o Words Let’s name the following pictures.
Did you notice how the shape of our mouth changed as we named each picture? It all depends on whether the word has the a, e, i, or o sound in the middle. Today we will try to read more words.
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We Can Do It Find a partner. Read each word to your partner. map
sad
pet
ten
big box
fin sob
I Can Do It Read these words and draw the corresponding pictures in your notebook. 1. a pig 4. a mop 2. a map 5. a box 3. a hen Lesson 4 Let’s Try I have a list of action words. Let us do the actions together. Afterwards, choose one among these action words. Pretend to do the action while saying, “I like to ____.” swim hop run
drink fly sing
walk eat clap
jump
dance
skip
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We Can Do It I have pairs of action words written on pieces of paper. Each one will get a piece of paper. Read the action word written. If you need my help, I can read it with you. The object of the game is to find the person who got the same action word as you did. After reading your action word, act it out until you find the person who is also doing the same action. (The game may be repeated as it helps the children become familiar with the different action words.) Let’s Try Looking for Effects Yesterday, we talked about the reason behind certain events. We said that this is called the cause. Sometimes, an event can have many causes. Listen to this story and try to figure out what happens because of certain events. This is called the effect. It is Nilo’s birthday today. His parents came home from work early so they could celebrate with him. His best friend Rino was also there with him. Nilo’s parents took them to the zoo where they enjoyed seeing different animals. Later on, they had dinner at a restaurant. Nilo had a happy birthday.
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We Can Do It In the boxes below are various reasons why something happened. Beside them is a blank circle. Let us fill in the circle with the corresponding effect of the events stated in the boxes.
Nilo’s homeparents early. came
Nilo’s best friend came to celebrate with him.
Nilo’s parents took them to the zoo.
They had dinner at a restaurant. I Can Do It Listen as I read the short story. List the effect of the different causes written in the boxes. Sinta was very hungry after class today. She forgot to bring her baon and she did not have enough money to buy snacks. Her classmate Lito also offered her some cookies but she did not accept them. 259
Sinta forgot to bring her baon.
Sinta did not have enough money to buy snacks. Sinta did not accept the cookies Lito offered her.
Remember This Sometimes, an event can have many causes. When reading a story, ask why in order to understand the reason behind a given event. Do not stop asking until you have found out all the reasons behind the event.
Lesson 5 Let’s Try Listen to my short poem. Then try to answer my questions about it.
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Animals in Action There was once a hen who wanted to fly. She flapped her wings but she could not go high. Then the hen met a pig who wanted to jump. But the pig was too heavy, he fell with a thump. The two walked a bit and they both met a dog. But the dog wanted nothing but to sleep like a log. 1. What did the pig want to do? 2. What did the dog want to do? 3. What did the hen want to do? We Can Do It Let us play Simon Says. When I say “Simon Says,” you must do the action that I tell you. If I only say an action without saying “Simon Says,” you must not do the action. I Can Do It Complete the poem with action words. Make sure you put your name in the first blank. ______________ in Action I _______________ I _______________ I _______________ I love to move about. 261
Let’s Aim Let’s name these pictures. Write their names in your notebook.
I Can Do It Read the phrases. Draw the correct picture for each phrase in your notebook. 1. a dog on a log 2. a fox in a box 3. a top in a pot
Week 2: Meet My Teacher Lesson 6 Let’s Try Talk about your teacher. Say your teacher’s name. Tell us what she teaches you. Say: “My teacher’s name is ____ _. She / He teaches me to ____ _.”
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Get Set Listen as your teacher uses these words in a sentence. Let us try to figure out their meanings. excited surprise
amazed final
clues
framed
Let’s Recall How did you celebrate your birthday ? Let’s Aim In the story you are about to hear, you will find out how Ms. Amor celebrated her birthday. The Birthday Surprise Today is Ms. Amor’s birthday. All of us in Grade 2 - Santol are excited because we have a surprise for her. When she entered the room, our classmate Ana gave her a set of cards numbered 1 to 3. “Ms. Amor, we have a surprise for you,” Ana said. “Please read and follow the clues on the cards so you can find the surprise,” Gabriel continued. All of us in the classroom sat on our seats quietly. 263
“Okay, here goes,” Ms. Amor said as she read the first clue. “Walk forward five steps,” Ms. Amor said as she started to move forward. She stopped in the middle of the room. Then she looked at the next clue. “Sing a few lines from your favorite song.” of us favorite waited happily to find outshe what Ms. All Amor’s song was. When sang “Moon River,” we were amazed at her beautiful voice. We clapped our hands after her song. “Thank you, class. Now let’s move on to the final clue,” Ms. Amor said, reading the next card. “Close your eyes and make a wish.” She closed her eyes for a while. When she opened them, we all shouted, "Surprise!" She looked at the framed class picture we held in front of her and said, "How did you know what I wished for?" Listen to my questions and try to answer them. 1. Whose birthday was it ? 2. Who were the pupils of the birthday celebrant? 3. What did they do for their teacher on her birthday? 4. What did Ms. Amor have to do first in order to find her surprise? 5. What did Ms. Amor? have to do next in order to find her surprise
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6. What was the last thing Ms. Amor have to do in order to find her surprise ? 7. What did the pupils of Grade 2 - Santol give Ms. Amor for her birthday? 8. What did Ms. Amor say that showed us she liked Grade 2 - Santol’s gift to her? In your notebook, draw what you would give Ms. Amor for her birthday if you were a pupil in Grade 2 - Santol. Write a sentence about it under your drawing. This _____ is my gift for Ms. Amor.
Lesson 7 Let’s Recall In yesterday’s story, we heard about what Ms. Amor had to do in order to find her surprise gift. Let’s pretend we are with Ms. Amor and Grade 2 - Santol. 1. What does Ms. Amor sing for Grade 2 - Santol? Ms. Amor ____ “Moon River” for Grade 2 - Santol. 2. What do the Grade 2 - Santol pupils give Ms. Amor? The Grade 2 - Santol pupils _____ Ms. Amor a class picture.
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Action Words Listen as I read each sentence.
1. Romy sits on a chair.
2. Romy and Tita sit on a bench.
3. Patrick reads a book.
4. Patrick and Ana read the newspaper.
5. Maria eats spaghetti in school.
6. Maria, Diego, and Juan eat pizza at home.
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Answer each question. Copy the following chart in your notebook. Write the answer on the left side of the chart. On the right side of the chart, write how many persons are doing the action. 1. What does Romy do on a chair? 2. What does Patrick do to a book? 3. What does Maria do in school ? 4. What do Romy and Tita do on a chair ? 5. What do Patrick and Ana do to a newspaper ? 6. What do Maria, Diego, and Juan do at home? Number of Person/s Doing the Action
Action 1. 2. 3. 4. 5.
Read the actions that were done by only one person. What do you notice? Sits, reads, and eats are the actions done by only one person. Read the actions that were done by two or more persons. What do you notice? Sit, read, and eat are the actions done by two or more persons. Remember This When only one person does the action, we add s to the action word. When two or more people do the action, we do not add s to the action word. 267
Let’s Aim Reading Phrases with Short Vowel Sounds Let’s read the following words. fat
pen
ten
bed
big
six
logs
dog
box
mop
the
of
We Can Do It Read each phrase to a partner. Match the phrase with the correct picture by drawing a line.
1. ten big logs
2. the big fat dog
3. a mop on a bed
4. a box of pens
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I Can Do It Read the phrases and draw the corresponding pictures in your notebook. 1. six red pots 2. a top on a hat 3. a sad dog
Lesson 8 Let’s Aim Sequencing 3 to 4 Events Last Monday, we listened to a story about Ms. Amor’s birthday. Let’s try to recall the events that led Ms. Amor to find her birthday surprise. Answer the following questions: 1. What was the first thing Ms. Amor had to do to find her surprise? 2. What was the second thing Ms. Amor had to do? 3. What was the last thing Ms. Amor had to do ? Make in your notebook three boxes numbered 1 to 3. Draw the events that happened before Ms. Amor got her surprise from Grade 2 - Santol. 1
2
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3
Remember This When reading a story, it is helpful to note the important events in the order that they happened. This will help us in understanding the story better.
We Can Do It Knowing the order of the events in a story is helpful in understanding a story better. Listen as I read a short story. Together with your group mates, draw on four sheets of paper the four important events that happened in the story. Arrange them in correct sequence. The Owl That Wanted to Be a Rooster There was once an owl who thought that the rooster’s job of waking up the animals was the best job in the barn. The owl wished so hard to be a rooster. Her wish came true, and she became a rooster. But she was only awake at night. So she ended up crowing at night. The barn animals got angry because they could not sleep. The rooster wished to become an owl again.
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Let’s Try Your classmate will ask you a question. Try to answer it. “What does your teacher do in school ?” “My teacher ____ in school.” “What do your classmates do in school?” “My classmates ____ in school.” We Can Do It I will divide you into groups with five members each. I have a bowl with slips of paper that have action words written on them. Your group will pick an action word and make two sentences out of it. In your first sentence, use the name of a team member to be the doer of the action. In your second sentence, use the names of all the team members to be the doers of the action. Let’s Aim Reading Phrases with Sight Words Let’s read these sight words. blue orange
yellow red
green
We Can Do It The class will play Touch the Color. After saying “Touch the color,” the teacher will flash a word indicating the color that the pupils are to touch.
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I Can Do It Read the words and draw the corresponding pictures in your notebook. 1. an orange log 2. a blue top 3. a red cot 4. a green mop 5. a yellow pot Let’s Answer Let’s play Bingo! I have a set of pictures and each one will be given a word card containing groups of words. I will show you the picture and you will find the group of words that tells us what the picture is. Once you find it, mark it with an X. The first person to mark all the groups of words in his / her card wins the game. (Give the pupils word cards containing six phrases that use colors and words with the middle a, e, i, or o sound. The pictures can either be printed or flashed through a powerpoint presentation.)
Lesson 9 We Can Do It Look at the action words. Let us read and do the actions together. Afterwards, choose one action word. Ask a classmate or a group of classmates to do an action and say, “_____ sings.” or “______, ______, and _____ dance.” 272
swim
drink
walk
hop
run
eat
run
sing
clap
jump
dance
skip
I Can Do It Listen as I read a short story. Answer my questions about it afterwards. Hide and Seek
Marla, Jen, Kevin, Richard, and KC play hide and seek in the park. Jen covers her eyes and counts up to thirty. The other children hide in different places. Marla goes behind a tree. Kevin and KC hide behind a bench. Richard runs to the slide and hides behind it. Jen opens her eyes and walks around. She spots Richard. “Tag, you’re it!” she tells him. 273
1. 2. 3. 4.
What does Jen do first? Where does Marla go? Where do Kevin and KC hide ? Where does Jen find Richard?
Let’s Try Sequencing Events Yesterday, we talked about the need to know the order of events as they happened in the story. Let’s try to do this again. We Can Do It Answer the following questions. 1. What was the first thing that happened in the story? 2. What was the second thing that happened in the story? 3. What was the last thing that happened in the story? I Can Do It Look at the pictures of events that happened in the story I have just read. Write the correct order of the events by putting the number in the boxes. Write about what the children do in the pictures in your notebook.
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Lesson 10 Let’s Try Listen as I read the different animal sounds. Match them with the animals that make these sounds. Write your answers in your notebook.
Croak! Croak! a.
1.
Neigh! Neigh! b.
2. 275
Meow! Meow! c.
3.
Chirp! Chirp! d.
4.
Bark! Bark! e.
5.
We Can Do It I have pictures of the animals on the previous page. There may either be one animal or more than one animal in each picture. Each of you will pick out an animal card. Then make a sentence about the animal / animals that you pick out using the correct sounds they make. For instance, if you pick out a picture of two dogs, you may say “Two dogs bark.” But if you pick out a picture of only one dog, you may say “The dog barks.”
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I Can Do It Complete the poem with the correct animal sounds. Animal Sounds
Animal Sounds
A dog _____________
Dogs ______________
A cat ______________ A bird _____________
Cats _______________ Birds _______________
A frog ____________
Frogs ______________
A horse ____________
Horses _____________
And I say,
And we say,
“Have a nice day.”
“Have a nice day.”
Reading Phrases with Sight Words Let’s Aim Let’s read these sight words. blue red
yellow black pink
green purple brown
orange white
We Can Do It The class will play Touch the Color. After saying “Touch the color,” the teacher will flash a word indicating the color that the pupils are to touch.
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I Can Do It Read these phrases. Draw the correct picture for each phrase. Do this in your notebook. 1. a red rod and an orange toy 2. a brown frog in a green box 3. a yellow fox on a purple hat 4. a pink pig on a white mat 5. six blue pens in a black pot
Week 3: Happy Times in School Lesson 11 Let’s Try Talk about the things you do in school. Say: “I _____ and _____ in school.” Get Set Listen as I use each word in a sentence. Match each with the correct picture by drawing a line between the two.
dessert
ingredients
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stirring
scooping
Let’s Recall What is your favorite dessert ? Let’s Aim In the story you are about to hear, you will find out what dessert the special visitor taught the pupils from Grade 2 - Papaya to make. A Special Visitor Today is a happy day for us children in Grade 2 - Papaya. We have a special visitor in class. He will teach us how to make a yummy dessert. “Grade 2 - Papaya, I am Kuya Ben. I will show you how to make fruit salad,” he says. He posts the ingredients on the board. Kuya Ben lets us read the ingredients. Then he tells us that fruit salad is so easy to make.
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Fruit Salad Ingredients: 6 apples (cut into small cubes) 2 papayas (cut into small cubes) 8 bananas (sliced) 5 mangoes (cut into small cubes) 1 tablespoon of lemon juice 1 cup of cream 3 tablespoons of sugar “I slice all the fruits,” he says. Then he puts them all in a big bowl. “I mix all the ingredients,” he continues. “Then I stir in the lemon juice, the cream, and the sugar. After that, I serve them in small bowls or cups,” he says. He scoops the fruit salad into plastic cups. We happily wait for Kuya Ben to give us a cup of fruit salad. “Yum, yum! What a treat!” Listen to my questions and try to answer them. 1. Who is the special visitor in the class of Grade 2 - Papaya? 2. What will he teach the class ? 3. What are the ingredients of the special dessert? 4. What did Kuya Ben have to do with the fruits first? 5. After slicing all the fruits, what did he do with all the ingredients? 6. Where did he put the fruit salad?
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7. What does it mean when the pupils said “What a treat!” ? 8. How did the pupils feel that day ? Draw your favorite dessert in your notebook. Write the following sentence below it. My favorite dessert is _______.
Lesson 12 Let’s Recall In yesterday’s story, we heard about Kuya Ben teaching the pupils of Grade 2 - Papaya how to make fruit salad. Pretend Kuya Ben is in our class. Listen as I read what he might say.
I slice the fruits.
I mix the ingredients.
I scoop the fruit salad.
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I serve the fruit salad.
We Can Do This Action Words Listen as I read each sentence. 1. I sing a song.
2. I play with my sipa.
3. I write a story.
4. I drink a glass of water.
5. I count my marbles.
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Answer each question. Copy the following chart in your notebook. Write the answers on the right side of the chart. On the left side, put in the answer to this question: Who does the action? 1. What do I do with a song? 2. What do I do with my sipa? 3. What do I do with a story? 4. What do I do with a glass of water? 5. What do I do with my marbles? Who does the action? 1. 2. 3. 4. 5.
Action
Look at the left side of the chart. In all examples, who was the doer of the action? Right, in all examples I am the doer of the actions. Read the actions on the right side of the chart. What do you notice? Sing, play, write, drink, and count are the actions that I do. In the past lesson, we learned that when one person is doing the action, we add s to the verb. But this is an exception to the rule. That means even if I am only one, we do not add s to the action word.
Remember This person who does the action, When I am the we do not add s to the action word. 283
Let’s Aim Reading Simple Sentences Let’s look at these pictures. Identify the objects in the picture.
We Can Do It Read the following words after me. You will meet these again in the sentences you will read. the
with
are
Read the following sentences. Write the number of the sentence that correctly shows the pictures above. 1. The fox is in a box. 2. The pig is with the hen. 3. The eggs are in a pot. I Can Do It Read the phrases and draw the corresponding pictures for each phrase. Do this in your notebook. 1. A dog is with a cat. 2. The top is on a log. 3. The rats are in a box. 284
Lesson 13 Let’s Aim Retelling a Story Using a Series of Pictures Last Monday, we listened to a story about Grade 2 - Papaya’s special visitor. Who was he? Yes, he was Kuya Ben. What did he teach the class again? You’re right. He taught them how to make fruit salad. Let us use these pictures to help us remember events that happened in the story. These pictures are not in correct sequence. Number the pictures from 1 to 4.
We Can Do It We now know the sequence of events that happened in the class of Grade 2 - Papaya. Let us write a sentence about each picture. This will help us tell the story in our own words. Let me start the story and then I will let you continue. 285
Grade 2 - Papaya had a special visitor. His name is Kuya Ben. He taught them how to make fruit salad. This is how he did it. (Let the pupils say their sentences in the correct order.) Remember This When reading a story, it is helpful to make a picture in our minds of the important events that happened in the story. We can then describe the pictures in our own words. This helps us tell the story again.
Let’s Try I have a big cube that has pictures of things we do in school. Each one will get a chance to throw the cube. Based on the picture you get, answer this question: “What do you do in school ?” “I _____ in school.” We Can Do It I will divide you into groups with three members each. Talk to your team mates and agree on an action that you will do together in school. Then as a group, say: “We _____ together in school.” (Each group may do the activity more than once.) 286
Remember This When there are two or more people who do the action and we use the pronoun we, there is no need to add s to the action word. Reading Sentences Let’s Aim Let’s look at the pictures. Identify the animals.
We Can Do It Let us read the word in the box. I will help you find out what it means. beside Draw and color the corresponding picture for each sentence. Do this in your notebook. 1. The pink pig is beside the yellow hen. 2. The black cat sits beside a blue rat. 3. The green frog hops beside the brown dog. 287
I Can Do It Read the phrases. Draw the corresponding picture for each phrase. Do this in your notebook. 1. A blue horse is beside an orange cat. 2. A green hen sits on a yellow egg. 3. A purple dog runs beside a white pig.
Lesson 14 We Can Do It I have the big cube that we used yesterday. Instead of pictures, it has six action words written on it. Let us read them. hop run jump
eat sing dance
Together with a partner, roll the cube. When it lands on an action word, use it to say what you do together. We ____ together. Then say where you do the action. We ____ together in the _____.
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I Can Do It Complete the poem with the actions that you often do with your friends. What I Do with My Friends by ________________
We __________________. We __________________. We __________________. We __________________. We do so many things.
Let’s Try Retelling a Story with Pictures Yesterday, we talked about how helpful it is for us to form pictures of important events in a story. This will help us tell the story again. Listen to this familiar fable. The Ant and the Grasshopper There was once an ant who worked day and night. He looked for food and kept it in his home. He said he would need it during the rainy days. There was also a grasshopper who only liked to play. He did not look for food. He danced and sang all day. 289
One night, heavy rains poured. Ant stayed in his warm home and ate his food. Grasshopper knocked on Ant’s door and asked for food. Ant took pity on him and let him in. He told Grasshopper that next time they will look for food together.
We Can Do It Look at these pictures. Let us number them from 1 to 4 according to when they happened in the story.
Let us say what happened in each picture.
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I Can Do It Using the same pictures and their correct sequence, rewrite the story of “The Ant and the Grasshopper ” in your notebook. The Ant and the Grasshopper
There was once ______________________________________ ______________________________________ ______________________________________ ______________________________________
Lesson 15 Let’s Try We learned about animal sounds last week. We will learn about more animal sounds today. Listen as I read these different animal sounds. 291
Match them with the animals that make these sounds. Draw a line between the animal and the correct sound.
Squeak! Squeak!
Grunt! Grunt!
Hiss! Hiss!
Quack! Quack!
Buzz! Buzz!
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We Can Do It I have pictures of the animals on the previous page. You will form groups of two, three, or four. Then I will give you an animal card. You and your group mates will pretend to be the animals you pick. You will make a sentence using the correct sounds that the animals make. As a group, say: “We are _____. We ______.” I Can Do It Complete the poem with names of animals and the sounds they make. Animal Sounds We are ______________. We __________________. We are ______________. We _________________. We are _____________. We _________________. We are animals. We make lots of sounds. Let’s Aim Reading Sentences Let’s read these groups of words. The snakes hiss The ducks quack The rats squeak
The pigs grunt The bees buzz
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in the box
on the mat
in the pot
beside the log
We Can Do It Find a partner. One of you will choose a group of words from the first box and the other one will choose from the second box. Combine the phrases that you choose. As a pair, read the sentence that you form. I Can Do It Combine two phrases from the first and second boxes in the previous page. Write the sentence you form. Do it in your notebook. Week 4: I Have Friends in School Lesson 16 Get Set Listen as your teacher uses each word in a sentence. Match with the correct picture by drawing a line between the two. board game
dice
token
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wiggle
stomp
Let’s Recall What game do you enjoy playing with your friends? Let’s Aim In the story you are about to hear, you will find out what game Joan and her friends played in school. Fun with My Friends Joan, Jose, and Mika all came to school early today. Joan said she had a board game that she wanted them to play. “What’s the game, Joan?” Jose asked when they saw each other. “It’s called Act It Out,” Joan said. “We have to roll a dice first. The number we get will tell us how many steps to take. If we land on a square that says Act It Out, we have to pick a card. Then we act out what it says on the card.” “And the person who reaches the square that says Finish wins, right ?” Jose asked. “Right,” Joan answered. Mika rolled the dice first. It was a six. She moved her token and landed on a square that said Act It Out. She picked a card. Turn to a friend and shake his hand.
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“That’s easy,” she said, turning to Jose and shaking his hand. “My turn!” Jose cried, rolling the dice. It was a three. He also landed on an Act It Out square.
Wiggle your fingers and stomp your feet.
“This is fun,” Jose said while wiggling his fingers and stomping his feet. Joan was about to roll the dice when the bell rang. “Let’s play again later!” she told us. Listen to my questions and try to answer them. 1. How many children came to school early 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
that day? Who were these children? Why did they come to school early ? Who brought the board game? What was the name of the game ? How is it played? Who got to roll the dice first? Where did she land? What actions did she have to do? Who got to roll the dice next? What actions did he have to do?
12. Why did the children not finish their game? 13. Do you think the children will play the game again? Why do you think so? 296
Draw your favorite game in your notebook. Write the following sentence below it. My favorite game is______.
Lesson 17 Let’s Recall In yesterday’s story, we heard about the Act It Out game that Jose, Joan, and Mika played. Listen as I read the sentences. I am shaking Jose’s hand.
I am wiggling my fingers.
I am bringing my board game to school.
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We Can Do This Action Words (adding –ing) Listen and watch as I read each sentence and do the action.
1. I am stomping my feet.
2. I am clapping my hands.
3. I am tapping my fingers.
4. I am pointing at my nose.
5. I am swaying my hips.
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Watch what I am doing. Then answer each question. Copy the following chart in your notebook. Place the answers on the right side of the chart. On the left side, write the answer to this question: Who is doing the action? 1. What am I doing with my feet? 2. What am I doing with my hands? 3. What am I doing with my fingers? 4. What am I doing to my nose? 5. What am I doing with my hips? Who is doing the action? 1. 2. 3. 4. 5.
Action
Read the actions on the left side of the chart. What do you notice? Stomping, clapping, tapping, pointing, and swaying all have something similar. Do you see it? Yes, all of them end in -ing. Let me do the actions again. Who is doing the stomping ? Yes, I am. How about now, who is doing the clapping? Yes, I am. Who is doing the tapping? You’re right again – I am doing the tapping. Who is doing the pointing? I am. And who is doing the swaying. Yes, I am also doing the swaying.
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Remember This While I am doing an action, I have to add -ing to an action word so I can talk about what I am doing.
Let’s Aim Let’s read these words. he
likes
to
around
now down
We Can Do It Reading a Simple Story Let us read the short story about Jac. You and I can read it alternately. You may start with the first line. Jac Jac likes to jog. He jogs around the log. He jogs around the dog. He jogs around the hog. Jac is hot now. He sits down to rest. I Can Do It Now try to read the story on your own. Afterwards, draw Jac and his favorite activity. Do this in your notebook. 300
Lesson 18 Let’s Aim Following Two-Step Directions Last Monday, we listened to a story about the game played by Joan, Jose, and Mika. Listen as I read the cards that Jose and Mika got. You are to do the same actions after I read them. Wiggle your fingers and stomp your feet.
Turn to a friend and shake his hand.
We Can Do It Listen to some more commands and do the actions. 1. Stand up and jump three times. 2. Sit down and put your hands on your lap. 3. Face your classmate and say, “How are you?” 4. Shake your classmate’s hand and say, “I’m fine, thank you.” 5. Look at me and clap two times. Remember This It is important to listen to directions so we can follow them correctly.
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I Can Do It Do the following activity in your notebook. Make sure you follow the directions that I will say.
1. Make the circle into a flower. Color it blue.
2. Give this cat a name. Write it on its tag.
3. Draw two balloons. Color one yellow and the other one red.
4. Draw an ice cream scoop on the cone. Color it pink.
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Let’s Try I have a bowl with cards that have action words. I will now call on a girl to pick a card. While she is doing the action written on the card, we will say: “She is _____.” Now I will call a boy to pick a card. While he is doing the action written on the card, we will say: “He is _____.” We Can Do It I have this big cube with new action words. Choose a partner. I will throw the cube and one of you will do the action written on top. As one is doing the action, the other one will say: “He / She is _____.” (Each pair may do the activity more than once.) Remember This While another person is doing an action, I have to add –ing to the action word so I can talk about what he or she is doing.
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Lesson 19 Let’s Aim Read the following words after me. You will meet these again in the short story you will read later. he
she
very
puts
likes
We Can Do It Read the sentences with a partner. Match them with the correct picture. 1. Jen, the hen, has an egg.
2. Mox, the fox, likes eggs.
3. Jen is very sad.
4. Jen puts the egg in a pot.
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I Can Do It Reading a Simple Story Read the short story. The Sad Hen Jen is a hen. She has an egg. She puts it in a pot. Mox is a fox. He likes eggs. Mox gets the egg from Jen’s pot. Jen is very sad. Let’s Try I have the big cube that we used yesterday. It has pictures of children doing different actions. Let’s throw the cube and talk about what they are doing. Let us say: “They are ________.” We Can Do It Let’s play charades. Group yourselves into teams with five members each. Choose an action to do. When your team is called, do your action. Any one from the other teams can raise their hands to talk about what you are doing by saying: “They are ___.” I Can Do It Write a in sentence about what the children are doing. Do this your notebook.
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Let’s Try Following Directions Yesterday, we talked about how helpful it is for us to listen and follow directions. Listen very well to this song and do the actions you are asked. If You’re Happy and You Know It If you’re happy and you know it clap your hands. If you’re happy and you know it snap your fingers. If you’re happy and you know it then your face will surely show it. If you’re happy and you know it clap your hands and snap your fingers. * stomp your feet / shout “hello” * jump for joy / flap your arms 306
We Can Do It We will sing the song again. Let us think of other action pairs that we can use for the song.
Lesson 20 Let’s Try Let’s review the actions we did when we sang “If You’re Happy and You Know It” yesterday. Can we do them again? clap shout
snap jump
stomp flap
Let’s talk about the actions that we are doing. Let us say: “We are ______.” We Can Do It Form groups of five. Choose an action that you would like to do as a group. Tell us what you are doing as you perform your group action. Say: “We are _____.” Let’s Aim Writing a Simple Story Let’s read the story of “The Sad Hen” again. Why was Jen, the hen, sad in the end ? Do we want her to stay sad? Let’s try to find ways to make her happy. We will continue the story of Jen, the hen. 307
We Can Do It Form a group of three. Each person in the group will think of something that Jen’s friends are doing to make her happy. Use these pictures to know who her friends are.
Pog the Dog
Nat the Cat
Mig the Pig
Listen as I read the first two sentences of our new story. Then tell your group mates what Jen’s friends are doing for her. Jen’s friends do not want her to be sad. So they are doing things to make her happy. 1. 2. 3. Jen, the hen, is happy now. I Can Do It Write your own version of the story that you and your friends just made.
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Week 5: Other People Who Help Me in School Lesson 21 Let’s Try Talk about the people who help you in school. Look at the pictures and tell who they are.
Get Set Listen as your teacher uses these words in sentences. Let us try to figure out their meanings. safety delight
duty upset
litter
bin
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Let’s Recall Who are the people you always see in school helping the pupils and the teachers? Let’s Aim In the poem you are about to hear, you will find out the people who help you in school. Listen as I recite the poem. Guess Who Do I See in School Guess who do I see in school? They’re the people who help me. They make school a place like home. Come and listen to this poem. They are always at the gate. Our safety is their duty. They check who gets in and out. And keep the bad people out. The canteen is their station. Our food is what they care for. Recess is their busy time because it’s our mealtime. They are always dressed in white. Our good health is their delight. We call them if we are sick And they answer fast and quick. She is in the library. She lends books to you and me. When you see her don’t forget Loud noises make her upset. 310
The school is clean; thanks to them. They keep the garden pretty. They keep the playground clean. Throw your litter in the bin. Listen to my questions and try to answer them. 1. In the poem, who are the people that are seen in school? 2. What do these people do in school? 3. Who is being referred to in stanza 2? Stanza 3? Stanza 4? Stanza 5? Stanza 6? 4. Are they important in school ? Why? 5. Draw a heart in your notebook. Write inside the heart the name of the person who helped you in school. Lesson 22 Let’s Recall Yesterday, we learned about the people who help us in school. Get Set Interpreting Picture Graphs Listen to the paragraph then let’s study the graph. The grade 2 class went to the school garden and saw lots of pechay, amplaya, eggplant, tomato, and onion. They made a graph of the vegetables gathered from the garden. 311
Vegetables from the School Garden
Let’s Aim 1. How many bundles of pechay were gathered from the school garden? There were ___ bundles of pechay gathered from the school garden. 2. How many ampalayas were gathered from the school garden? There were ___ ampalayas gathered from the school garden. 3. How many eggplants were gathered from the school garden? 312
There were ___ eggplants gathered from the school garden. 4. How many tomatoes were gathered from the school garden? There were ___ tomatoes gathered from the school garden. 5. How many onions were gathered from the school garden? There were _____ onions gathered from the school garden. Remember This A picture graph shows the number of things by group or kind.
Let’s Recall In our poem yesterday, we learned about the people who help us in school. Let’s think about them. Get Set Verbs of Being: Is and Are Your classmate will ask you a question. Try to answer it. “Who is the librarian?” “The librarian is _____.” “Who is the school nurse?” “The school nurse is _____.” 313
“Who is the school doctor?” “The school doctor is _____.” “Who are the canteen helpers?” “The canteen helpers are _____ and _____.” “Who are the janitors?” “The janitors are _____, _____ , and _____.” “Who are the security guards?” “The security guards are _____ and _____.” Let’s Aim Listen as I read each sentence. A. 1. The librarian is Miss Pam. 2. The school nurse is Miss Ana. 3. The school doctor is Mr. Ben. B. 4. The canteen helpers are Aling Nita and Mang Tony. 5. The janitors are Mang Luis, Aling Cora, and Mang Don. 6. The security guards are Mrs. Pilar and Mr. Domeng. Write in your notebook the word that connects the words that I will read to you. A. 1. librarian Miss Pam 2. school nurse Miss Ana 3. school doctor Mr. Ben 314
B. 4. canteen helpers 5. janitors 6. security guards
Aling Nita and Mang Tony Mang Luis, Aling Cora, and Mang Don Mrs. Pilar and Mr. Domeng
Read the words. What do you notice? When we are talking about only one, we use is. When we are talking about two or more, we use are.
Remember This Is is used when we are talking about only one. Are is used when we are talking about two or more.
Lesson 23 We Can Do It Interpreting Picture Graphs The school store sells many things that you need in school. Study the picture graph then answer the questions.
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The School Store
1. 2. 3. 4. 5.
How many notebooks were sold? How many boxes of crayons were sold ? How many pad papers were sold ? How many pencils were sold? How many erasers were sold? 316
I Can Do It How many books did the pupils borrow from the library? Number of Books Borrowed Monday Tuesday Wednesday Thursday Friday
1. How many books were borrowed on Monday ? 2. How many books were borrowed on Tuesday ? 3. How many books were borrowed on Wednesday? 4. How many books were borrowed on Thursday ? 5. How many books were borrowed on Friday ? We Can Do It Verbs of Being: Is and Are Here are some questions. Answer me using is and are. 1. Who is your seatmate? 2. Who is your best friend? 317
3. Who are your friends in school ? 4. What is your favorite subject ? 5. Who are your favorite teachers? Get Set Reading and Writing 2-syllable Words with Short a, e, i, and o Let’s name these pictures.
pencil
jacket
tennis
ostrich
padlock
helmet
Did you notice how many vowel sounds there are in each word? Let’s Aim Let’s read more words with two short vowel sounds.
napkin
dentist
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puppet
magnet
sandwich
pencil
Lesson 24 I Can Do It Verbs of Being: Is and Are Look at the pictures. Complete the sentences by writing is or are in your notebook.
The children _____ playing.
Betty and Gina _____ reading.
Mr. Bob _____ mopping the floor.
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Aris _____ writing.
Mrs. Santos _____ reading a story in class.
We Can Do It Reading and Writing 2-syllable Words with Short a, e, i, and o Name the picture. Copy the word in your notebook and include the missing vowel letters.
p __ n c __ l
j __ c k __ t
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s __ n d w __c h
__ s t r __ c h
p __ p p __ t
Lesson 25 Let’s Try Verbs of Being: Is and Are Draw in your notebook the person or persons helping you in school. Write 2 sentences about him / her / them using is or are. Guide: 1. What is the name and work of the person/s helping you? 2. What does she / he do to help you? 321
Let’s Try Reading and Writing 2-syllable Words with Short a, e, i, and o Arrange the letters to name the picture.
nnsiet
einttsd
ktesba
tengma
mleeth
Week 6: Books Are My Friends Lesson 26 Let’s Try Talk Time: What do you do when you are fetched late? Get Set Listen as your teacher demonstrates or explains the following sentences. 1. His excitement little by little disappeared. 2. He looked around the tall shelves. 3. He froze. 322
Let’s Recall What do you see in the library? What do you do in the library? Let’s Aim In our story, what did Miko see in the library ? What did he do in the library? Miko Visited the Library That Friday, Miko’s mother told him that she would be late for an hour in fetching him because she had to drop by the grocery to buy some items needed in their house. She also talked to Miko’s teacher that morning about it so Miko can stay in the library while waiting for his mother. It was not the first time that Miko would go to the library. But it was his first time to go there without his teacher and classmates. Usually, his teacher would bring the class to the library for story reading and they would just stay in the story reading place. That afternoon, Miko went to the library by himself. He was excited that he had one hour to stay in the library. He planned to look around and not just stay in the story reading place. When Miko entered, his excitement little by little disappeared. As he looked around 323
the tall shelves lined up with so many books, he slowly felt afraid. He felt very small all of a sudden. He just stood there by the door. He froze. The librarian saw Miko just standing there. With a smile on her face, she walked towards him. She took Miko by the hand and walked with him along the book shelves. As they walked, the librarian told him about the books. She even asked Miko what he liked to read. He said he liked reading books about animals. The librarian took him to the shelves where there were many storybooks about animals. Miko chose a book about birds. The librarian then showed him where he could sit. Miko has just finished reading the book when his teacher came in the library and told him his mother was already there to fetch him. Miko returned the book and said thank you to the librarian. That night, when Miko’s mother tucked him in bed he asked her when she is going to the grocery again. She asked Miko why. He said so he could go to the library in the afternoon. Miko’s mother smiled and said he could go to the library every day after class if he likes. Miko doesn’t have to wait for the next grocery day. Tomorrow and every day after, he could go to the library and read books. 324
Questions: 1. Why was Miko’s mother late in fetching him ? 2. Where did Miko stay while waiting for his mother? 3. How did Miko feel when he entered the library ? 4. Who helped him in the library ? 5. Did Miko like going to the library ? Prove your answer. 6. If Miko liked reading storybooks about animals, what about you? What books do you like to read? Lesson 27 Let’s Recall Yesterday, you heard a story about Miko’s visit to the library. What storybook did he like to read? Get Set Identifying Reality and Fantasy Study these pictures.
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Let’s Aim What do you notice about the pictures? Which of the pictures happen in real life ? Which of the pictures do not happen in real life ? Remember This Reality real life.in real life. Fantasyhappens does notinhappen
Let’s Recall Name the action in the pictures.
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Get Set Verbs of Doing: Past Tense of Regular Verbs Listen as the teacher reads these sentences. 1. She talked to Miko’s teacher. 2. He looked around the tall shelves. 3. She walked towards him. 4. He liked reading storybooks about animals. 5. Miko’s mother smiled. Let’s Aim What are the underlined words? What do you notice about the verbs? 1. talked talk + _____ 2. looked look + _____ 3. walked walk + _____ 4. liked like + _____ 5. smiled smile + _____
Remember This We form the past tense of regular verbs by adding -d or -ed. We add -d when the verb ends with e. We add -ed when the verb ends with a consonant.
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Lesson 28 We Can Do It Identifying Reality and Fantasy Write R if the picture shows reality. Write F if it shows fantasy. Do this in your notebook.
1.
4.
2.
5.
3.
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I Can Do It Write in your notebook what each picture is about. Write whether it is a reality or a fantasy.
We Can Do It (Guided Practice) Verbs of Doing: Past Tense of Regular Verbs Write the past form of the verb. Do this in your notebook. 1. laugh + ed 6. move + 2. pick + ed 7. wade + 3. clean + ed 8. fade + 4. join 5. call
+ +
ed ed
9. dine 10. code
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+ +
d d d d d
Get Set Reading and Writing Phrases with 2-syllable Words with Short a, e, i, and o Listen as your teacher reads each phrase. Match the phrases with the pictures.
playing tennis
pencil and paper
running ostrich
wet jacket
padlocked door What are the words with short vowel sounds?
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Let’s Aim Let’s read more phrases with words with short vowel sounds.
the seven bananas
a tennis racket
egg sandwich on the plate
a table napkin
the baby rattle
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Lesson 29 I Can Do It Verbs of Doing: Past Tense of Regular Verbs Write the verb and its past form. Do this in your notebook. Example:
wash
1.
2.
3.
4.
5. 332
washed
We Can Do It Reading and Writing Phrases with 2-syllable Words with Short a, e, i, and o Study the pictures then complete the phrases. Do this in your notebook.
station
driver
plane
index
pretty 333
Lesson 30 Let’s Try Verbs of Doing: Past Tense of Regular Verbs Game: 1. Choose a picture. Name the action word. 2. Call somebody to do the action word. 3. Call another to say the past form.
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Let’s Try Reading and Writing Phrases with 2-syllable Words with Short a, e, i, and o Write in your notebook a phrase about the pictures. Choose words from the box. rice
busy
scary
1.
4.
2.
5.
3.
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wet
juicy
Week 7: I Learn Many Things in School Lesson 31 Let’s Try In our story last week, Miko told us that he likes reading storybooks about animals. What is your favorite animal? Why is it your favorite? Get Set Take a look at the picture of birds your teacher will show you.
Try to describe them. Bird
Color
finch parakeet cockatiel 336
Size
Let’s Recall What is your pet at home? Or what pet would you like to have? Let’s Aim In our paragraph, what are the animals that are good for pets? Birds for Pets Kids are often happy to see birds that they would like to have one as a pet. The three kinds of birds that are good for pets are the finches, parakeets, and cockatiels. The finches make good pets because they are beautiful and they make beautiful sounds. The parakeets are colorful, small, easy to care for, and can learn to talk. And the cockatiels can also learn to talk, whistle, and do cute tricks. Questions: 1. In our paragraph, what do kids like to have as pets? 2. What are the three birds that are good for pets ? 3. Why do finches make good pets ? 4. Why do parakeets make good pets ? 5. Why do cockatiels make good pets ? 6. Which of?the three birds would you like to have ? as a pet Why
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Lesson 32 Let’s Recall Yesterday, we learned the three kinds of birds that are good for pets. Get Set Identifying the Important Details in an Expository Text Listen as your teacher reads first the questions. These questions will help you look for the important information in the paragraph. Questions: 1. What is the size of sparrows? 2. What is the shape of their bill ? 3. What do they eat? 4. What is their color? 5. Where are they found? Sparrows Sparrows are small birds with bills shaped like cones. They eat seeds and insects. Some sparrows are brown. Some are gray. They are found around homes and on farms worldwide.
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Let’s Aim Let us answer these questions. 1. What is the size of sparrows? 2. What is the shape of their bill ? 3. What do they eat? 4. What is their color? 5. Where are they found? Remember This By answering the who, what, when, where, why, and how questions, we can get important information in a text. Let’s Recall Verbs of Doing: Past Tense of Irregular Verbs Name the action words.
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Get Set Study these sentences. A. 1. The finches, parakeets, and cockatiels make good pets. 2. The sparrows eat seeds and insects. B. 3. The finches, parakeets, and cockatiels made good pets. 4. The sparrows ate seeds and insects. Let’s Aim What are the underlined words ? What did you notice about how the verbs are changed? make made eat ate Remember This We form the past tense of irregular verbs by changing their spelling.
Lesson 33 We Can Do It Identifying Important Details in an Expository T ext Know the important details of the next paragraph by answering these questions. 1. What is the color of crows ? 2. Where do they feed? 340
3. What do they eat? 4. When trained, what can they copy ? 5. Up to what number can they count? Crows Crows are glossy black birds. They feed mostly on the ground, where they walk about purposefully. They eat meat, grain crops, insects, and eggs of other birds. Crows are intelligent birds. They can be trained to copy their owner’s voice or to count aloud up to seven.
ILook Canfor Dothe It answers in the paragraph. Write the answers in your notebook. Questions: 1. How long have farmers been making scarecrows? 2. What is a scarecrow? 3. What is it shaped like ? 4. Where is it placed? 5. What kinds of birds do scarecrows scare away ? 6. Why is it a farmer’s best friend
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?
Scarecrow Farmers have been making scarecrows for more than three thousand years. A scarecrow or hay-man is a trap. It is shaped like a human dressed in old clothes and placed in fields by farmers to scare away birds such as crows or sparrows from eating the seeds or crops. A scarecrow is truly a farmer’s best friend.
We Can Do It Verbs of Doing: Past Tense of Irregular Verbs Here are other examples of irregular verbs. Name the verbs. Change the underlined letters to form the past tense.
1.
speak
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2.
swim
3.
sleep
4.
drink
5.
stand
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Get Set Reading and Writing Sentences with 2-syllable Words with Short a, e, i, and o Listen as your teacher reads these sentences. Match each sentence with the correct picture.
1. Lito is playing tennis.
2. Mother cooks dinner.
3. The basket is full of vegetables.
4. Fried chicken is my favorite.
5. The police caught the robber.
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Let’s Aim Let’s read more sentences with words with short vowel sounds.
Benny won in the spelling contest.
The zebra is striped black and white.
Take a tablet of medicine before going to sleep.
Leny has a bad temper.
There is a windmill in the farm.
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Lesson 34 I Can Do It Verbs of Doing: Past Tense of Irregular Verbs Write the verb and its past form. Do this in your notebook.
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We Can Do It Reading and Writing Sentences with 2-syllable Words with Short a, e, i, and o Study these pictures then complete the sentences. Write the sentences in your notebook.
1.
_____ is fixing the fence.
2.
She has _____ balloons on her 7th birthday.
3.
The _____ is planting.
4.
Mother went to the _____.
5.
The _____ is launched. 347
Lesson 35 Let’s Try Verbs of Doing: Past Tense of Irregular Verbs Game: 1. Choose a picture. Name the action word. 2. Call somebody to do the action word. 3. Call another to say the past form.
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Let’s Try Reading and Writing Sentences with 2-syllable Words with Short a, e, i, and o Write a sentence about each picture. Choose phrases from the box. Do this in your notebook. feed the chicken
basket of flowers
shallow river
nail and hammer lemon juice
1.
2.
3.
4.
5.
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Week 8: My Favorite Place in School Lesson 36 Let’s Try Last week, we learned that finches, parakeets, and cockatiels are good for pets. Do you remember why they are good for pets? Get Set Listen as your teacher uses the following words in sentences. Try to get their meanings. perching paints
instruments whistles
Let’s Recall Why do you think birds perch on branches of trees ? Let’s Aim In our story, why are the birds perched on the branch? Three Birds Watching One sunny morning, three birds are perching on a branch of a tree. One is a finch, another is a parakeet, and the other is a cockatiel.
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As the birds are sitting on the branch, they are watching the children in the school. The finch is watching the children in the music room. The parakeet is watching the children in the art room. And the cockatiel is watching the children in the playground. The cockatiel asks the finch, “Why do you watch the children in the music room?” The finch answers, “I make beautiful sounds that’s why I like listening and watching the children singing and playing instruments.” The finch turns to the parakeet and asks, “Why do you watch the children in the art room?” The parakeet replies, “I am colorful. I like colors. I like watching the children draw and paint.” The parakeet looks at the cockatiel and also asks, “Why do you watch the children in the playground?” The cockatiel whistles and replies, “I can do cute tricks just like those cute little kids in the playground.” After a while, the bell rings. The three birds flap their wings and fly to another nearby branch.
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Questions: 1. Why are the three birds perched on the branch of a tree? 2. What are the three birds watching? 3. Why is the finch watching the children in the music room? 4. Why is the parakeet watching the children in the art room? 5. Why is the cockatiel watching the children in the playground? 6. What happens when the bell rings ? 7. If you are one of the birds, would you be like the finch, parakeet, or cockatiel ? Why? Lesson 37 Let’s Recall In yesterday’s story, the birds are watching the children in the different parts of the school. Match the bird with the part of the school it watched.
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Get Set Reading Maps Study the following school map.
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Let’s Aim Answer these questions. 1. What is the room on the left of the Canteen ? 2. What is the room on the right of the Canteen ? 3. What is the room south of the First Aid Room? 4. What are found on the left and right of the Music Room? 5. How many classrooms are there ? Remember This Here are some map symbols.
Bicycle parking
Restrooms
Telephone station
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Hospital zone
Drinking station
Let’s Recall Choose the action words. sit
branch
turn
school
make
tree
perch
music
watch
art
answer
look
paint
playground
draw
bell
flap
ask
wing
listen
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Get Set Verbs of Doing: Future Tense Listen as your teacher reads these sentences. A. 1. Three birds perch on a branch of a tree. 2. They watch the children in the school. 3. The finch turns to the parakeet. 4. The parakeet looks at the cockatiel. 5. The three birds flap their wings. B. 6. Three birds will perch on a branch of a tree. 7. They will watch the children in the school. 8. The finch will turn to the parakeet. 9. The parakeet will look at the cockatiel. 10. The three birds will flap their wings. Let’s Aim What are the underlined words ? What do you notice about the verbs in A and the verbs in B? What word is added before the verb ?
Remember This We form the future tense of the verb by adding will or shall before the base form of the verb.
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Lesson 38 Reading Maps Study the following city map and do the activity.
1. On a sheet of paper, copy and color the map as follows: blue – water orange – library green – parks purple – hospital
red – fire station yellow – schools pink – city hall brown – community center
2. Draw a green X at the intersection of Orosa Street and 2nd Avenue. 3. Draw a black X where Rivera Street meets Carlos Bridge. 4. Draw a blue X at the address 180 Rivera Street. 5. What city building is located along 1st Avenue?
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We Can Do It Study the following city map then do the activity. Write your answers in your notebook.
1. Which bridge is closest to the museum? 2. What park is located along Noche Street? 3. When you look north, you see the river. When you look east, you see the high school. Where are you? 4. What building is across the hospital? 5. What is the park along Estrella Street?
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I Can Do It Draw a map of your school on a sheet of paper. Below your map, write sentences on how you will guide a visitor who wants to see the principal in the office.
We Can Do It Verbs of Doing: Future Tense Write the future tense of the following verbs. Do this in your notebook. Example: smile 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
visit listen take go bring buy erase change cry stay
will smile _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________
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Get Set Reading and Writing Simple Stories with 2-syllable Words with Short a, e, i, and o Match the sentences with the correct picture. 1. Mang Benjo will plant his crops in June. He will plant during the rainy season. 2. Linda will play tennis this Saturday. She will play with Cris.
3. Judd’s father will drive the taxidrive to the He will hisairport. friend to the airport. 4. There will be thunderstorms in the afternoon. Mark will bring his jacket. 5. Anne will celebrate her birthday next week. She will put a pink ribbon on her dress.
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Let’s Aim Let’s read more simple stories with words with short vowel sounds. They will leave town on a vacation. They will padlock the doors to be safe from robbers.
The pupils will answer the test. They will use pencils.
Jane’s father will wear a helmet to work. The helmet will protect his head from falling objects. The seven boys will play tennis. They will join the sports contest.
Aling Naty will go to the market. She will bring her basket.
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Lesson 39 I Can Do It Verbs of Doing: Future Tense Think of three things you will do tomorrow. Draw them in your notebook. Write three sentences about your drawings using the future tense of verbs. We Can Do It Reading and Writing Simple Stories with 2-syllable Words with Short a, e, i, and o Try to recall the 2-syllable words with short a, e, i, and o that you have learned. Write a simple story using those words. Draw your simple story on a sheet of paper.
Lesson 40 Let’s Try Verbs of Doing: Future Tense Game: 1. Choose a picture from those on the next page. Name the action word. 2. Call somebody to do the action word. 3. Call another to say the past form.
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Let’s Try Reading and Writing Simple Stories with 2-syllable Words with Short a, e, i, and o Think-a-Link: Choose only three 2-syllable words with short a, e, i, and o. Write a simple story connecting the three words. Do this in your notebook.
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Unit 4
I Am Part of a Community
I am part of a community! Different people all around, Different sights I see, Different sounds I hear, This is my community! I belong to this community! I help care for this community!
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Week 1: People in Our Community Lesson 1 Let’s Try Name some people you see when you go out of your house. Say: “I see a _____.” Mime Game: I will act out a community helper that we see around us. Guess the community helper I will act out. Choose your answer from the following pictures. Say: “You are a ______.” Now it is your turn to act it out. Your classmates will guess.
vendor
street sweeper
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gardener
Let’s Recall Guess Who? Listen to your teacher as she tells about a community helper. Name the community helper she is describing by choosing the correct picture shown in the following.
I trim the hair of men and boys.
I tell the sick the right pill to take so they will get well.
I am a _____.
I am a _____.
I teach pupils to read,
I help keep peace and
count, and write. I am a ____.
order in the community. I am a ____.
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Word Study I will read each word and the sentence for it. Connect the word to the correct picture.
cash I can buy what I need because I have cash.
pickpocket The pickpocket got the wallet of the rich man.
Let’s Aim The title of our story today is “The Red Bag with Cash.” Guess or predict what will happen in our story. Say: “I think ______ .” “Maybe ______.” “Probably _____.” Listen as your teacher reads the story, “The Red Bag with Cash.”
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The Red Bag with Cash by Teacher Nong
One day, Sister Rica left the convent. She planned to go to the market. She had a red bag with cash in it. The cash was in a black wallet. Suddenly, a pickpocket ran away with her wallet. Sister Rica yelled, “Oh no! No more cash to buy food for the nuns.” A fat cop quickly ran after the pickpocket. “I will get that man,” he said. The pickpocket jumped inside a cab. He told the cab driver to drive away fast. “This not is bad! There isby so that much traffic in here! I should be caught cop,” said the pickpocket. In a rush, he got out of the cab and ran very fast. The cab driver yelled at him. Suddenly, he looked at the back seat of the cab. He was surprised to find a black wallet on the seat. He checked it and found a lot of cash and some cards in it. He was very glad. “Just the cash that I need,” he said to himself. But he thought of the poor owner of the wallet. The wallet was not his. 369
The cab driver decided to bring the wallet to the police station. Later that day, Sister Rica was so thankful that she got her wallet back. We Can Do It Let us find out if your guess or prediction about what will happen in our story is correct. Listen to my questions about the story and try to answer them. 1. 2. 3. 4.
Who went to the market ? What will she do in the market? What happened on her way to the market? What did the pickpocket do after he got the wallet? 5. Why did he leave the cab ? 6. Why do you think was the wallet left in the cab ? 7. What did the cab driver do with the wallet? 8. What words can describe the cop ? The cab driver?
I Can Do It Draw in your notebook the people who helped Sister Rica. In what way did each one help Sister Rica?
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Lesson 2 Let’s Recall Act It Out Who said the following lines in our story yesterday ? Dramatize the following events in the story. Let your classmates guess the character in the story who said each line. 1. “Oh no! No more cash to get food for the nuns.” 2. “I will get that man!” 3. “This is bad! There is so much traffic in here! I should not be caught by that cop.” 4. “Just the cash that I need.” Let’s Try What is a Wanted poster? Who are the people we usually see in a Wanted poster? What did they do? Why do we put up their picture there? In our story yesterday, is there anyone we can put in a Wanted poster? We Can Do It Learning How to Follow Directions Copy the poster shown in the next page in your notebook. Follow the three-step direction. 1. First, let us write the title of our story yesterday on the first line. 371
2. Then, let us draw the WANTED character in the story. 3. Finally, let us fill out the blanks that follow. Title of the Story: ____________________________
Name: ______________________ Crime: ______________________ Last Seen: ___________________ If seen, contact: _____________ Reward: _____________________
Which community helper can help us catch a WANTED person? A _____ can help us catch a WANTED person.
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Remember This Signal words like first, then, and finally tell us the order of events or things to follow in directions. Let’s Aim Phrases and Sentences Listen as I read the following groups of words. 1. a pickpocket 2. cash in a black wallet 3. Sister Rica went to market. 4. The cop ran after the man. We Can Do It Try to answer my questions after I read each item above. 1. In item number 1, what does it say about the pickpocket? Does it express a complete thought? How does it start and end ? Do the same with item number 2. 2. Item numbers 1 and 2 are groups of words without a complete thought. Each is called a phrase. 3. In item number 3, what does it say about Sister Rica? Does it express a complete thought? How does it start and end ? Do the same with item number 4. 4. Item numbers 3 and 4 express a complete thought. Each is called a sentence. 373
Now let’s see if you can follow directions. Answer item numbers 1 to 4 in the previous page. Write S if the group of words is a sentence and P if it is a phrase.
Remember This A sentence is a group words which has a complete thought. It starts with a big letter and ends with a punctuation mark like a period. A phrase is a group of words which does not have a complete thought. It does not start with a capital letter. It does not end with a punctuation mark.
I Can Do It Listen as I read the following group of words. Write S if the group of words is a sentence and P if it is a phrase. Do this in your notebook. 1. the cab 2. The man got in a cab. 3. in the market 4. The pickpocket got the cash. 5. Sister Rica was in the convent.
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Reading Words Listen as I name each picture. Then, repeat after me.
Read the words in the box. Point to the picture for each word.
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bug dug hug jug mug rug tug
We Can Do It I will point to a picture. Get the word card that names it. I Can Do It Draw a line to connect the picture to its name. mug
rug
tug
bug
hug
jug
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Lesson 3 Let’s Recall What was the title of our story the other day ? Was there anything that was lost? What was taken from Sister Rica? We Can Do It Following Directions: Making a Lost Chart Copy the chart shown in your notebook. Follow the three-step direction. 1. First, write the title of the story on the first line. 2. Next, draw what was lost in the story in the box. 3. Last, let us fill out the blanks that follow. Title of the Story: ___________________
LOST
What: ____________________ If found, contact: _________ Tel. number: _____________ Reward: __________________
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Remember This Signal words like first, next, and last tell us the order of events or things to follow in directions.
I Can Do It Listen as I read the group of words. Then, write S if the group of words is a sentence and P if it is a phrase. Do this in your notebook. 1. lost wallet 2. The pickpocket got the black wallet. 3. Sister Rica lost her cash. 4. got away fast 5. Sister Rica is a nun. We Can Do It Reading Words Name the pictures with your teacher.
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Read the words in the
bun
box.
fun gun nun run sun
Point to the picture for each word.
We Can Do It Act It Out I will show a word card. Read it and make the action for it.
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I Can Do It Write in your notebook the correct word for each picture.
run
sun
nun
bun
sun
run
fun
sun
nun
bun
fun
nun
bug
nun
gun
bug
nun
bun
Lesson 4 Let’s Recall What was the title of our story the other day ? Who were the characters? Who among the characters deserve an award? Why? What word would best describe him ?
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We Can Do It Following Directions: An Award Chart Copy the chart shown in your notebook. Follow the three-step direction. 1. First, write the title of the story on the line. 2. Then, draw the character that deserves an award in the box. 3. Finally, let us fill out the blanks that follow. Title of the Story: _________________________
Certificate of Award
This certificate is given to ________ for being ________. Given on this _____ day of ___________, _____ .
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We Can Do It Reading Words Name the pictures with your teacher.
10 + 5 =15
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Read the following words. Point to the picture on page 382 for each word. cub mud nut rub suds gum sub cut hum tub hut sum We Can Do It Act It Out Get a partner. I will show a word card. Read it and make the action for it. Check if the action of your partner is correct. I Can Do It Write in your notebook the correct word for each picture.
tub
rub
sub
sub
rub nut
hut
cut
nut
cub mug mud hum bun bug
bud
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cut
hut
run
rug
rub
tub
suds rub
tug
cub
cut
hum hut
nut
cub
rub
cut gun gum
hug
Lesson 5 Let’s Recall What was the title of our story the other day ? Listen as your teacher reads the following questions. Choose the letter of the correct answer. 1. Where is the setting of the story ? The story happened _____. a. in a city b. in a market c. in a police station 2. Which of the following happened first in the story? a. The cop helped Sister Rica. b. Sister Rica got her cash back. c. Sister Rica lost her black wallet. 384
3. Which of the following happened last in the story? a. The nun lost her cash. b. The pickpocket jumped in a cab. c. The cop ran after the pickpocket. 4. Who DID NOT help Sister Rica ? a. the cop b. the nuns c. the cab driver 5. Which of the following is a good title for the story? a. The Lost Cash b. Sister Rica in the Market c. The Cop and the Pickpocket
I Can Do It Read the following groups of words. In your notebook, draw a if the group of words is a sentence and if it is a phrase. Make each sentence correct by beginning it with a big letter. End it with a period. 1. 2. 3. 4. 5.
the cop ran after the man sister Rica is a nun a cop and a doctor a vendor is in the market a man in a cab
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I Can Do It Name each picture. Choose the correct word for each picture from the box. Then, write the correct word in your notebook. hum
mud
run
bun
hug
jug
hut
mug
rug
rub
bug
bud
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Week 2: More Community Helpers All Around Lesson 6 Let’s Try Can you name other community helpers? Listen as your teacher describes a community helper. Choose your answers from the box. Write the name of the community helpers in your notebook. fisherman
fisherman
farmer
farmer
fireman
1. I put out the fire in burning houses. Who am I? I am a
2. I go to the sea to catch fish. Who am I ? I am a
3. I plant vegetables and fruits for people to eat. Who am I ? I am a
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Let’s Aim If you were given a chance to interview a farmer, what would you ask him / her? Write your questions or asking sentences inside each basket. What I Would Like to Know about Farmers
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Listen as I read the following story. The Farmer and the Seed by Amcy M. Esteban
The farmer plants a seed: First, a seed, Then, a sprout, and the leaves, Slowly, the buds come out! They grow bigger and bloom with fragrance. But why do animals and insects go near them ? Butterflies and bees come to enjoy the sweet smell. Animals, insects, and the wind help spread their new seeds to the new garden where... the other seeds are planted again. We Can Do It Listen to the questions I will read. Try to answer the questions. 1. Who plants the seed? 2. What happens to the seed? 3. What happens to the bud? 4. Why do butterflies and bees go near the flowers? 5. What do some insects, animals, and the wind do to the seeds? 6. In what ways can farmers help us ? 389
7. Which of your questions were answered by the story? Lesson 7 Let’s Recall Let’s recall how the farmer plants the seed. Can you remember the sequence of events? Dramatize as I read the story again. I Can Do It The Life Cycle of a Plant Listen as I read each sentence. Which happens first ? Show the correct order of events. Write the numbers 1, 2, 3, or 4 inside each small box.
It becomes It grows into a sprout. a plant.
The farmer plants the seed.
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The flower blooms.
Kinds of Sentences: Telling and Asking Sentences Listen as I read the following sentences. A
B
What does the farmer plant?
The farmer plants the seed.
What happens to the seed?
It becomes a sprout.
What happens to the sprout?
It grows into a plant.
Why do insects go near the buds?
The insects smell the buds.
We Can Do It Try to answer my questions. 1. What do you about the sentences in column A? notice How do the sentences end? The sentences in column A ask something. These are called asking sentences. Asking sentences need answers. They usually start with Wh- questions and they end with a question mark. 2. What do you notice about the sentences in column B? How do the sentences end ? The sentences in column B tell something. These are called telling sentences. Telling sentences with a capital letter and they end with a start period.
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3. Now go back to the table on page 391. Tell whether the sentences in column A and B are Telling Sentences or Asking Sentences. Do this in your notebook. Remember This A telling sentence tells about something. It starts with a capital letter and ends with a period (.). An asking sentence asks something. It needs answers. It usually starts with a Wh- question and ends with a question mark (?).
I Can Do It Listen as your teacher reads each sentence. Put a check mark ( ) after the number if it is a telling sentence. Put a question mark (?) if it is an asking sentence. Do this in your notebook. 1. 2. 3. 4. 5. 6.
Who is in the farm? Farmers plant the seeds. Farmers water their crops every day. What does the farmer use in the farm ? Do farmers have time to rest? We eat the fruits and vegetables from the farm. 7. Where do we buy the food from the farm? 392
I Can Read Many Words Look at the pictures. Choose the correct answer. rat
mat
run
mom
rug
mug
net
pin
wig
box
jam
bug
I Can Do It Give the missing letter to name the pictures. Write the words in your notebook.
__p
f__n
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w__g
Lesson 8 Let’s Aim In the poem that I will read, guess the community helper being described. Who Do I See? Who do I see? I see a man who has a whistle. I see him direct cars on the streets. Who do I see? I see a _____. Who do I see? I see a woman who sells my favorite ice cream. I see her almost everywhere every day. Who do I see? I see a _____. Who do I see? I see a man who knocks on our door. I see him give mom or dad a letter. Who do I see? I see a _____. Who do I see? I see a woman who helps me get well. I see her write the right pill for me to take. Who do I see? I see a _____. Who do I see? I see a man with a hammer. I see him build shelves and big houses. Who do I see? I see a ______. 394
Act It Out Let us recite the poem together. We will call on your classmates to act out the community helpers being described. Let’s Recall Listen as I read the following sentences. Name if it is a telling sentence or an asking sentence. Then, let us write the sentences with the correct punctuation mark in your notebook. Is it a period or a question mark? 1. 2. 3. 4. 5.
Who do I see I see a man with a hammer What does the cop have Where is the vendor I see a woman who keeps the streets clean
Remember This A telling sentence tells about something. It starts with a capital letter and ends with a period (.). An asking sentence asks something. It usually starts with Wh- questions like who, what, or where. It ends with a question mark (?).
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We Can Speak Up Study the picture with a partner. Take turns in giving asking and telling sentences about it. You may use the following words in your sentences: mug, bun, rug, jug, bud, bug, hum, fun.
I Can Do It Listen as your teacher reads each sentence. Put a check mark () after each number if it is a telling sentence. Put a question mark (?) if it is an asking sentence. Then, write the sentences with the correct punctuation marks in your notebook. 1. 2. 3. 4. 5.
Did the mailman deliver a letter __ The cop directs the cars to go and stop __ Where is the street sweeper __ What does the vendor sell __ The carpenters built our nice house __
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Lesson 9 Let’s Try What sounds do you hear around ? I hear _____. Let’s Aim Listen as I read the story. Find out the different sounds in the story. Tak, tak, tak, tak, tak. What is that I hear? I hear hammer sounds all around. Many carpenters are in our house. Swish, swish, swish, swish, swish. What is that I hear? I hear the paint brushes glide all around. House painters are in our house. Creak, creak, creak, creak. What is that creaking sound? I hear that dangerous creaking sound. Someone’s climbing the creaking ladder. Crash! Crash! Crash! Crash! What is that crash I hear ? Oh no! Someone’s hurt! Someone fell off the ladder. Quick! Quick! Quick! What is that sound I hear ? Help! Help! Now! Now! Now! C’mon! Let’s check it out!
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We Can Do It Listen to the asking sentences I will read about the poem. Try to answer the questions. 1. What are the different sounds in the poem? 2. Where is the setting of the poem ? 3. What is happening in the poem ? 4. What is the cause of the crash? 5. What do you think happened in the crash? How can you tell? 6. Who do you think is speaking in the poem? 7. What does the speaker feel at the end of the poem? How do you know that ? 8. What do you think will be the ending of the poem? 9. What good title can you give for the poem ? Let’s Aim Different Kinds of Sentences Listen as I read the sentences from the story. 1. I hear hammer sounds all around. 2. What is that I hear? 3. What is that crash I hear? 4. Oh no! 5. Help!
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We Can Do It Try to answer my questions after I read each sentence in “Let’s Aim.” 1. What kind of a sentence is in number 1 ? Notice how it begins and ends. Look at the punctuation mark at the end of the sentence. Yes, it is a telling sentence. 2. What kind of sentences are in numbers 2 and 3 ? Notice how each begins and ends. Look at the punctuation mark at the end of each sentence. These are asking sentences. Each ends with a question mark. 3. Notice the sentences in numbers 4 and 5. What does each sentence express? What is the emotion or feeling in each sentence? How does each sentence end? Look at the punctuation mark at the end of each sentence. These are called exclamatory sentences. Each sentence expresses a strong emotion. Each ends with an exclamation point. We Can Speak Up Exclamatory Sentences Listen as your teacher reads the following exclamatory sentences. Can you also say these exclamatory sentences with a strong feeling? 1. What a great man! 2. Fire! Fire! Please call the fireman! 3. Help! My mother fell! I need a doctor! 4. Hurry! We are late! The bus driver is already here! 5. Yipee! I am so happy! I got a high grade! 399
Remember This There are different kinds of sentences. A telling sentence tells about something. It starts with a capital letter and ends with a period (.). An asking sentence asks something. It usually starts with Wh- questions like who, what, or where. It ends with a question mark (?). An exclamatory sentence expresses a strong emotion. It shows feelings like being very happy, too excited, very scared, very angry, or too sad. It ends with an exclamation point (!).
I Can Do It Listen as I read these sentences. Copy the sentences in your notebook. Write the correct punctuation mark in the after each sentence. Write a question mark ? if it is an Asking Sentence, a period . if it is a Telling Sentence, and an exclamation point ! if it is an Exclamatory Sentence. 1. Carpenters build houses 2. How many bank tellers are there in a bank 3. How high the pilot flies his jet 4. Who delivers the letters to houses 5. Oh no My test score is so low 400
Lesson 10 Let’s Aim How does your father go to work ? Say: “He goes to work by ____.” Find out in the story how Mang Berto goes to work. Listen as I read a short story to you. Mang Berto is a factory worker. He works in a candy factory in Laguna. He wakes up early and walks every morning to go to work. How hard Mang Berto works in the factory! Then, he walks back to his house to eat dinner with his family. Why does he walk every day? Mang Berto wants to save money for his family. What a great man! Do you also save money like Mang Berto? Which do you think happened first? Arrange the events below from 1 to 5. Write the correct answers on the blank. Do this in your notebook. ___
1. Mang Berto eats his breakfast.
___
2. Mang Berto goes home.
___
3. Mang Berto walks to the factory.
___ ___
4. Mang Berto eats his dinner. 5. Mang Berto works inside the candy factory.
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I Can Do It Listen as I read these sentences in the story. Tell what kind of sentence each one is. Do this in your notebook. Give your answers by writing: TS if it a Telling Sentence AS if it an Asking Sentence ES if it is an Exclamatory Sentence 1. 2. 3. 4. 5. 6.
Mang Berto is a factory worker. He works in a candy factory in Laguna. How hard Mang Berto works in the factory! Why does he walk every day ? What a great man! Do you also save money like Mang Berto?
I Can Read Write the word that the teacher will say in each column. Draw each word in your notebook. A
B
C
D
cot
sun
hat
cap
cat
sand
hit
cop
cut
sin
hat
cup
can
son
hut
cab
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Week 3: Sights in Our Community Lesson 11 Let’s Try What do you like to do with your friends? Tell us. Say: “I like to _____ with my friends.” Word Study I will read and use the following groups of words in sentences. Connect them to the correct picture with a line. get rid of I want to get rid of the trash on the table. I want a clean table. making her rounds The nurse was making her rounds in the hospital.
landed on the ground My paper plane landed on the ground.
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basketball star My favorite basketball star made the most points in the game.
Let’s Aim Have you been in a plaza or a park? What did you see there? What did you do there ? Listen to my story. Biking in the Plaza by Teacher Nong
“Mama, I would like to ride my bike. May I go to the plaza?” Mina asked. “Who will you go there with you, Mina ? Ask some of your friends to join you.” “Simon and Nikki will ride their bikes, too. We promise to be careful. We will go home before it gets dark,” said Mina. The three friends got on their bikes and went to the plaza. Many children were in the playground. Five boys were in the swing. Two kids were on the slide. And some were on the seesaw. Laughter could be heard everywhere. 404
They saw the gardener planting beautiful plants around. A street sweeper was putting all the leaves in the trash can. A cop in a motorbike was making his rounds. After biking for more than an hour, Mina got tired. “Come on. Let’s buy some ice ”
cream. They approached the vendor. The ice cream was perfect for a hot, tiring day! Simon threw the ice cream wrapper on the ground. “Pick that up Simon! Let us help the street sweeper. He must be tired cleaning up this place all day.” “Ooops, sorry! I did not think about that! I just wanted to get rid of the wrapper,” said Simon. “There is a trash can over there. Just shoot it there. We need to help keep this place clean,” said Nikki. Simon pretended he was a basketball player. He turned around many times to shoot the wrapper in the trash can. He landed on the ground. He was not moving. “Oh, no! Simon, are you hurt? Hurry, Nikki let us bring him to the barangay clinic,” yelled Mina. The clinic was just beside the plaza. 405
The nurse washed the cut on Simon’s knee. She put medicine and band-aid on it. “That is just a small cut, brave boy,” said the nurse. “Thank you,” said Simon. “I am a brave basketball star. And I did shoot the wrapper in the trash can. Great shot!” “And great cut,” said his two friends. They laughed as they all left the clinic. We Can Do It Listen to the questions I will read. Try to answer them. 1. Who went to the plaza? 2. Why did they go there? 3. What did Mina promise Mama before she left? 4. Why did they get some ice cream ? 5. What did Simon do with the wrapper? 6. What did his friends tell him ? 7. If you were Simon, what would you do if your friends tell you that? 8. What words describe the girls in the story? 9. What happened to Simon as he turned around to throw the wrapper? 10. Where did the girls bring him? 11. Who helped Simon in the clinic? I Can Do It Draw in your notebook what the three friends saw in the plaza. 406
Lesson 12 Let’s Try Main Idea Look at the picture about our story yesterday. What is happening in the picture? What is each one doing ?
We Can Do It Speak Up Time Use the sentence pattern to say what you see in the picture.
With my beautiful eyes, I see ____.
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We Can Do It Describing Words: Words that Tell about the Number Listen as I read these sentences. 1. Three friends rode their bikes to the park. 2. Five boys were in the swing. 3. Two kids were on the seesaw. 4. A cop was in a motorbike. 5. A vendor sold ice cream. Look at each sentence. What describing word is used for: 1. friends 2. boys 3. kids 4. cop 5. vendor Write the word in each sentence that shows the number of people being described. Do this in your notebook.
Remember This Describing words are words that describe persons, animals, places, things, or events. We can use numbers to describe something.
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I Can Read Phrases Look at these pictures. Write in your notebook the correct phrase that tells about each picture.
a big mug a big pen a big pot
get a ham get a bud get a wig
in the mud in the box in the pan
rub the leg rub the jar rub the pup
sell a mat sell a pig
a fat man a fat cat
sell a mop
a fat dog
a big gem a big gum a big van
a bad lad a bad hag a bad cat
a hot cup a hot mug a hot can
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Choose the phrase which describes each picture. Write your answers in your notebook. mug in the tub suds in the tub bug in the cub mud in the truck bud in the truck fun in the sun bus in the mud cat in the mud boy in the mud Lesson 13 Let’s Recall Can you remember what happened in our story “Biking in the Plaza”? Who said the following? Choose your answer from the box. Mina
Simon
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Nikki
1. “Come on. Let’s buy some ice cream. 2. “Pick that up Simon! Let us help the street sweeper. He must be tired cleaning up this place all day.” 3. “Ooops, sorry! I did not think about that! I just wanted to get rid of the wrapper.” 4. “There is a trash can over there. Just shoot it there. We need to help keep this place clean.” ”
Let’s Aim Listen again as I read the previous sentences. What are all the sentences about? What are the sentences trying to say? Choose from the following. A. In the Plaza B. Let’s Eat in the Plaza C. Let’s Keep the Plaza Clean Letter C tells about the sentences I read. It is called the main idea or big idea.
We Can Do it Listen to my short story and think about the main idea.
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Getting the Main Idea Listen to the story. Choose the letter that best gives the main idea of the short story. My mom goes to the market every day. She buys fish, vegetables, meat, and fruits from the vendors. She loves to go to the market to buy our food. She goes home happy to cook our meals. a. Our Meals b. Vendors in the Market c. Mom’s Day in the Market
Remember This The main idea of the story tells us what the story is about. It is called the big idea. I Can Do This Listen to the stories carefully and think about the main idea. Choose the best answer and write it in your notebook. We wake up early. My brother is excited. My mother prepares our clothes. Dad cleans the car. We will watch “Iron Man.” 1. Going on a picnic 2. Watching a movie 3. Cleaning the car 412
When I grow up, I want to be an actor. I can perform on T.V. and act on stage plays. All my friends will watch me perform. 1. What I Want to Be 2. How to Be Healthy 3. My Manners I Can Do It Our school is a sight in our community. Be ready for a walk inside our school. Your teacher will take you around the campus and you will list all the things that you see. Use the sentence pattern below. Bring your notebook and pencil and use describing words like number, size, and shape to complete the sentence. I see ___________( things). (size) Example: I see small trash cans. I see large rooms.
I see a round clock. I see a square table.
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Describing words are words that describe the naming words. They tell about the number, size, or shape of the person, animal, place, or thing.
I Can Read More Phrases Read the following phrases. Copy and then color the pictures.
a hut under the hot sun
the hot sun
runs to the hut
a lucky lad
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Lesson 14 Let’s Try
The children went to the playground. They rode the seesaw. Some tried the swing. Others went up and down the slide. They all day and had so much fun in theplayed playground. Read and listen to clues to get the main idea of the short story. What is the main idea of the short story? Choose the best answer and write it in your notebook.
Planting Is the Best
Having Fun in the Playground
Going Home
School Is Cool
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Let’s Aim Imagine that you are in a playground. What do you see? Describe the size of the things that you see. The slide is _____. The swing is _____. The seesaw is _____. How did you describe the things that you see in a playground? You described the size of the things that you see.
We Can Do It Get some things in your bag then describe their size. Describe them to your partner. My pencil is long. The ruler is ______. My bag is ______. My notebook is ______.
Remember This We can describe naming words by telling about their size like large, small, big, long, short, wide, narrow, and many more.
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I Can Do It Complete each sentence in your notebook. Fill in each blank with the correct describing word about the size of the naming word. 1. The building is _____. 2. The mall is _____. 3. The bus is _____. 4. The hut is _____. 5. The restaurant is _____.
I Can Read the letter
the magnet the ruler
the barber
the cotton
the hammer
the carpenter
the hamper
lucky dog
lucky bug
lucky cub
lucky men
I Can Do It Write in your notebook the phrase that the teacher says. 1. the river
the rubber
the hammer
2. the popcorn
the pop star
the lollipop
3. Harry Potter
Harry Rotter
Harry Popper
4. a laptop
a ladder
a present
5. calendar
coconut
cabinet
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Lesson 15 Let’s Try What is the main idea of the poem ? Find out as the teacher reads it.
Sights and Shapes Look, look, look at the shapes and sights of our environment. See the round sun shining like a ball of fire. Look at the diamond kite which shines up in the sky. Yes, I love the oval petals of flowers because they are so pleasant to the eyes. How lovely the triangular roof of the nipa hut But it is nothing compared to the cone-shaped mountain, Oh how grand these beautiful sights and shapes!
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What is the big idea of the poem ? Choose from the following: 1. The Boy in a Farm 2. The Sights and Shapes in Our Community 3. I Love to Fly My Kite A story has main ideas or big ideas. Let’s Aim Describing Words: Shapes Look at the poem again. Do you notice the highlighted words? I will read them again. Answer my questions. 1. round sun
What is round?
2. diamond kite
What is the shape of the kite?
3. oval petals of flowers
What is oval?
4. cone-shaped mountain What is cone-shaped? What are the words round, diamond, oval, and cone-shaped? They are shapes. They are used to describe naming words. Remember This Describing words describe people, animals, places, and things. When we describe objects, we can describe them by looking at their shapes, numbers, and sizes. 419
I Can Do It I Can Read More Phrases Draw each phrase in your notebook. a fast car
a fast van
a fast bus
a big collar
a dirty market
a big cart
the sunset
a summer day
a sunny day
the carnival
the carpet
the cat naps
a hamburger
a hammer
a hamburger bun
the bananas
the banner
the barber
a hospital
a doctor
a helicopter
Lesson 16 Let’s Try Places in the Community Talk about the places you love to go to in the community. Pupil A will ask and Pupil B will answer. Then you will switch roles. Pupil B will ask and Pupil A will answer. Time limit: 5 minutes only.
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“What is your favorite place in your community? “My favorite place in our community is the _____. I like to go there because _____.” Get Set Listen as your teacher uses the word/s in the box in a sentence. Listen to the clues which will be given to you and look at my action, too. Let us try to find out what the words mean. enjoyed went home
visit caught
swam harvest
In our story, find out where the main characters went and how they felt in their grandfather’s community. Let’s Aim ____________________________ (Title - Big Idea)
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Mat-Mat and Erica went to Batangas to visit their grandma and grandpa. Lolo Ricardo showed them several farm animals like the carabao, hens, pigs, horses, and goats, too. They enjoyed feeding and playing with the animals. They had fun watching bugs and insects like lady bugs, beetles, spiders, and grasshoppers. The next day, Mat-Mat and Erica went to the cool river. They swam in the crystal clear river. Mat-Mat and his grandfather went fishing. Erica and her grandmother swam happily in the river. Mat-Mat caught a big fish so Lola Adela immediately went home to cook it. Erica harvested fresh round tomatoes and other vegetables in the backyard. She picked the sweet fruits and went to the kitchen to help Lola Adela. They all ate the delicious food for lunch. Mat-Mat and Erica had a wonderful time in the farm with their grandpa and grandma. Listen to the questions about the story and try to answer them: 1. Describe the things that Mat-Mat and Erica saw in the farm. 2. What did they see in the farm? 3. Based on the story, how does the river look like? 4. Was the water of the river hot or cool? 422
5. What did Mat-Mat catch? What was the size of the fish? 6. How did Lola Adela feel when she saw the big fish? What did she do with it? 7. How did Erica help her Lola Adela? 8. What did Erica harvest? 9. What was the taste of the fruits ? 10. How did Mat-Mat and Erica feel in the farm?
Lesson 17 Let’s Try Try to recall the story. Answer the spider chart. Do this in your notebook. Who When
Setting
Ending
What Happened?
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Let’s Aim Which of the three titles or main headings is the main idea or big idea of the story? The Water Animals that I See Fun Moments in Our Grandparents’ Farm Matthew and Erica Went to Market
Describing Words Listen as I read each sentence. 1. There were many animals in the farm. 2. Mat-Mat caught a big fish. 3. Erica harvested the round tomatoes. 4. Mat-Mat and Erica saw small bugs in the backyard. 5. They saw the oval body of the spider. Write the word in each sentence above to answer the questions correctly. 1. How many animals were in the farm? 2. What is the size of the fish ? 3. What is the shape of tomatoes? 4. What is the size of the bugs ? 5. What is the shape of the spider ? Read the words you wrote. What do the words talk about? These words tell something about the naming words. They tell the number, size, and shape of animals and things. Many, big, round, small, and oval are called describing words.
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What does many tell us ? It is a describing word that tells about the number. What are big and small? These words tell about what we see, hear, or feel. Oval and round are describing words that tell about the shapes. Remember This There are many ways to describe people, animals, places, and things. Describing words tell us how a person, a place, or something looks like. Describing words can tell about the number, size, and shape of things. We can also describe by using words that tell about what we see, hear, taste, smell, or feel.
We Can Do It Grab from the Bag Game Get anything inside a bag which you would like to describe. Tell about its number, size, and shape. You may also give words that tell what you see, smell, taste, feel, or hear. Use this sentence to describe what you are holding. It is _____. Grab and say something about the following: candy ball 3 stones 2 toy blocks 425
Can you think of other possible titles or headings for our game? What was our game all about? What was the big idea of our game? My Title for Our Activity: ___________________________ We Can Do It I also have a nice title for our game, “Grab and Tell.” Why do you think did I choose this title? Let us support the main heading with small ideas. Let’s read the other sentences which talk about the big idea. Look at describing words in our butterfly chart.
candy
stone sweet
hard
small
three
round
Grab and Tell
tiny two
big ball
block
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Remember This A story has a main idea or big idea. It also has small ideas. The small ideas are supporting ideas that talk about the main idea or big idea.
More Sentences to Read Read the story and answer the questions.
1. This is Rendel the cub. Who is the cub ? 2. Rendel is in the hot tub. Where is Rendel ? 3. Rendel rubs his armpit. What does Rendel do? What does Rendel rub? 4. The tub is full of suds and bubbles. What is the tub full of ? 5. Rendel felt happy in the tub. How did Rendel feel in the tub? 427
Lesson 18 Let’s Try
They fed and played with the farm animals.
Matthew and Erica swam in the river.
They looked at the spider.
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Let’s Aim The Bug on the Barber’s Bed by Amcy M. Esteban (Let’s sing to the tune of Eensy-Weensy Spider)
The barber was on the bed when an ugly insect crawled. Down crept the bug, and went on his back. Out came the bug and scared the barber up. Now, the little baby bug slept happily on his bed. 1. Where was the barber? a. on the bed b. in the garden c. in the yard 2. What crept on the barber’s back ? a. a bug b. a dog c. a cat 3. Where do you think did the barber go? a. on the bed b. in the mall c. outside 4. What did the bug do on the bed? a. slept happily b. followed c. ran 429
5. How did the barber feel when the bug crawled on his back? He felt_____. a. scared b. sad c. happy Think of the main idea of the song and then change its title.
We Can Do It Look for two describing words mentioned in the song. Write them in your notebook. Read the questions to get a clue. 1. How does the insect look like? It is ______. 2. What is the size of the baby bug ? It is ______. The describing word ugly tells how the insect looked like. The word little tells the size of the bug. Can you use other describing words to describe the baby bug? 1. How many bugs were mentioned in the story? There was ______ bug on the bed. 2. What do you think is the shape of the bug ? I think it was a ______ bug. 430
I Can Do It Listen as I read the sentences. Complete each sentence by writing a describing word for each picture. You may use number, size, or shape to describe the picture.
1.
_____ horses run quickly.
2.
Dad is _____.
3.
____ caterpillars crawl.
4.
I see a _____ wheel.
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Let’s Try More Sentences to Read Read the sentences and answer the questions. Write your answers in your notebook. Run, run, run! Run under the sun. Run to the bus driver. Run in the hot tub. It is fun to run in summer. 1. Where did the boy run ? 2. What is fun to do? 3. When is it fun to run? Read the sentences and then answer the questions. 1. The bug is in the puddle. a. What is in the puddle? b. Where is the bug? 2. The carpenter has a big coconut. a. What does the carpenter have? b. Who has a coconut? 3. Jessica has a basketful of red ribbons. a. What does Jessica have? b. Who has a basketful of ribbons?
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Lesson 19 Let’s Try Let us try to recall the story in the song, “The Bug on the Barber’s Bed” by remembering and drawing the events of the story. Do this in your notebook.
2
1
The Bug on the Barber’s Bed
4
3
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We Can Do It Listen as I read the following sentences. Match each sentence with the correct picture. 1. The farmer has five hens in the farm.
2. We planted the tall trees.
3. There are several buildings in Makati.
4. They love to watch the playful clowns.
5. She wears her heart-shaped pendant.
Write in your notebook the describing word that talks about the underlined word in each sentence.
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I Can Do It Think of a describing word for each picture. Read the questions to help you complete each sentence. Write the answers in your notebook.
There are ___ policemen. How many policemen are there?
1.
Milo has a _____ picture frame. What is the shape of
2.
the picture frame
?
Ted has ____ marbles. How many marbles are there?
3.
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More Sentences to Read Write the sentence the teacher says. Read aloud the following sentences. The helicopter of Rodrigo is different from the rest. The big animals are in the carnival. Teresa lit the lanterns. Veronica visits the gardener in the hospital.
Lesson 20 Let’s Try Listen to me and give the big idea. Choose the letter of the best answer. Conrad’s hair is too long. His teacher told him that he needed a haircut. Conrad went to his mom because to then go tohe hiswent barber. He asked he for would moneylike and out. a. Conrad Goes to the Bakery b. Conrad Goes to the Barber c. Conrad Stayed Home We Can Do It Listen to me and give the big idea. Choose the letter of the best answer. The teacher asked the children to get their bags. Then, the children started to line up. The teacher reminded everyone to do their homework. 436
a. The class was starting. b. The class was ready to go home. c. They are going on a field trip. I Can Do It Describing Words Listen as I read each sentence. Write the correct describing word for each picture. Do this in your notebook. 1. The cake is (large, circle, one).
2. The man has (little, lamps.four, square)
3. Rita has (wide, rectangular, 7) rabbits.
4. Jenny has a (old, 5, big) doll.
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More Sentences to Read
Read the sentences and answer the questions. Write your answers in your notebook. 1. Isabel helps the sick. Who helps the sick? 2. The doctor gives some medicine to the sick man. What does the doctor give? Who gives the medicine? 3. The boy gave the basket of canned goods. What did the boy give? Who gave the canned goods? 4. Teacher Anabel packed the old clothes. Who packed the old clothes? What did Teacher Anabel pack ? 5. The poor family was so thankful. Who was thankful? How did the poor family feel? 438
Week 4: In the City and in the Country Lesson 21 Let’s Try Talk about where you live. Describe to us what you see around. Say: “I live in _____. I see ______.” Learning New Words Listen as your teacher uses the word/s in the box in a sentence. Look at the pictures that will be shown, too. Find out what the words mean. fireflies groove calm
adorn dark city and country
Let’s Recall What do you see in the place where you live ? Name some things that you hear in this place. Let’s Aim In the poem you are about to hear, you will find out what the speaker sees and hears where he/she lives in. Listen as I read the poem.
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I Like It Where I Live by Teacher Nong
I like it in the city! Bright lights all around me, Red and lights, yellow,green, too! blue, The music makes me sing and move. Listen! Fun music makes me groove! And when city lights adorn the dark nights, Oh! The nights are not so dark after all!
I like it in the country! The nights may be dark, But fireflies adorn the gardens, Frogs croak in the night so calm. Listen! Fun music makes me hum! And when the music plays in the quiet night, Oh! The nights are not so quiet after all!
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We Can Do It Listen to the questions about the poem and answer them. 1. In the poem, what can one see in the city ? 2. What does one hear in the city ? 3. Based on the poem, what can you see and hear in the country? 4. Who do you think is speaking in each stanza ? 5. How does the one in the city feel ? Which lines tell you how he/she feels ? 6. How does the one in the country feel ? Which lines tell you how he/she feels?
I Can Do It Where do you like to live, in the city or in the country ? Draw where you like to live in your notebook. Write the following sentence below your picture. I like to live in the _____.
Lesson 22 Let’s Recall In our poem yesterday, we learned how it looks like in the city and in the country. I will read the poem again. Make actions as I read the poem. You may recite the poem with me the second time I read it.
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Describing Words Listen as I read each sentence. 1. The lights are green and red. 2. The lights are blue and yellow. 3. The lights are bright. 4. The music is fun. 5. The night is dark. 6. The night is quiet. Write the word in each sentence above that answers the question that I will read. 1. What color are the lights? (Numbers 1 and 2) 2. What word tells about the lights? (Number 3) 3. What word tells about the music? (Number 4) 4. What word tells about the night? (Numbers 5 and 6) Read the words you wrote. What do the words talk about? These words tell something about the underlined words. Green, red, blue, yellow, fun, dark, and quiet are all describing words. What are green, red, yellow, and blue? Describing words can tell about colors. What are fun, dark, and quiet? These words tell about what we see, hear, or feel.
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Remember This Describing words tell about how a person, place, or something looks like. Describing words can tell about the color of things. We can also describe by using words that tell about what we see, hear, or feel. We Can Do It Give describing words for the thing or picture I will show or say. You may tell about its number, size, shape, or color. You may also give words that tell what you see or hear. Use the sentence form in the box when you answer. It is _____.
Say something about the following: Show a pencil. Show a school bag. Point to the blackboard. Point to the light in the ceiling. Play loud music from a radio. Show a picture of a room at night when the lights are off.
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Let’s Aim Reading Sentences Study the following pictures. Say something about each picture.
5+2=7
A
B
D
C
E
Let us read these sentences. Look for the correct picture in the boxes above for each sentence. Write the letter of your answer in your notebook. 1. I have a ruler and a pen. 2. Supper is also dinner. 3. is asum coconut the garden. 4. There I get the whenin I add numbers. 5. Nelson has a rubber band. 444
We Can Do It Find a partner. Read each sentence to your partner. Act out what each sentence says. 1. The coconut is on the rug. 2. The nun has a ruler. 3. It is hot during summer. 4. Ten and six are numbers. 5. There is coco jam on the bun.
Lesson 23 Let’s Aim Yesterday, we recited a poem about how it looks like in the city and in the country. I will read the poem again. Make actions as I read the poem. You may recite the poem with me. Outline: Big Ideas and Small Ideas The poem talks about two big ideas. First, it tells what it is like in the city. Second, it talks about what it is like in the country. You will find these two big ideas in Part I and Part II of the outline. I will read these two big ideas. There are small ideas under the big ideas in the poem. You can see the small ideas in A, B, and C. I will read the small ideas under each big idea. Copy the following in your notebook.
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In the City and in the Country I.
I like it in the city. A. There are bright lights. B. The music makes me dance. C. ____________________________
II.
I like it in the country. A. There are fireflies. B. Frogs croak at night. C. ____________________________
We Can Do It I will read the small ideas in the box. Let us write each sentence on the blank under the correct big idea. Do this in your notebook. The night is not so quiet. The night is not so dark. We just made an outline. An outline has big or main ideas. Small ideas or supporting details are written under the big ideas. An outline helps put ideas that talk about the same things together. Then, we have a well-written paragraph.
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An outline looks like the one in the box below. Title I. Big Idea (Main Idea) A. Small idea (Supporting details) B. Small idea C. Small idea II. Big Idea (Main Idea) A. Small idea B. Small idea C. Small idea We Can Do It Work with a partner. Think of other small ideas that you can add under the big ideas below. What do you like in the city or in the country ? I like it in the city. I like it in the country. Remember This An outline has main ideas or big ideas and small ideas. The small ideas or supporting ideas are written under each main idea. All the small ideas should talk about the main idea where they belong.
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I Can Do It Listen as I read the poem in the big box. I will read each stanza at a time. Then, draw in your notebook what each stanza talks about. In the city, ________________ II hear theair noise so loud, feel the so warm, And the air is not so clear! In the country, ____________ I hear the sounds so soft, I feel the breeze so cool, And the air is just so fresh! There is something missing in the poem. The main idea in each stanza is not there. I will read the sentences in the box below. Where should each main idea go ? Copy the poem in your notebook and write the correct sentence on the blank above. I see buildings so high. I see huts so low. Now, I will read each line in the poem. Encircle the describing word in each line in the poem.
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Let’s Aim Reading Sentences and Answering Questions Let us read these sentences. Make a picture in your mind as we read each sentence. Can you find the correct picture in the box? Answer the questions that follow orally. a.
c.
b.
d.
e.
1. The nuns are in the convent. Who are in the convent? 2. The ruler is under the rug. What is under the rug? 3. Number the pad one to ten. ?
will we number one the to ten 4. What The coconuts are all over garden. Where are the coconuts? 449
5. Samson is in the river during summer. When is Samson in the river? You can now read sentences and answer questions about them. Let us try to read some more. We Can Do It Find partner.in Take reading theThen, sentences and a questions the turns previous page. your partner will answer. He/She will then read and ask the next question. Make sure that each one reads and answers properly.
Lesson 24 Let’s Aim Listen as I read these sentences. Match each sentence with the correct picture.
a.
d.
b.
e.
c.
f.
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____1. The pillow is soft.
____ 4. The sun is hot.
____2. The rock is hard.
____ 5. The corridor is shiny.
____3. The music is loud. ____ 6. Len is beautiful. Write in your notebook the describing word that talks about the underlined word in each sentence. We Can Do It Think of a describing word for each picture. Complete the sentence for each picture orally.
1.
The kids are _____.
2.
Mom is ______.
3.
The top on the desk is _____.
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4.
The night is ______.
5.
The summer is _____.
I Can Do It Listen as I read the sentences. Choose the correct describing word for each picture. Write the complete sentences in your notebook. 1. The ruler is (soft, long, hot). 2. The mat is (wet, warm, hot). 3. The lights are (bright, dark, hard).
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4. The night is (bright, dark, noisy). 5. The milk is (wet, hot, soft).
Lesson 25 Let’s Try Making an Outline Read the sentences in the box. Each sentence is a small Write each sentence onyour the blanks under theidea. correct main idea. Do this in notebook. We jog in the park. The doctor is in the hospital. We water the garden. The farmer has a hammer. The cop has a gun. The vet helps our sick pet. We get bananas from the market. We visit the sick. 453
1. Things We Do in Our Community a. ____________________________________ b. ____________________________________ c. ____________________________________ d. ____________________________________ 2. Our Community Helpers a. ____________________________________ b. ____________________________________ c. ____________________________________ d. ____________________________________ I Can Do It I will read the describing words in the box. Use each word to write a sentence for each picture. Do this in your notebook. hard
hot
soft
1.
2.
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fat
wet
3.
4.
5.
Week 5: People I Admire in the Community Lesson 26 Get Set Is there someone that you really like ? Perhaps that person does things that you like. Maybe he/she does something very well. Then you admire that person. Let’s Try Who do you admire? Why do you admire that person ? Say: “I admire _______. I admire him / her because ________.” 455
We Can Do It Look for a partner. Take turns asking the questions on the previous page and in answering them. When you hear the word STOP, everyone keeps quiet. It means it is time to look for a new partner. Let’s Aim In the poem you are about to hear, you will find out about different people in the community. Find out whom the speaker admires in the poem. Listen as I read the poem aloud. Try to create pictures in your mind as I read each line of the poem. Lots of People around Me by Teacher Nong
Lots of people around me, Lots of people in my community! I see the farmer in the field, Busy and working so hard. I see the vendor in the streets, Tired from selling the whole day. I see my teacher in school, Always greeting me with a smile. I see the doctor in the clinic, Helping me get well when I am sick. Lots of people around me, Lots of people I admire in my community!
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I Can Do It Listen to the questions about the poem and try to answer them. Choose the letter of the correct answer. Write the answers in your notebook. 1. Who is NOT mentioned in the poem? a. a doctor b. farmer c. a a carpenter 2. Who is the vendor in the following pictures?
A
B
C
3. Where did the poem take place ? (setting)
A
B
C
4. Who do you think is speaking in the poem?
A
B
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C
5. What does the speaker feel in the poem?
A
B
C
6. What is another good title for the poem? a. Many People Here and There b. Happy People in the Community c. People I Admire in the Community We Can Do It Listen to more questions about the poem. Let us try to answer them. 1. Who are the people the speaker admires in the poem? 2. Why do you think does the speaker in the poem admire them? Give describing words for these people. 3. What does the speaker in the poem feel ? What part shows how the speaker feels ? I Can Do It Who among the people in the poem do you admire? Why? Draw the person that you admire in your notebook.
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Lesson 27 Let’s Recall In our poem yesterday, we learned about different people in the community we can admire. I will read the poem again. Make actions as I read the poem. You may recite the poem with me the second time I read it. Describing Words Listen as I read each sentence. 1. The doctor is busy. 2. The farmer is hardworking. 3. The teacher is happy. 4. The vendor is tired. Write the word in each sentence that answers the question that I will read. Do this in your notebook. 1. What word tells about the doctor ? (Number 1) 2. What word tells about the farmer? (Number 2) 3. What word tells about the teacher?(Number 3) 4. What word tells about the vendor? (Number 4) Read the words you wrote. What do the words talk about? These words tell something about the underlined words. Busy, hardworking, happy, and tired are all describing words. What kinds of words are busy and hardworking? These words tell about the character traits of persons. These words tell us how a person acts or does his work. 459
Describing words tell about character traits. What kinds of words are happy and tired? These words tell about what one feels. Describing words tell about feelings.
Remember This tell about how a person, place, Describing words or something looks like. Describing words tell about feelings and character traits of people.
We Can Do It The following words tell about feelings. Listen as I read the sentences. When you get a good grade, what do you say? I am happy. I am glad. When you are sick, what do you say? I am sad. I am unhappy. When someone breaks your new toy, what do you say ? I am mad. I am angry. 460
When you are lost in a place you do not know, what do you say ? I am scared. I am frightened. When you get a gift and it is not your birthday, what do you say? I am surprised.
Let’s Play I will show different pictures with different feelings. You will give the correct describing word for the picture. Check the person in the picture if you will use he or she.
Use the together sentenceas form in the box when you answer. Answer a class. He / She is ______. Now I will call you by your lines. The line I will call will give the describing word for the picture. I Can Do It Now it is time to answer on your own when I call you and show the pictures.
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Lesson 28 We Can Do It Reading a Short Story Let us read the short story in the box. Monina will have supper. She has a hamburger in a bun. She has milk in a cup. Yummy, yummy supper! I Can Do It Draw in your notebook what the story is all about. Answer the questions that follow. 1. Who will have supper? a. Monina b. Marlon c. Marissa 2. What will she have for supper? She will have a _____. a. ham on a bun b. ham and milk c. hamburger and milk 3. What does she feel ? a. She is sad. b. She is mad. c. She is happy.
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4. Which part of the story tells you how she feels ? a. She has milk in a cup. b. Yummy, yummy supper! c. Monina will have supper. 5. Which of the following is the best title for the story? a. for Supper b. Milk Yummy Supper c. Ham for Supper 6. Where do you think is the setting of the story ? The setting of the story is in a ______. a. garden b. kitchen c. market We Can Do It! We Can Read a Map: Places in the Community Let us study the map of a community below.
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Listen and look for the places I will mention. Follow the instructions carefully. 1. Look for the school. 2. What is the street name in front of the school ? 3. Name the two streets beside the school. 4. Where will you go if you want to play ? Where is the park? What is the name of the street where you will find the park ? 5. What is in front of the school ? What is the name of the bridge? 6. Someone is sick. Where will we bring him? Where is the hospital? What is the name of the street where you will find the hospital? 7. Point to the fire station. Which street can we find the fire station? 8. Look for the city hall. It is beside the fire station. 9. Point to the community center. Many community events happen in this place. 10. Your teacher walks to get to school. She lives in Rivera Street. Her house number is 180. Look for it. Look for Different Places in the Community Look for a partner. Take turns telling your partner where you will find the places I will mention. Listen carefully. You may use the words beside, in front of, left, or right to describe where the place is. You may also use the street name.
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Where is it? Look for the: 1. park 2. fire station 3. hospital 4. school 5. community center
Remember This A map tells us where we can find different places. It shows us the way so that we will not get lost.
Lesson 29 Let’s Recall In our poem the other day, we learned about different people in the community we can admire. I will read the poem again. Make actions as I read the poem. You may recite the poem with me the second time I read it. Let’s Aim Describing Words The poem tells about words that describe the people in the community. Write the describing words in each sentence.
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The farmer is hardworking.
The doctor is busy.
The describing words that you wrote talk about how a person acts or does things. Describing words tell about character traits of people. We Can Do It The following sentences use describing words that tell about character traits of people. Listen as I read each sentence.
When someone always helps, we say: He is helpful.
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When someone always shares, we say: She is kind.
When someone always greets other people nicely, we say: He is polite.
When someone is always clean and keeps her things in order, we say: She is neat.
When someone always gives the correct answer in class, we say: He is smart.
When someone always tells the truth, we say: She is honest.
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Remember This Describing words tell about how a person acts or does his or her work. Describing words tell about character traits of people.
Let’s Play I will show pictures of children. Give the correct describing word for the picture. Think of the correct character trait of the child. Check the person in the picture if you will use he or she. Use the sentence form in the box when you answer. Answer together as a class. He / She is ______.
Now I will call you by your lines. The line I will call will give the describing word for the picture.
I Can Do It Look at the pictures. Listen as I read the words in the box. Write in your notebook the correct describing word for each picture. Get your answer from the box.
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neat
smart
kind
1.
Nelson is _____.
2.
Pamela is _____.
3.
Rina is _____.
honest
polite
helpful
1.
Martin is _____.
2.
Elena is _____.
3.
Roberto is ______.
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Lesson 30 I Can Do It Let us study the city map. Listen as I read each question. Write your answers in your notebook.
Look for the school. 1. At which streets do we find the high school ? 2. What building is at the left of the school ? 3. What is between the hotel and the bank ? 4. What is the park along Estrella Street? 5. What building is between two parks?
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I Can Do It Read the short story in the box. What a hot summer! Wilma and Susan have towels. They get their jugs of water. They will dip in the water. Oh! Hot, hot summer! Answer the questions that follow. 1. Who have towels? 2. What did they get? 3. What did they feel ? Where do you think will they go ? What do you think they will do? Draw your answers in your notebook.
Week 6: Gifts All Around Lesson 31 Get Set Look around you. What do you see ? Mother earth gives us a lot of things. Let’s Try What do you think are the gifts of mother earth to us ? Say: “Mother earth gives us _____.”
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Learning New Words Listen as your teacher uses the word/s in the box in a sentence. Look at the pictures that will be shown, too. Try to find out what the words mean. falls
springs
sea
see
abound
Let’s Aim In the poem you are about to hear, find out what the gifts of mother earth are. Try to create pictures in your mind as I read each line of the poem. Gifts of Mother Earth by Teacher Nong
Mother earth has lots of gifts To us she brings and offers! See the clean rivers and the seas. See the clear falls and the springs. See the tall mountains and the forests. See the green hills all around. Feel the fresh air that abounds. Mother earth has lots of gifts To us she brings and offers! I Can Do It Draw the gifts of mother earth in your notebook. Listen as I read the questions. Try to answer them. 1. Describe the gifts of mother earth in the poem. 472
2. Who do you think is speaking in the poem? 3. What do you think does the speaker feel ? Lesson 32 Let’s Recall In our poem yesterday, we learned about the gifts of mother earth to us. I will read the poem again. Make actions as I read the poem. You may recite the poem with me the second time I read it. Let’s Aim Synonyms Listen as I read each sentence. 1. Mother earth has lots of gifts. Mother earth has many gifts 2. The rivers are clear. The rivers are clean. 3. The air is fresh. The air is clean. Look at the underlined describing words in each number above. 1. Lots and many tell about the gifts of mother earth. 2. Clear and clean tell about the rivers. 3. Fresh and clean tell about the air. The underlined words in each number mean the same thing. Words that mean the same thing are called synonyms. Let’s learn more synonyms. 473
1. 2. 3. 4. 5. 6. 7. 8. 9.
Melissa is a good friend. Melissa is a nice friend. Rona is a beautiful girl. Rona is a pretty girl. Don is a smart boy. Don is an intelligent boy. Roman is quiet. Roman is silent. The house is clean. The house is neat. The pet is happy. The pet is glad. The doctor is mad. The doctor is angry. The animal is big. The animal is large. The jet is tiny. The jet is small. The jet is little. Remember This Synonyms are words with the same meaning.
We Can Do It Let’s use the synonyms in sentences. Listen as I read the sentences. Complete the sentence with the name of your friends or classmates.
1.
____ is a good friend. ____ is a nice friend.
2.
____ is a beautiful girl. ____ is a pretty girl.
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3.
____ is a smart boy. ____ is an intelligent boy.
4.
_____ is quiet. _____ is silent.
The house of ____ is clean. 5. The house of ____ is neat.
6.
____ is mad. ____ is angry.
7.
____ is small. ____ is short.
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We Can Do It Reading a Short Story Let us read the short story in the box. What a hot summer day! Rosanna went to the forest. See the forest! See the red bud! See the red bud in the forest! See the insects! See the insects in the forest! See the river! See the river beside the forest! See the sunset! See the sunset in the hills! What a fun summer day!
I Can Do It Draw in your notebook the things that Rosanna saw in the story. Read the questions. Write the letter of the correct answer in your notebook. 1. Who went to the forest ? a. Rosa b. Rosanna Ramon c.
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2. Which of the following did she NOT see? a. a red bud in the forest b. the sunset and the forest c. red insects and the forest 3. What did she feel as she visited the forest ? a. She is mad. b. c. She She is is happy. scared. 4. Which line tells what Rosanna feels? a. What a hot summer day! b. What a fun summer day! c. See the insects! 5. Which of the following is the best title for the story? a. In the Forest b. A Fun Summer Day c. The Sunset in Summer
Lesson 33 Let’s Recall In our poem the other day, we learned about the gifts of mother earth to us. I will read the poem again. Make actions as I read the poem. You may recite the poem with me the second time I read it.
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Let’s Aim Reading a Bar Graph Many things we use come from mother earth. The paper we use comes from trees. Study the bar graph to see how much paper we use.
Pad Papers Used by Different Grade Levels in Central Elementary School P a d p a p e r Grade 1
Grade 2
Grade 3
Grade 4
We Can Do It Listen to the questions about the bar graph and answer them. Write the letter of the correct answer in your notebook. 1. What kind of graph is it? a. bar graph b. line graph c. picture graph 478
2. What is the bar graph about? We can find the title on top of the bar graph. It is about the ____. a. different schools b. different grade levels c. pad paper used by the different grade levels 3. How many grades are compared in the bar graph? Look at the bottom of the bar graph. a. two grade levels b. four grade levels c. three grade levels 4. Where will you look to find the number of pad papers used? I will look at the _____. a. top of the graph b. left of the graph c. bottom of the graph 5. Which grade level used the most pad papers? a. Grade 2 b. Grade 3 c. Grade 4 6. Which grade level used the least pad papers? a. Grade 1 b. Grade 2 d. Grade 3 7. How many pad papers did the Grade 2 pupils use? a. 60 pad papers b. 70 pad papers c. 80 pad papers
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8. How many pad papers did the Grade 4 pupils use? a. 60 pad papers b. 70 pad papers c. 80 pad papers 9. How many pad papers did the Grade 3 pupils use? a. 70 pad papers b. 75 pad papers c. 80 pad papers Remember This A bar graph gives us data using bars of different heights. The bars show us the amount (how much or how little) of the things being compared. The title of the bar graph lets us know what it is about. We can understand a bar graph by looking at all the details in it.
Lesson 34 Let’s Recall Let us recite the poem about the gifts of mother earth to us. Make actions as I read the poem. Recite the poem with me the second time I read it.
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Let’s Aim Synonyms Let us give the synonym of each underlined word that describes the picture. Select from the words in the box. Write your answers in your notebook. mad
small
clean
1.
She is a cute girl. She is a ____ girl.
2.
The house is neat. The house is _____.
They are angry. 3. They are _____.
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pretty
intelligent
4.
The kids are short. The kids are ____.
5.
Arnel is smart. Arnel is _____.
I Can Do It Look at the words in the box. Find the synonym of the underlined word in each sentence. Write it in your notebook. happy
big
silent
little
1. The kids were in a large room. were in aglad. _____ room. 2. They The kids were They were _____. 482
many
good
3. The kids are small. They are _____. 4. There are lots of kids. There are ____ kids.
5. The children are quiet. They are ____. 6. The teacher is nice. She is _____. I Can Do It Reading a Short Story Read the short story in the box. There are coconut trees. There are coconut trees by the river. The vendor gets the coconuts. The coconuts are big. There are many big coconuts. The vendor sells the coconuts in the market. The vendor works hard to sell the coconuts. The vendor sells all the coconuts. The vendor is happy. 483
Read the questions. Write the correct answers in your notebook. 1. Who gets the coconuts? 2. Where did the vendor get the coconuts ? 3. What two words tell about the coconuts? 4. Where will the vendor sell the coconuts? 5. What describing word tells about the vendor who works hard? h__ r __ w__ __ king 6. Give a title for the story.
Lesson 35 Let’s Recall Let us recite the poem about the gifts of mother earth. Make actions as I read the poem. Recite the poem with me the second time I read it. Let’s Aim Reading a Bar Graph The fruits we eat come from mother earth. Study the bar graph. Find out how many vegetables the vendor sells in a day.
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Mang Jose’s Vegetable Sales
B a s k e t s pechay
ampalaya
eggplant
tomato
onion
I Can Do It Listen to the questions about the bar graph. Choose the letter of the correct answer. 1. How many baskets of
did Mang Jose sell?
a. 3 baskets b. 4 baskets c. 5 baskets 2. How many baskets of a. 3 baskets b. 4 baskets c. 5 baskets
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did Mang Jose sell?
3. Which vegetable did he sell the least? a. pechay b. tomato c. ampalaya 4.
Which vegetables had the same baskets sold ? a. onion and pechay b. eggplant and onion c. eggplant and pechay
5. Which vegetable should he sell more tomorrow? a. pechay b. tomato c. ampalaya
Week 7: Care for Mother Earth Lesson 36 Let’s Recall The other week we learned a poem about the gifts of mother earth to us. Let us recite the poem together with proper actions.
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Let’s Try Look around you. What can you say about how the hills, mountains, rivers, and forests look like? Describe them. You may use the describing words that you already know. Say: “The hills are ____.” “The forests are _____.”
Learning New Words Listen as your teacher uses the word/s in the box in a sentence. Look at the pictures that will be shown, too. Let us try to find out what the words mean. bare
breathe
polluted air
Let’s Aim The poem you are about to hear is a longer version of our poem last week. Find out what happened to the gifts of mother earth to us. Try to create pictures in your mind as I read each line of the poem.
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Care for Mother Earth by Teacher Nong
Mother earth has lots of gifts To us she brings and offers! See the clean rivers and the seas. See the clear falls and the springs. See the tall mountains and the forests. See the green hills all around. Feel the fresh air that abounds. But look once more and see! Look at the dirty seas and rivers. Look at the bare forests and mountains. Look at the polluted air we breathe. Look once more and see! Mother earth has lots of gifts Gifts we enjoyed and forgot to care for!
I Can Do It Draw in your notebook how the poem described the gifts of mother earth at the end of the poem. We Can Do It Listen as I read the questions. Try to answer them. 1. Compare the gifts of mother earth at the start and at the end of the poem. 2. What do you think is the cause why the gifts from mother earth look like this now? 3. How do you feel about how mother earth looks like now? 488
4. If mother earth can talk, what do you think is she saying to us? 5. What are you willing to do to save mother earth? Are you ready to make a pledge to save mother earth? A pledge is a promise that we make. It shows that we are willing to do what we say. My Pledge by Teacher Nong
Small as I am, I will do my best! I will pick up trash, To keep mother earth clean. I will care for plants, And make mother earth green.
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Lesson 37 Let’s Recall In our poem yesterday, we learned about what happened to mother earth. I will read the poem again. Make actions as I read the poem. You may recite the poem with me the second time I read it. Let’s Aim Antonyms Listen as I read each sentence. Look at the underlined describing words in each number. 1. The rivers are clean. Now, these are dirty. 2. The air is fresh. Now, it is polluted. 3. Mother earth is happy. Now, she is sad. Clean and dirty tell about the river. Polluted and clean tell about the air. Happy and sad tell about mother earth. The underlined words in each number say opposite things. Words with opposite meanings are called antonyms.
Remember This Antonyms are words with opposite meanings.
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We Can Do It Let us learn more antonyms. Listen as I read each sentence. Repeat after me as you point to the picture and the sentence.
1. The tree is low. The building is high.
2. The mouse is small. The elephant is huge.
3. The jug is new. The cup is old.
4. Ramon is young. Lolo is old.
5. The man is rich. Lola is poor.
Now take turns reading the sentences with a partner.
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We Can Do It Reading a Story It is time for supper! Yummy, yummy supper! We order what we want. Lola has a fish on her dish. Dad has hamburger in a bun. Mom has a ham sandwich! Kuya has corn on a cob. I have an egg in my fork. And little baby has her milk. Yummy, yummy supper for all!
I Can Do It How well did you remember the story? Read the questions. Put a if the sentence is correct. Put a if it did not happen in the story. Do this in your notebook. 1. 2. 3. 4.
Lola has fish for supper. Mom has hamburger in a bun. Little baby naps in a corner. I order egg for supper.
5. Kuya has corn on the cob.
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Lesson 38 Let’s Recall Let us recite the poem “Care for Mother Earth.” Let’s Aim Reading a Table We show we care for mother earth by keeping our surroundings clean. The pupils in a school helped clean the community. Let us study the table. A table can give us a lot of details. It can help us see how much trash the different grades collected for two months. We Can Do It Look at the title of the table as I read it. Point to the part that shows how many sacks of trash were collected in March. It is in bold. Point to the part that shows how many sacks of trash were collected in April. It is underlined. Trash Collected by Pupils
Grade 1 Grade 2 Grade 3 Grade 4
March 2 sacks 3 sacks 2 sacks 3 sacks
April 1 sack 2 sacks 2 sacks 2 sacks
Grade 5 Grade 6 Total
5 sacks 4 sacks 19 sacks
3 sacks 3 sacks 13 sacks
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Listen to the questions about the details in the table. Write the letter of the correct answer in your notebook. 1. What is the title of the table ? a. Trash of the Pupils b. Trash Collected by the Pupils c. Pupils’ Collection of Trash 2. How many months of trash collection are shown in the table? a. one month b. two months c. three months 3. In which months were trash collected? a. March and May b. March and July c. March and April 4. Which grade level collected the most number of sacks of trash in March? a. Grade 4 b. Grade 5 c. Grade 6 5. Which grade level collected the least number of sacks of trash in March? a. Grade 4 b. Grade 5 c. Grade 6 6. Which grade level collected the most number of sacks of trash in April? a. Grades 4 and 5 b. Grades 6 and 5 c. Grades 4 and 6 494
7. Which grade level collected the least number of sacks of trash in April ? a. Grade 1 b. Grade 2 c. Grade 3 8. What is the total number of sacks of trash collected by all the pupils in March ? a. 5 sacks b. 13 sacks c. 19 sacks 9. What is the total number of sacks of trash collected by all the pupils in April ? a. 3 sacks b. 13 sacks c. 19 sacks 10. Which grade level should get an award for the most number of sacks of trash collected? a. Grade 4 b. Grade 5 c. Grade 6 Lesson 39 We Can Do It Antonyms Listen as I read the sentences. Find out if the sentences talk about antonyms. Say:
Yes, it is.
or
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No, it isn’t.
1. Mad and angry are antonyms.
2. Short and long are antonyms.
3. Unhappy and sad are antonyms.
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4. Warm and sunny are antonyms.
5. Bad and good are antonyms.
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I Can Do It Read the story in the big box. Complete the story. Get the correct words from the small box. Write your answers in your notebook. It was a hot _____ day! Rona ______. He is amet _____. They went to visit the ____ man. They had a _____ in a bun for the man. The man was _____.
Ramon happy
summer doctor
hamburger sick
Draw the story in your notebook. Write a title for the story. Lesson 40 Let’s Recall Let us recite the poem “Care for Mother Earth.” Let’s Aim Reading a Table The people in the community want to care for mother earth. They collected different kinds of trash around the community. 498
Let us study the table. Let us see the different kinds of trash collected in two months. Trash Collected in Barangay Malinis Kind of Trash Paper Plastic Tin Cans Bottles Cardboard Total
June 1 sack 3 sacks 1 sack 5 sacks 1 sack 11 sacks
July 0 2 sacks 1 sack 3 sacks 0 6 sacks
We Can Do It Listen to the questions I will read. Write the letter of the correct answer in your notebook. 1. What is the title of the table ? a. Trash in Barangay Malinis b. Trash Collected in Barangay Malinis c. Collection of Trash in Barangay Malinis 2. In which months were trash collected? a. June and May b. June and July c. July and April 3. Which kind of trash had the most number of sack collection in June? a. tin cans b. bottles c. cardboard 499
4. Which kind of trash had the least number of sack collection in July? a. paper and bottles b. cardboard and tin cans c. cardboard and paper 5. What is the total number of sacks of trash collected in June? a. 5 sacks b. 6 sacks c. 11 sacks 6. If they sell the collected trash, from which kind of trash would they get the most cash? a. bottles b. plastic c. tin cans
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