English Gr.2 LM Sept 5 Final

2 Learner’s Material

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations.

Department of Education Republic of the Philippines

Let’s Begin Reading in English – Grade 2 Learner’s Material First Edition, 2013 ISBN: 978-971-0468-21-8

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D.

Development Team of the Learner’s Material Authors:

Felicitas E. Pado, Marie Yvette Alcazar, Ana Maria Margarita Salvador, Rose Ann Pamintuan, Leonor Diaz, Amcy Esteban

Illustrators:

Eric S. De Guia, Fermin M. Fabella, Erich D. Garcia, Aro R. Rara

Layout Artist:

Aro R. Rara

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address:

Telefax: E-mail Address:

2nd Floor Dorm G, Philsports Complex Meralco Avenue, Pasig City Philippines 1600 (02) 634-1054 or 634-1072 [email protected]

Table of Contents Unit 1 – I Am Special ....................................................... 1 Week 1: I Have a Birthday ............................................ 2 Week 2: A New Friend ................................................. 16 Week 3: I Get Ready for School ................................ 30 Week 4: My Things ....................................................... 47 Week 5: I Have Wishes ................................................ 62 Week 6: I’m Growing! .................................................. 76 Week 7: I Have a Grandmother ................................ 87 Week 8: I Get Gifts ....................................................... 96 Unit 2 – I Love My Family ........................................... 109 Week 1: I Have a Family ........................................... 110 Week 2: I Share with My Brothers and Sisters ......... 127 Week 3: I Have a Home ............................................ 144 Week 4: Grandparents Are Great ........................... 159 Week 5: Welcome Home ......................................... 176 Week 6: A New Baby ................................................ 193 Week 7: A Different Family ....................................... 211 Week 8: Brothers for Life ............................................ 229

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Unit 3 – I Love Going to School .................................. 247 Week 1: School Is My Second Home ...................... 248 Week 2: Meet My Teacher ....................................... 262 Week 3: Happy Times in School ............................... 278 Week 4: I Have Friends in School ............................. 294 Week 5: Other People Who Help Me in School ..... 309 Week 6: Books Are My Friends .................................. 322 Week 7: I Learn Many Things in School ................... 336 Week 8: My Favorite Place in School ...................... 350 Unit 4 – I Am Part of a Community ............................ 365 Week 1: People in Our Community ......................... 366 Week 2: More Community Helpers All Around ...... 387 Week 3: Sights in Our Community ........................... 403 Week 4: In the City and in the Country .................. 439 Week 5: People I Admire in the Community.......... 455 Week 6: Gifts All Around............................................ 471 Week 7: Care for Mother Earth ................................ 486

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Unit 1

I Am Special

I have a brother, and a sister dear. A loving father and mother, friends here and there, I may be a bit like them, but I know . . . No one is exactly like me, Because . . . I am special!

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Week 1: I Have a Birthday Lesson 1 Let’s Try Introduce yourself. Say your complete name. Tell us how old you are. Say: “My name is ______. I am _____ years old.” Word Study I will read each word. Connect the word to the correct picture.

barked

yelled

Let’s Recall When is your birthday? What does your family do for you on your birthday?

2

Let’s Aim In the story that I will read, find out: When is Ana’s birthday? What did her family do for her? Listen as I read the story. Ana’s Birthday Ana woke up early. “It’s June 15! It’s my birthday today,” she yelled. She ran to the kitchen. Mother is not there. She ran to the backyard. Father is not there! She went to her brother’s room. His brother Miko is not there. “Bow, wow, wow!” barked Bingo. “Bingo, where is everybody?” Ana asked. “It’s my birthday and nobody is around to greet me.” “Happy birthday, Ana!” yelled Miko. “Happy birthday, Ana!” shouted Mama and Papa. Mama, Papa, and Miko are in the garden. There is a table and a mat. On the table there is food! “We wanted to surprise you,” said Miko. “Here is my gift.” 3

“Lollipops! My favorite! Thank you Miko.” “I cooked pansit,” said Mother. “And I bought ensaymada,” said Father. “And I have a cake with six candles because I am six years old!” “Let’s sit on the mat and eat!” “Bow,wow, wow!” “Oh, Bingo. You can join us!”

We Can Do It Listen to my questions about the story and try to answer them. 1. When is Ana’s birthday? 2. Who was she looking for in the kitchen? 3. What do you think did she feel when she did not find her mother? 4. If you were Ana, would you feel sad too? 5. Where did she go next? 6. Who was she looking for in the backyard? 7. Where did she go next? 8. Who was she looking for in the room? 9. Who barked at her? 10. Where did she find Papa, Mama, and Miko? 11. What was their surprise for Ana? 12. What did Ana feel at the end? 13. Would you feel the same?

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Lesson 2 Let’s Recall In our story yesterday, who had her birthday? When was her birthday? I Can Do It Your classmate will ask you a question. Try to answer it. Then ask another classmate the question. “When is your birthday?” “My birthday is on _______.” Let’s Aim Naming Words Listen as I read each sentence. 1. Ana woke up early. 2. Mother cooked pansit. 3. Father bought ensaymada. 4. Miko gave Ana some lollipops. We Can Do It Write in your notebook and underline the answer to my questions. 1. Who woke up early? 2. Who cooked pansit? 3. Who bought ensaymada? 4. Who gave some lollipops to Ana?

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Read the underlined words. What do you notice? Ana, Mother, Father, and Miko are names of persons. They are called naming words. Remember This Names of persons are called naming words. They answer the question Who.

We Can Do It I will ask Who questions. Answer me with a name of a person. Let’s Recall It is Ana’s birthday. She is six years old. Her father put a table and a mat in the garden. Mother prepared the food. Miko gave Ana some lollipops. Let us name the pictures.

6

We Can Do It Reviewing the Letters What letter sound do you hear at the beginning of: food? lollipop? mat? six? table? Let us read these letters.

m, s, l,

f,

t

Let us give their sounds. I will show a picture. Name it. Then give the beginning sound of its name. (Give words that start in m, s, l, f, t such as monkey, sun, fan, and ten. Be sure that the words start with a single consonant. Flower and spoon are not good examples).

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Lesson 3 Let’s Recall Here are three pictures. Tell me what happened in each picture.

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I Can Do It Tell a story with the help of the pictures. Naming Words: Persons, Things, and Animals Let’s Answer Answer the following Who questions. 1. Who were in the garden? 2. Who woke up early? 3. Who was not in the kitchen? What answer do we get when we ask Who questions? Answering What Questions Listen as I read these sentences. 1. Papa put a table in the garden. 2. Miko gave Ana a gift. 3. There were candles on the cake. 4. Our pet dog is in the garden too. Listen to my question. Underline a word in the sentence that gives the answer. 1. What did Papa put in the garden? 2. What did Miko give Ana? 3. What were on the cake? 4. What is our pet? The words table, gift, and candles are names of things. The word dog is a name of an animal. They are naming words. They answer the question What.

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Remember This Names of things and animals are called naming words. They answer the question What.

We Can Do It I will give some sentences. Then I will ask a question starting with What. Write the answer in your notebook. 1. Kim has a pencil. What does Kim have? 2. Pat has a red bag. What does Pat have? 3. Jim has a toy car. What is Jim’s toy? 4. The bird is in the cage. What is in the cage? I Can Do It Draw three objects that are names of things. Try to think of a sentence for each of them. We Can Do It Reviewing Letters Give the name of each letter. Then give its sound.

Mm

Ss

Ll

10

Ff

Tt

Name each picture. Write the letter that begins its name in your notebook.

m

s

s

t

f

f

t

f

f

l

s

m

f

l

f

m

t

l

Lesson 4 Let’s Try 1. Pretend that you are Ana’s friend. Greet Ana happy birthday. Say “Happy birthday, Ana!” 2. Pretend that you are Ana. Say “Thank you ________.” 3. You may also make a birthday card for Ana. 4. Draw something for her and write Happy Birthday Ana! Let’s Review I will read some naming words. You may read with me if you can. Then tell me if the word names persons or things. sister eraser grandmother

cousin cup 11

ruler desk box drum

Let’s Aim Listen as I read the sentences. Try to answer my questions. 1. Ana is in the room. 2. Ana went to the backyard. 3. The family is in the garden.

Where is Ana? Where did Ana go? Where is the family?

The words in the room, to the backyard, and in the garden answer Where questions. They name places. Remember This Names of places are called naming words. They answer the question Where.

We Can Do This I will read each sentence. Write the words that name places in your notebook. 1. My grandfather lives in the farm. 2. My uncle works in Saudi Arabia. 3. The children are in school. 4. Mother goes to the market. 5. Every Saturday, we play in the park. I Can Do It Draw your favorite place. Tell your classmates about it. 12

We Can Do This The Letter Sounds Name each picture. Write the beginning letter of its name in your notebook.

I Can Do It Draw something whose name starts with the letter in the box. Do this in your notebook. Mm

Ss

Ll

Ff

Tt

13

Lesson 5 Let’s Try Listen to my short story. Then try to answer my questions about it. Sam and Mike are in the park. They are riding a bike. Their pet dog is following them. Their sister Lily is in the swing. She is holding her doll. “Bow-wow-wow!” barks Bantay. It is chasing a kitten. “Stop it Bantay,” yells Lily. 1. 2. 3. 4. 5.

Where are Sam and Mike? What are they riding? Who is in the swing? What is Lily’s toy? What does Bantay chase?

Listen as I read the naming words. park bike doll

Mike Lily swing

kitten Bantay Sam

Write the naming words in the correct column. Do this in your notebook. Person 1. 2. 3.

Place

Thing

1. 2. 3.

1. 2. 3. 14

Animal 1. 2. 3.

We Can Do It Name the pictures. Then draw them in the correct boxes.

15

Draw each picture in the correct row. Do this in your notebook. Mm Ss Ll Ff Tt

Week 2: A New Friend Lesson 6 Let’s Try Who are your friends? Tell your classmates about them. Say: “My friends are ______ and _______. They are ______.” Learning a New Word

This is a tadpole. It is a baby frog. 16

Let’s Aim How do you find a new friend? In the story that I will read to you, how did Dindo find a new friend? A New Friend Dindo and his mother are going to Laguna. “Why are we bringing many clothes? Are we staying in Laguna for long?” “Maybe. Lola Ela is sick. We have to visit her.” “But I don’t have friends in Laguna.” “You will find new friends. Your cousin Anton is there.” Soon they were in Laguna. He met his cousin Anton. He is much bigger. And he has big friends. “I will see you later, Dindo,” he said. Lola Ela is in bed. Dindo gave her Skyflakes and a can of Milo. “Thank you Dindo,” she said weakly. “These are my favorite biscuits.” He met Uncle Ernie and Aunt Betty. 17

They are happy to see Dindo. But they were talking about things that he can’t understand. He went to the yard. A boy was playing. “Hi! What’s your name?” the boy asked. “Dindo. What’s yours?” “Jerry. And I have a pet tadpole. Would you like to see it?” “This is Kiko.” We played with Kiko the whole afternoon. “Mama, I have a new friend. His name is Jerry.”

We Can Do It Listen as I read the questions. Try to answer them. 1. Where did Dindo and his mother go? 2. Why did they go to Laguna? 3. What was Dindo worried about? 4. Would you feel the same? 5. Who was his cousin? 6. Who were his aunt and uncle? 7. What did they feel when they saw Dindo? 8. Was Dindo happy when they reached Laguna? 9. Who did he see when he went to the yard? 10. What did they play with? 18

11. What did Dindo tell his mother after playing with Jerry? 12. What did Dindo feel at the end of the story? Who Said? The characters in the story tell us who are the people in it. In the story, the characters are Dindo, Mother, Anton, Jerry, and Lola Ela. Write in your notebook the name of the character who said the following lines: 1. “Would you like to see my tadpole?” 2. “You will find friends there.” 3. “I will see you later.” 4. “These are my favorite biscuits.” 5. “Mama, I have a new friend.” I Learned These 1. Where will Dindo and his mother go? a. to Laguna b. to Bulacan c. to Pampanga 2. What will they do in the province? a. visit Lola Ela b. attend a wedding c. celebrate a town fiesta 3. Who is his cousin? a. Jerry b. Ernie c. Anton 4. What did he give Lola Ela? a. biscuits and Milo 19

b. cookies and milk c. bread and cheese 5. Who is Kiko? a. his cousin b. the tadpole c. his new friend

Lesson 7 Let’s Review Dindo found a new friend. His name is Jerry. They played together. Let’s Try Talk about your friend. You may start with these sentences: My new friend is _____. He / She is _______. Let’s Aim These are the names in the story: Dindo, Mother, Aunt Betty, Uncle Ernie, Kiko, Anton, Jerry, Laguna, Milo, and Skyflakes, aunt, grandmother, uncle, cousin, friend, tadpole Which of them are names of: 1. persons? 2. places? 3. things? 4. animals? 20

You will notice that some names start in big letters, while others do not. For example: cousin province tadpole biscuits

Anton Laguna Kiko Skyflakes

What do you notice about the naming words in the first column? Yes, they are written beginning in small letters. They are common names of people, places, things, and animals. What do you notice about the naming words in the second column? Yes, they are written beginning in big letters. They are called proper names. We Can Do It Find the proper name for the following common names. Common Names friend chocolate drink aunt uncle

Proper Names

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I Can Do It Tell the proper name for the following common names. 1. mother 2. classmate 3. school 4. cat 5. pencil Let’s Try A Review of Letter Names and Sounds Can you name the pictures in the box?

22

I Can Do It Read each letter. Then give its sound.

Hh

Cc

Rr

Nn

Bb

Name the pictures in each row. Write in your notebook the letter that begins their name.

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c

r

h

n

c

b

r

n

h

c

r

n

b

c

h

Lesson 8 Recalling Details After the teacher reads a story, she will ask questions that start with Who, What, Where. Other questions could be When, How, How many, or How much. These questions ask for details. Listen to the following short story. Pam and Karen are sisters. Pam is eight years old while Karen is six years old. They are studying in Jose Rizal Elementary School. Pam has a red school bag, while Karen has a yellow school bag. They ride a school bus in going to school. Note the details in the story. Answer these questions. 1. Who are sisters? 2. How old is Pam? 3. How old is Karen? 4. Where do they study? 5. What is the color of Pam’s bag? 6. How do they go to school?

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We Can Do It Giving the Proper Names From the story, give the proper names of the following. 1. sisters 2. school Give the proper name for the following common names. 1. teacher 6. hospital 2. juice drink 7. dog 3. city 8. mother 4. school 9. pencil 5. kitten 10. milk Give the common name of the following proper names. 1. Dr. Macario Maceda a. dog 2. Milaor Central School b. milk 3. Anlene c. doctor 4. Bantay d. book 5. My Math Book e. school Reviewing Letters Name each picture. Write the beginning letter of its name in your notebook. Choose from the letters in the box.

m h

s c

l r 25

f n

t b

Lesson 9 Let’s Review Noting details answer the questions Who, What, Where, When, How, How many, and How old. Let’s Try Take turns asking your classmates using one of the questions above. The classmate who answers asks the next question. Example: Who is your cousin?

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Let’s Aim Can you give a pair of common and proper nouns? For example: boy - Carlo We Can Do It I will read the words in the box. Pick a pair of common and proper names from the list. city

singer

Inquirer

Adidas

cat

Sarah Geronimo

shoes

doctor

newspaper

Muning

Marikina City

Dr. Melchor Prado

Beginning Sounds of Words Name each picture. Write in your notebook the beginning letter to complete its name.

____ag

____at

____et

____op

____at

____ug

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____un

____en

____an

____eg

____op

____an

Lesson 10 Let’s Review I will read a short story. Mang Ador is a carpenter. He is fifty years old. He works in Mariano’s Shop. Every day, he goes to work at seven o’clock. He rides a tricycle. He brings his hammer and saw. We Can Do It Ask a question that starts with: 1. Who _______? 4. What time ______? 2. How old ______? 5. What ______? 3. Where ______?

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Proper and Common Names Read each naming word. Write C if it is a common name or P if it is a proper name. Do this in your notebook. 1. Mang Ador 2. carpenter 3. hammer 4. Mariano’s Shop 5. tricycle I Can Do It Write each proper name correctly. 1. Pasig city 2. Miss Carmen rosal 3. pepsi 4. Abad medical hospital 5. dr. Rizalino rosas I Can Draw Read and sound each letter in the box. Draw an object that starts its name in this letter. Do this in your notebook. Mm

Cc

Rr

Bb

Nn

Hh

Ff

Ll

Ss

29

Week 3: I Get Ready for School Lesson 11 Learning New Words 1. Which among the pencils is sharpened?

2. Who among the three boys is neat and tidy?

3. Which is a barber shop?

30

Let’s Aim How did you get ready for the start of school? In the story that I will read to you, find out. How did Moses get ready for the start of school? Listen to my story. Moses Gets a Haircut “Moses, school starts next week,” says Father. “Are you ready for school?” “Yes, Papa. My notebooks are all covered. My pencils are sharpened,” says Moses. “But I think you need a new haircut,” says Mother. “Your hair is long.” “But I want a long hair, Mama,” says Moses. It is Monday morning. The children are in the classroom. “You are all neat and tidy,” says Miss Lara. “Your uniforms are new. Your hair is wellcombed.” Then Miss Lara looked at Moses. “Moses, your hair is nice, but I think it is a bit long. Will you ask your father to take you to the barber shop this Saturday?” “Please cut my hair, Mr. Cortes,” says Moses. “Miss Lara says it is nice but long.” “Yes, Moses,” says Mr. Cortes. “A short hair will look neat.” 31

We Can Do It Listen to my questions and try to answer them. 1. What did Moses do to get ready for school? 2. Did you do the same? 3. What did Mother say about the hair of Moses? 4. Did Moses want a haircut? Why not? 5. What did Miss Lara tell the children? 6. What did Miss Lara tell Moses? 7. Did Moses tell Miss Lara that he wanted long hair? 8. Where did Moses and his father go that Saturday? 9. What did Moses tell Mr. Cortes? 10. What did Mr. Cortes say? 11. What do you think will Mother feel when he sees the new haircut of Moses? 12. What do you think will Miss Lara tell Moses? I Can Do It 1. One girl will pretend to be Mother. A boy will pretend to be Moses. Dramatize what Mother told Moses and the answer of Moses. 2. One girl will pretend to be Miss Lara. A boy will pretend to be Moses. Dramatize what Miss Lara told Moses and the answer of Moses.

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Lesson 12 Let’s Try Remembering the Details Let’s answer some questions about the story I read to you yesterday. 1. Who was getting ready for school? 2. What is Moses’ grade level? 3. Who was his teacher? 4. What did Miss Lara tell Moses? 5. Where did Moses and his father go that Saturday? 6. Who was the barber? We Can Do It Proper Names Listen as I read the sentences about yesterday’s story. 1. Moses is a Grade 1 pupil. 2. His teacher is Miss Lara. 3. He studies in Mabini Elementary School. 4. The barber shop is Peter’s Barber Shop. 5. Mr. Cortes is a kind barber. I Can Do It Write in your notebook the answers to these questions. 1. In sentence 1, who is a Grade 1 pupil? 2. In sentence 2, who is the teacher? 3. In sentence 3, where does Moses study? 33

4. In sentence 4, what is the name of the barber shop? 5. In sentence 5, who is the barber? Read your answers. What do we call these words? What kind of naming words are they? We Can Do This More Letters to Review Let’s name these animals.

Read these letters: Gg Pp Dd 1. Can we sound them? 2. What is the beginning sound of dog? goat? goose? pig? duck?

34

Name these pictures.

35

Read these letters. Then sound them.

Gg

Pp

Jj

Dd

Ww

Can you give the letter that begins the name of each picture?

36

I Can Do It Sound each letter. Name the pictures. Choose the picture whose name begins with the letter on the left.

Pp

Gg

Jj

Ww

Dd

37

Lesson 13 Let’s Recall I will read the sentences that happened in our story last Monday. Moses went to the barber shop. Mother told Moses that his hair is long. Miss Lara told Moses to go to the barber shop. Let’s Aim Today we will learn to arrange the events in a story from the first to the last that happened. Events tell what happened in the story. Are the events arranged from the first to the last that happened? Which is first? Number it 1. Which is second? Which is third? We Can Do It Read this short story. First, Dan took a bath. Next, he wore his pajama. Then he went to bed. The events in this short story follow an order. The words first, next, and then tell us the correct order.

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I Can Do It Read the short story. Then it laid an egg. First the bird made its nest. Next it sat on the nest. Copy these sentences in your notebook. Number these events 1, 2, and 3 to show the correct order. ____ Then it laid an egg. ____ First the bird made its nest. ____ Next it sat on the nest. Let’s Aim Write in your notebook the proper name in each sentence. 1. My grandfather is from Marikina. 2. Mr. Pascual is the principal. 3. I drink Milo every morning. 4. My sister has a Barbie doll. 5. I named my kitten Dana. Copy the sentences in your notebook. Write the proper names correctly. 1. My sister is fiona. 2. My uncle lives in cotabato. 3. My doctor is dr. mendoza.

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We Can Do These More Letters to Sound Sound these letters. Copy these letters. Do this in your notebook. Pp

Gg

Jj

Dd

Ww

Write the letter that begins the name of each picture. Do this in your notebook.

40

I Can Do It Name the pictures. Write the letter that begins their name. Do this in your notebook.

41

Lesson 14 Let’s Recall Do you remember how we arranged three events in the order that they happened? What words do we use to tell about these events? The words first, second, third, then, last, and finally help in arranging the events in order. We Can Do It Tell about the three pictures. Use first, second, and third.

I Can Do It Number the events 1, 2, and 3. Then tell about these sentences. Do this in your notebook.

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Try It What do you do in the morning before going to school? Tell about it. Use the words first, second, then, and last to help you in telling them in order. Let’s Aim Common and Proper Names Let us give a proper name for the following common names. 1. town 6. street 2. father 7. girl 3. mayor 8. soap 4. volcano 9. biscuit 5. singer 10. classmate We Can Do It Let’s have a contest. I will say a common name; the players will give a proper name. The first to give a correct answer wins. 1. actress 6. city 2. president 7. principal 3. river 8. province 4. city 9. mountain 5. book 10. hospital

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Let’s Try Beginning Letter and Its Sound I will give a word. Write its beginning sound in your notebook. 1. ball 6. gift 2. wand 7. candle 3. ring 8. window 4. doctor 9. pillow 5. jet 10. hammer We Can Do It Name the pictures. Write in your notebook the word with its beginning sound to complete the names.

____en

____at

____et

____oll

____un

____op

____eb

____op

____en

44

Lesson 15 Let’s Try Arrange the pictures in the correct order.

We Can Do It Form a group of three. Think of three things that you do before leaving school. Each pupil in the group will say a sentence about it. We Learned This Listen as your teacher reads the sentences. Number them 1, 2, and 3 according to the order that they happened. Do this in your notebook.

I wear my uniform.

I go to school.

I take a bath.

I Learned These Write P if the underlined word or words is a proper name. Write C if the underlined word or words is a common name. 1. I have a red bag. 45

2. 3. 4. 5.

My teacher is Miss Tan. Grandma gave me a doll. My father is in Cebu. The children are in the park.

Write the proper names correctly. 1. mrs. cadiz 2. national supermarket 3. dr. maceda 4. davao city 5. blackie Write in your notebook the beginning letter for the pictures.

1.

4.

2.

5.

3.

6.

46

Week 4: My Things Lesson 16 Learning New Words Listen as your teacher reads the words. Look at the pictures for them.

a pair of shoes

a small boy and a grown man

a fitting shoe 47

Let’s Aim Have you tried wearing your father’s or your mother’s shoes? What did you feel? In the poem that I will read, find out: What did the boy say about his father’s shoes? Listen as I read the poem. Shoes by Tom Robinson My father has a pair of shoes So beautiful to see! I want to wear my father’s shoes, They are too big for me. My baby brother has a pair As pretty as can be! My feet won’t go into that pair – They are too small for me. There’s only one thing I can do Till I get small and grown. If I want to have a fitting shoe, I’ll have to wear my own. We Can Do It Try to answer my questions about the poem. 1. Who is talking in the poem? 2. What did he say about his father’s shoes? 3. Why can’t he wear his father’s shoes? 4. What do you think did he feel when he couldn’t wear his father’s shoes? 48

5. 6. 7. 8.

Would you feel the same? Which shoes did he try wearing next? Why can’t he use his brother’s shoes? What must he do if he wants a shoe that fits him?

I will read the poem again. Read it with me. Let’s Try Stanzas, Lines, and Rhyming Words The poem has 3 stanzas. Each stanza has 4 lines. I will read the first stanza again. Then let’s read the words at the end of each line. shoes see shoes me

See and me sound the same. We call them rhyming words.

We Can Do It Listen as I read the second stanza. The words at the end of the lines are: pair be pair me

Which word rhymes with be?

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Listen to the third stanza. The words at the end of the lines are: do grown shoe own

Which word rhymes with do? Yes, do and shoe rhyme. Which word rhymes with grown?

More Letters to Sound

Zz

Yy

Vv

Let’s try to name the pictures.

Read and sound the letters.

Zz

Yy

50

Vv

We Can Do It Name each picture. Write in your notebook the beginning letter of its name.

51

I Can Do It Draw something whose name starts with the letter below the box. Do this in your notebook.

Yy

Zz

Vv

Lesson 17 Let’s Review Let’s read together the poem Shoes. Let’s do some action as we recite the poem. Let’s Try Do you remember our lesson on rhyming words? Listen as I recite some rhymes. Tell me the rhyming words that you hear. Twinkle, twinkle little star How I wonder what you are. Up above the world so high. Like a diamond in the sky. What rhymes with star? What rhymes with high?

52

We Can Do It Read with me the words in each line. Write in your notebook the word that rhymes with the word in the left box. food try rain line pen

foot night ran slide pan

nod high train pin pin

hood tray ray mine hen

I Can Do It Read with me each pair of words. Put a  after the number if the two words rhyme; X if they don’t. Do this in your notebook. 1. bat, hat 4. road, rode 2. pen, pet 5. smile, spin 3. line, shine 6. town, brown Let’s Review Write in your notebook these words with the beginning sound of the name of each picture.

___an

___op

___en

___ot

___ar

___ug

53

___ell

___up

___uck

___ix

___un

___in

Lesson 18 Get Set Choose the girl who wears a uniform.

A pet is not allowed in school. a. A pet may be in school. b. A pet should not go to school. c. A pet should attend class. Let’s Aim 1. What does your pet do when you are leaving for school? In the story that I will read, let’s find out. 2. What did Lida’s pet do when she was leaving for school? 54

Listen to the story that I will read. Where Is Mingming? “Mingming, I will go to school tomorrow,” Lida said to her pet cat. “Be good while I’m in school.” “Meow,” answered Mingming. “Look at my bag. I have three pencils and two erasers. I have six notebooks. And look, I have one long ruler and one book.” “You better sleep early, Lida,” Mother said. “The bus will come early tomorrow.” “Let’s sleep, Mingming,” said Lida. The next day, Lida woke up early. “Wow, my uniform looks good,” she said. “Yes, you are a big girl now,” Mama said. “Come, eat your breakfast.” She ate her breakfast: two eggs, two slices of bread, and a glass of milk. Poot, poot! “Lida, the school bus is here,” Papa said. “Goodbye.” “Where is Mingming?” asked Lida. “I will say goodbye to her.” But Mingming was not in the room. She was not in the kitchen. She was not on the sofa. When Lida reached the classroom, she opened her bag to get her notebook and pencil. 55

“Meow.” “Oh, Mingming,” Lida said softly. “Why did you come with me? Pets are not allowed in school.” We Can Do It Answer my questions about the story. 1. Who is getting ready for school? 2. Who is Mingming? 3. What did Lida put in her bag? 4. Why should Lida sleep early? 5. What did she eat for breakfast? 6. How will Lida go to school? 7. Who did Lida look for before going to school? 8. What do you think did she feel when she did not see Mingming? 9. Where did she find Mingming? 10. What do you think did she feel when she found Mingming in her bag? 11. What do you think will she do with Mingming? I Can Do It Choose the word that answers each question. Write them in your notebook. 1. Who? Lida book bus 2. What? mother eraser school 3. Where? bedroom uniform driver 4. Who? father eggs milk 5. Where? book Ming sofa

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Lesson 19 Let’s Try I will begin part of the story that we had yesterday. Add a sentence or two to complete the story. Do this in your notebook. Lida placed her things in the bag. She placed ______, _______, _______, ______, and ______. We Can Do It Add words to complete the story. Do this in your notebook. Lida ate her breakfast. She ate ______ and ______ and she drank _____. Lida could not find Mingming. She was not in the _______. She was not in the _______. And she was not on the _______. Let’s Aim Names That Mean More Than One Read these sentences from the story. 1. Lida has three pencils. 2. She has six notebooks. 3. She has two erasers. 4. She has one ruler. 5. She has one book. What school thing does Lida have in number 1? In number 2? In number 3? 57

Let’s read the words that you wrote: pencils, notebooks, erasers. What school thing does Lida have in number 4? In number 5? Let’s read the words that you wrote: ruler and book. What do you notice at the end of pencil, notebook, and eraser? Why? Is there an s at the end of ruler and book? Why? Remember This We add –s to the naming word if there is more than one. We don’t add an –s to the naming word if there is only one.

We Can Do It Let’s have a game. I will show objects / pictures. Tell me if you will add –s or not to their names. (Teacher may show objects / pictures of marbles, pins, erasers, pupils, . . .) I Can Do It Look at the picture in each box. Write the correct name for it. Do this in your notebook.

flower

flowers

cup

cups 58

dog

dogs

bag

bags

hen

hens

pig

pigs

Let’s Try Ending Sounds of Words Listen as I say each word. Tell me the sound that you hear at the end. 1. bus 6. red 11. buzz 2. rat 7. web 12. boy 3. ham 8. leaf 13. cow 4. car 9. bell 14. map 5. van 10. tag 15. pad We Can Do It Listen as I say each word. Complete its name by adding the ending letter. Do this in your notebook. 1. (big) bi___ 6. (mop) mo___ 2. (cob) co___ 7. (rod) ro___ 3. (men) me___ 8. (ram) ra___ 4. (pet) pe___ 9. (toy) to___ 5. (bow) bo___ 10. (mug) mu___ I Can Do It Complete the name of each picture by adding the ending letter. Do this in your notebook. 59

ca___

bu___

tu___

gu___

ba___

bi___

fa___

ca___

be___

Lesson 20 Let’s Aim Do you remember the story of Lida and her pet cat? Let’s retell it using these questions as your guide. We Can Do It Who will go to school?

______ will go to school.

What did she place in her bag?

She placed ______, ______, _____, and ____ in her bag. 60

How did she go to school the next She went to school by _____. day? Where did she look for Mingming?

She looked for Mingming in the _______, in the ______, and on the ______.

Where did she find She found Mingming in _____. Mingming? I Can Do It Now I will call some pupils to retell the story. The questions that I will ask will be your guide. I Learned Beginning and Ending Sounds Name each picture. Write its beginning letter. Do this in your notebook.

___op

___at

___et

____en

____up

___eg

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Name each picture. Write its ending letter. Do this in your notebook.

ca____

ha____

bu____

bi___

pa____

to____

Week 5: I Have Wishes Lesson 21 Learning New Words Listen as I read the sentences. Look at the picture for each sentence. My bag has a tag.

My skirt and blouse match.

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My mother hugs me.

Let’s Aim I wish that I will have many friends. What is your wish? In the poem, what is the speaker’s wish? Listen as I read the poem. Wishes What is your wish? I wish to have a bag with a pretty pink tag. What is your wish? I wish to have a watch with a gold ring to match. What is your wish? I wish to have two dresses. I will pay you with hugs and kisses. What is your wish? I wish that you will be my friend and our friendship won’t end. 63

We Can Do It Listen to my questions and try to answer them. 1. What was the first wish of the speaker? 2. What should be on the bag? 3. What was her second wish? 4. What should match the watch? 5. What was her third wish? 6. What will she give if she gets two dresses? 7. What was her last wish? 8. Who do you think is making the wish? 9. Why did you say so? 10. Which among her wishes do you like best? Why? We Can Do It Listen as I read the poem again. You may follow reading what I read. Let’s Try Rhyming Words I listed down the pair of words at the end of the lines of the poem. Let’s read them. bag tag

watch match

dresses kisses

friend end

1. What do we call each pair of words? 2. Can you give another pair of rhyming words?

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Lesson 22 We Can Do It Read the poem again by groups. Do some actions as you read the lines. Let’s Try One and More Than One Read each pair of sentences. 1. The girl has one wish. I have two wishes. 2. She wants one watch. I will wish for two watches. 3. I want a dress. She wants two dresses. 4. I will pay mother with a kiss. She will pay with many kisses. In pair 1, what did the girl have? what did the “I” have? In pair 2, what did she want? what did the “I” wish for? In pair 3, what did the “I” want? what did she want? In pair 4, what will the “I” pay mother? what will she pay mother? Read the pair of answers in the box. wish watch dress kiss

wishes watches dresses kisses 65

1. Which column has words that mean one? 2. Which column has words that mean many? 3. What are the letters that end the first word? The second word? The third word? The fourth word? 4. If the naming words end in -sh, -ch, and -ss, what letters do we add to make them mean more than one? Remember This For the naming words that end in -ss, -sh, and -ch, add -es if they mean more than one.

We Can Do It Let’s have a game. I will say a word. Make it mean more than one. 1. glass 4. patch 2. match 5. bench 3. dish I Can Do It Make each word mean more than one. 1. match 4. wish 2. kiss 5. bench 3. dress

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Reading Words Name the pictures.

net jet pet vet met get yet wet

Sound the first letter of each word. Sound the ending –et. Read the words.

We Can Do It I will point a picture. Get the word card that names it.

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I Can Do It Draw a line to connect the picture to its name. wet

pet

met

jet

net

Lesson 23 Let’s Try Look at the copy of the poem in the chart. Let’s try to read it. Each group will recite one stanza. 68

We Can Do It Can I call for a pair of children who will recite the poem? Let’s Try Words That Mean More Than One Listen as I read the sentence for each picture.

1. There are six boxes on the table.

2. The farmer saw two foxes in his farm.

What is the ending letter of box? fox? What was added to the words to make them mean more than one? Remember This For the naming words that end in x, add -es if it means more than one.

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Listen as I read the sentences for the pictures.

1. There is a fly on the food. There are many flies in the trash can.

2. My teacher reads a story to us. My mother reads two stories every night.

3. I ate a strawberry. My sister ate several strawberries. What is the ending letter of the words fly, story, and strawberry? How did these words change when there was more than one? 70

Remember This For the naming words that end in y, change y to i and add -es. We Can Do It Write in your notebook the name of each picture. box, boxes

fly, flies

strawberry, strawberries

lady, ladies

Let’s Try Reading Words Name these pictures.

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We Can Do It Read the names by sounding the beginning letter and the ending –en. hen men pen ten I Can Do It I will point a picture. Get the word card that names it. Lesson 24 We Can Do It Recite the poem with me. Talk about your wish. Draw it in your notebook. One or More Than One Listen to my sentences. Tell me the correct naming word. 1. I gave my mother three (kiss, kisses). 2. Myrna washed one (glass, glasses). 3. There were six (lady, ladies) in the room. 4. There is a (fox, foxes) in the zoo. 5. Father bought a (watch, watches) for my brother. 6. I know three (story, stories). 7. There are many (butterfly, butterflies) in the garden. 8. I will make three (wish, wishes) on my birthday. 72

9. There are many (bus, buses) on the road. 10. There is one (bench, benches) in the park. Reading Words Draw a line from the picture to the word.

net 1. wet 2. jet 3. pen 4. ten 5. hen 6. 73

Lesson 25 We Can Do It More Rhyming Words I will read three words. Write in your notebook two words that rhyme. 1. ball bat fall 2. fine shine bright 3. best bend west 4. dry fly stay 5. bike bind alike See What I Have Learned Choose the pair of words that rhyme. 1. rain – again 6. seen – been 2. sun – fun 7. led – let 3. fat – hat 8. bug – rug 4. sky – by 5. book – look We Can Do It Naming Words That Mean More Than One Give the word that means more than one. 1. candy 6. bench 2. fly 7. match 3. story 8. wish 4. butterfly 9. lady 5. sky 10. fox

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See What I Learned Write the word that means more than one. Do this in your notebook. 1. kiss 2. box 3. dish 4. baby 5. watch I Can Do It Reading Words Read each word. Draw what it says. Do this in your notebook. pen jet

net ten

hen men

Let’s Try Read these words.

in

on

the

has

Look at each picture. Read the group of words about it.

in the net

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the ten men

a wet net

has a pen

Week 6: I’m Growing! Lesson 26 Let’s Try Learning New Words Look at the pictures. Listen as your teacher reads their names.

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Let’s Aim What do you do with old dresses or pants that don’t fit you anymore? What did mother do with the old pants that did not fit the boy anymore? My Pair of Shorts Jed wants to play in the park. He got his bat and ball. He wore his rubber shoes. He got his cap. Mother gave him two shirts. “You may wear the red one. Put the other shirt in your bag. Change your shirt to this yellow one after playing. And I prepared five sandwiches. Share them with your friends.” He was starting to wear his pants, but there was a problem. “Look Mama. My pants are short for me,” said Jed. “Oh, yes. You are growing taller. We can give the pants to your brother Tom.” “But I love my pants Mama. Can’t I still use them?” “Hmmm, let’s see. I need a pair of scissors, thread, and needle.” Rip, rip, rip. Cut, cut, cut. “Look, Jed, you have a pair of shorts!” “Oh. It looks good on me. Thank you Mama. I will use this now while I play with David, Benny, Ric, and Dan.”

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Let’s Try Listen to my questions about the story. Try to answer them. 1. What will Jed do? 2. Where will he play? 3. What things did he prepare? 4. Why did Mother ask him to bring two shirts? 5. What was his problem with his pants? 6. What was Mother’s first solution to his problem? 7. Why didn’t Jed want to give it to his brother? 8. What was Mother’s second solution? 9. What happened to Jed’s pants? 10. What did he tell his mother? 11. What did Jed feel when he wore the shorts? We Can Do It What I will do with my old clothes: 1. Make two boxes in your notebook. 2. In the first box, draw a dress, pants, or shirt that you don’t use anymore. 3. In the second box, draw what you will do with it. Lesson 27 Let’s Try Words That Mean One or Many Try reading the sentences with your teacher. 1. Jed has two shirts. 2. He has a cap. 3. Mother made five sandwiches. 78

4. He has a bat and a ball. 5. He has four playmates. We Can Do It Write in your notebook the answer to each question. 1. How many shirts did Jed bring? 2. How many caps did he use? 3. How many sandwiches did his mother make? 4. How many bat and ball did he have? 5. How many playmates did he have? Remember This The words two, four, five, and many are called counters. They tell us that there is more than one naming word. The words a and one are also called counters. They tell us that there is only one naming word.

I Can Do It Listen as I read each sentence. Write in your notebook the counter. Beside each word, write O if it means one and M if it means many. 1. Grandma has ten grandchildren. 2. I have many cousins. 3. I have one sister. 4. Uncle Vic gave me a doll. 5. He gave my brother two puppies. 79

Let’s Try Reading New Words Study the pictures. Read their names.

bed

wed

fed

led

Sound the beginning letter and the ending –ed to read the words. bed fed led red wed

Med Ned Jed Ted

Lesson 28 Let’s Try Thanking Mama Jed wants to thank his Mama for fixing his shorts. Let us help him. Do this in your notebook. 80

Dear Mama, Thank you for fixing my _______________. I like wearing it. Love, __________

We Can Do It One or Many Naming Words Listen to my sentences. Take note of the counters. Tell if the counters mean one or many. 1. There are forty pupils in class. 2. There is a table in the room. 3. The janitor placed many desks. 4. There are three blackboards. 5. We have one teacher. I Can Do It Listen as I read the sentences. Write the counters in your notebook. Beside each counter, write the correct naming word. 1. Nan has two (flower, flowers). 2. Jed has a (bat, bats). 3. I have one (pencil, pencils). 4. Mother has many (dress, dresses). 5. There are six (glass, glasses) on the table. 81

I Can Do It Reading Words Name each picture. Write in your notebook the correct name.

bed red fed

wed led red

men pen ten

met jet net

hen men pen

pet yet wet

Let’s Try Read the sentences. 1. Ben has a net. 2. Jed has a pen. 3. Den fed the hen. 4. Pet is in the den. 5. The men are in the jet. Read and answer the questions that start with Who. 1. Who has a net? 2. Who has a pen? 3. Who fed the hen? 82

4. Who is in the den? 5. Who are in the jet? I Can Do It Read each sentence. Draw what it says. Do this in your notebook. 1. Jen has a net. 2. Ben has a net. 3. Pet is on the bed.

Lesson 29 We Can Do It More Naming Words That Mean One or Many I will group you into four. Each group will choose a picture and make a sentence about it.

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I Can Do It I will read each sentence. Write in your notebook the correct naming word. 1. I have a pet (cat, cats). 2. Pat makes three (wish, wishes). 3. Mama has a (baby, babies). 4. Five (lady, ladies) are in the car. 5. There are ten (bug, bugs) in the jar. Let’s Try I Can Read Read each sentence. Answer the What question.

The hen is on the bed. What is on the bed?

The net is wet. What is wet?

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I Can Do It Read each sentence. Answer the questions. Ben has a pet hen. Who has a pet hen? What is Ben’s pet?

Den has a wet net. Who has a net? What is wet?

Ted has a red pen. Who has a pen? What is red?

Lesson 30 Measure My Learning One or Many Read each word with your teacher. Write in your notebook the word that means many. 1. bag 5. bed 9. watch 2. box 6. dish 10. bus 3. baby 7. animal 4. hen 8. fly 85

Read each sentence. Write in your notebook the correct counter for the naming word. 1. I have (one, two) dolls. 2. Father gave me (a, many) kiss. 3. There are (six, one) boxes in the cabinet. 4. Miss Tina tells us (a, many) stories. 5. Nena has (a, two) brother. We Can Do It I Can Read Read each sentence and answer the Where question. 1. The pen is on the bed. Where is the pen? 2. The men are in the jet. Where are the men? 3. The hen is in the net. Where is the hen? I Can Do It Look at each picture. Answer the Where question.

Where is Ted? Ted is _____.

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Where are the men? The men are _____.

Where are the hens? The hens are _____.

Week 7: I Have a Grandmother Lesson 31 Let’s Try Look at each picture as your teacher reads words about it. I love pancakes. I spread butter and put syrup on it.

I pour the flour in a cup.

Eggs, flour, sugar, and milk are ingredients in cooking pancakes.

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Let’s Aim Do you like pancakes? Do you know how to cook pancakes? In the story that I will read, find out: 1. Who likes pancakes? 2. How are pancakes cooked? Cooking Pancakes with Grandma

Grandma visits us once a month. When she comes, she cooks many things. One Saturday, I said “Lola, I like pancakes for breakfast.” “Okay, I will cook pancakes,” she said. “May I help, Lola?” I asked. “Yes you may, Jana. Let’s prepare the things that we need.” “I need a can of milk and a cup of flour,” she said. “Here, I got them from the grocery cabinet,” I said. “Do we have eggs?” she asked. “There are ten eggs in the ref,” I answered as I got six of them. 88

“I need several teaspoons of sugar.” I got the jar of sugar. Grandma showed me how to mix the ingredients in a bowl. Then she heated the pan and poured the mixture. “Oh, I can see the round pancakes. They smell good,” I said. “Now, we need butter and syrup.” My brother came to the kitchen. “Something smells good!” And he ate the pancake on my plate. “Nick, that’s my pancake,” I said. “Nick, you should have waited for this other pancake,” said Grandma. “Oh, I’m sorry. May I help in cooking the other pancake?” said my brother. We Can Do It Listen to my questions and try to answer them. 1. Who loves pancakes? 2. Who cooked pancakes? 3. Who helped Grandma cook pancakes? 4. What ingredients did Grandma use in cooking pancakes? 5. What do you think did Jana feel when she saw the cooked pancake? 6. Who came to the kitchen? 7. What did Nick do with the cooked pancake? 8. What did Jana feel when her brother ate the pancake? 9. What did Grandma tell Nick? 10. What did Nick do at the end of the story? 89

Lesson 32 Let’s Try Writing a Thank You Letter Jana would like to thank Grandma for cooking pancakes for her. Continue her Thank You letter. Do this in your notebook. Dear Lola, Thank you for _____________________. Next time, let’s cook _________. Love, _______________ Learning Mass Nouns Here is a list of ingredients for making pancakes. Let’s read them. a cup of flour a jar of sugar a can of milk three eggs 1. What words were used before flour, sugar, and milk? 2. Why do you think did we use a can of, a cup of, and a jar of? Can we count flour, sugar, and milk? 3. What word was used before eggs? Can we count eggs? 90

Remember This Naming words that cannot be counted are called mass nouns. Naming words that can be counted are called count nouns. Reading Words Let’s name these pictures.

Read the names of the pictures. beg

eggs

legs

peg

Write in your notebook the correct name of each picture.

bed beg

pen peg 91

led legs

eggs hens

wet wed

pet peg

Lesson 33 I Can Do It Listen as your teacher reads the sentences. Put number 1 on the sentence that tells what happened first, 2 on the sentence that happened next, and 3 on the sentence that happened last. Do this in your notebook. A.

Jana got the flour, milk, eggs, and sugar. Grandma gave Jana a cooked pancake. Grandma poured the mixture in the pan.

B.

Nick helped Grandma cook the pancake. Nick ate the pancake on the plate. Nick said “I’m sorry” to Jana.

Let’s Recall Naming Words: Count or Mass 1. What do we call the naming words that can be counted? 2. What do we call the naming words that cannot be counted? 92

We Can Do It I will say a group of words. or count noun. 1. juice 6. 2. bottles 7. 3. girls 8. 4. water 9. 5. coffee 10.

Tell me if it is a mass books chicks oil rice meat

Read each sentence. Draw a line to connect it to the picture. 1. Pem has pegs.

2. My pet begs.

3. Ted weds Meg.

4. Den has wet legs.

5. Ben has ten eggs.

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Lesson 34 We Can Do It Give an example of a mass noun. Give an example of a count noun. I Can Do It Make two boxes in your notebook. In Box A, draw 5 count nouns; in Box B, draw 5 mass nouns. I Can Do It Reading Sentences and Answering Questions Read each sentence. Write the answer to each question. 1. The pegs are on the bed. Where are the pegs? 2. Ben led the men. Who led the men? 3. Meg is in the jet. Who is in the jet? 4. The hen has eggs. What does the hen have? 5. Jed and Den met. Who met? We Can Do It Reading a Short Story Read the following short story by groups. Then answer my questions about them. 94

Ben and His Hen Ben has a hen. His hen is red. His hen sits in a basket. “Oh, there is an egg in the basket. Pet Hen, thank you for this egg.” 1. 2. 3. 4. 5.

Who has a hen? What is red? Where did the hen sit? What is in the basket? What did Ben tell the hen?

Lesson 35 I Have Learned Them I will read the words in the big box. Copy the following table. List in the first column the count nouns. List in the second column the mass nouns. eggs boys milk bed sand

sugar father flower gasoline salt

Count Nouns

Mass Nouns

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I Can Draw Them Read each sentence. Draw what it says. Do this in your notebook. 1. The pet hen is wet. 4. Jen has a red pen. 2. Pem met Den. 5. Ken has a net. 3. The peg is on the bed. Week 8: I Get Gifts Lesson 36 Let’s Try Look at the pictures. I will read their names. Point the picture for the name that I will read.

a bag a belt a bag of nuts

two books two bars of chocolates a pack of gums 96

Let’s Aim 1. Who is your uncle? 2. What gifts does he give you? 3. In the story, what did the uncle send the children? Listen as I read the story. Uncle Ed’s Gifts

Uncle Ed sent a big box. The box said “For Timmy and Tina.” What could be in this box? “There are two bars of chocolates,” says Tina. “I love chocolates.” “There’s a bag and a belt,” says Timmy. “I think the belt is for me. And look, the bag has a tag. It says Tina.” “There is a bag of nuts and a big pack of gums,” says Mother. 97

“And there are two storybooks,” says Tina. “I can read the first one, while you read the other one. Then let’s exchange.” “Good idea,” says Mother. “Both of you will read the books.” “Meow! Meow!” “Oh, Muning is inside the box. She can’t get out,” laughed Timmy. “Oh Muning,” says Tina. “This box is not your bed.” “Let’s send a card to Uncle Ed. Let’s thank him for all the goodies.” We Can Do It Answer my questions about the story. 1. Who sent a big box? 2. For whom did he send the box? 3. What were inside the box? 4. What do you think did Tina and Timmy feel when they saw the things in the box? 5. Would you feel the same? 6. What did they hear as they were getting the goodies in the box? 7. How do you think did Muning get inside the box? 8. What will Tina and Timmy send Uncle Ed? 9. What do you think will they tell Uncle Ed? 10. If you were Tina and Timmy, what would you tell Uncle Ed?

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Lesson 37 We Can Do It Pretend that you are Tina and Timmy. What will you write in the card for Uncle Ed? I Can Do It Make a card for Uncle Ed. On a sheet of paper, draw something on the left side. Write your Thank You letter on the right side. We Can Do It Count and Mass Nouns Here are the things that Uncle Ed sent. Which are count nouns? Which are mass nouns? Make a list in your notebook similar to the one below. a bag

two books

a belt

two bars of chocolates

a bag of nuts

a pack of gums

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Let’s Try Reading Words Name the pictures in the box.

bell fell sell tell well yell

Read the words.

100

Read each sentence. Draw what it says. Do this in your notebook. 1. Nell fell into the well. 4. The pen is on the bed. 2. Del sells pens. 5. I yell at Sel. 3. The bell is on the bed.

Lesson 38 Let’s Try What Did They Feel? Sometimes you are happy. Sometimes you are sad. I will read what happened in the story. Tell me what the character felt. 1. Tina got a bag from Uncle Ed. 2. The children got books. 3. Muning cannot get out of the box. 4. Uncle Ed got a card from Tina and Timmy. 5. Muning got out of the box. We Can Do It Tell me: When do you feel sad? When do you feel happy? Let’s Recall What do we add to a naming word when it means many? Sometimes we add -s; sometimes we add -es. For example, we say eggs, bags, wishes, boxes, benches. 101

Let’s Aim Counters for Mass Nouns Mass nouns cannot be counted. Instead of adding -s or -es at the end, we use counters. Read the following mass nouns found in our stories. a bag of flour a can of milk a jar of sugar a bar of chocolate a pack of nuts a teaspoon of syrup We Can Do It Write in your notebook the counters in the following mass nouns. 1. a glass of juice 2. a teaspoon of sugar 3. a box of soap 4. a sack of rice 5. a liter of oil To tell if the mass noun means many we add –s to the counters. Read these mass nouns. 1. a gallon of water – two gallons of water 2. a kilo of meat – seven kilos of meat 3. a slice of cheese – two slices of cheese 4. a bottle of perfume – two bottles of perfume 5. a jar of cream – three jars of cream

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We Can Do It Listen as I read the following mass nouns. Make them mean many. Do this in your notebook. 1. a can of sardines 2. a kilo of sugar 3. a slice of meat 4. a pot of kare-kare 5. a bowl of soup We Can Do It More Words That I Can Read Read these words. pen net bed leg

ten wet red beg

men set fed leg

hen get wed peg

den jet led Meg

I Can Do It Write in your notebook the name of each picture. pen pet peg

bed beg bell

led leg let

wet wed web

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bed beg bet

10

wet wed well

ten tell Ted pet pen peg

Lesson 39 We Can Do It Listen to the sentences that I will read. In your notebook, draw a happy () or a sad () face after the number of each sentence. 1. 2. 3. 4. 5.

My dog bit the pages of my book. Mother made a sandwich for me. My friend and I played. Grandma cooked hotdog for me. My brother got my toy.

Let’s Aim The counter of the mass noun should be correct. For example, it is not correct to say: a bottle of meat

a sack of water

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I Can Do It Listen as I read the mass nouns. Write in your notebook the correct counter. 1. (a glass of, a sack of) juice 2. (a bar of, a bottle of) chocolate 3. (a kilo of, a liter of) gasoline 4. (a cup of, a box of) hot milk 5. (a can of, gallon of) water I Can Read Read the two sentences in each box. Answer the questions about them. Ben has a pet hen. The hen fell into the well. 1. Who has a pet? 2. What is his pet? 3. Where is his pet? Del has a red bell. Her bell is on the bed. 1. Who has a bell? 2. What is red? 3. Where is the bell? Ned has a wet net. The net is in the well. 1. Who has the net? 2. What is wet? 3. Where is the net?

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Lesson 40 Let’s Try Make two boxes in your notebook. In the first box, draw when you feel sad. In the second box, draw when you feel happy.

I am happy.

I am sad.

I Can Do It Write One if the underlined mass noun means one; Many if it means many. Do this in your notebook. 1. She bought a kilo of rice. 2. We ate two bars of chocolates. 3. Mother served six bottles of water. 4. I drank a cup of hot tea. 5. The visitors ordered two glasses of juice. 6. Mother cooked a bowl of soup. 7. She ate two slices of cake. 8. He drank a bottle of softdrinks. I Learned These Read the words in the box. ten

leg

bed

bell

jet

pen

egg

fed

well

net

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Write the name of each picture in your notebook. Choose from the words in the box.

10 Write a sentence for each picture. Do this in your notebook.

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Read the story. Ted’s Pet Ted has a pet. His pet is a hen. He feeds his pet hen. “Red Hen, don’t go to the well.” But Red Hen runs. “Red Hen,” Ted yells. “Oh, Red Hen falls into the well!” Ted gets a net. He gets Red Hen out of the well. Write the correct answer in your notebook. 1. Who has a pet? a. Jed b. Ted 2. Who is his pet? a. Red Pet b. Red Hen 3. Where did Red Hen go? a. to the pen b. to the well 4. What did Ted get? a. a pen b. a net 5. Did Ted get Red Hen out of the well? a. Yes b. No 108

Unit 2

I Love My Family

We all have a family. Some may be big, Some may be small. My family is just right for me. I love my family.

109

Week 1: I Have a Family Lesson 1 Let's Try Introduce your family. Show your family picture to your classmates. Say the name of each member of your family. “This is my family.” “My father is ___________.” (Say this for every member who is part of your family.) “I love my family.” Get Set I will read each word. Check the picture that tells about that word. picnic

farm

110

barrio

Let’s Recall What do you like to do with your family? Let's Aim In the story that I will read, find out: What Ben likes to do with his family. Listen as I read the story. The Picnic Surprise I am Ben. I like to go out on picnic trips with my family. Nanay asked me, “What do you want me to cook for the picnic tomorrow?” I answered, “Well, Nanay, you know what our favorite picnic foods are. I like spaghetti, Kuya Ramon likes chicken sandwich, and Raya likes hotdog on a stick.” “Okay then,” Nanay answered, “that's what I am going to prepare for the picnic.” The next day, everybody was excited. I saw my Kuya Ramon help Nanay prepare the food basket. I saw my little sister, Raya folding the table napkins. 111

I hope Tatay is here. Tatay needs to work in the farm in the barrio. He has to live there most of the time. He only comes home every end of the month. Today is not the end of the month, so I know that he is not coming. Just before we were about to leave for the picnic, I heard a loud voice call, “Ben! Can I join you?” I ran out to find out who it was. It was Tatay! I was so happy to see him! I know this is my happiest family picnic! Listen to my questions about the story and try to answer them. 1. What does Ben like doing with his family? 2. What did his mother ask about? 3. What did Ben ask his mother to prepare for the picnic? 4. What was everybody feeling about the picnic? 5. What was Kuya Ramon doing? 6. What was Raya doing? 7. If you were the brother or sister of Ben, what would you do to help prepare for the picnic? 8. Who did Ben think about? 9. What do you think was he feeling when he remembered Tatay? 10. Where does Tatay work? 11. What was the picnic surprise? 12. What do you think Ben felt when he saw Tatay? Why?

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What is your favorite part of the story? Draw it in your notebook. Lesson 2 Let's Recall In our story yesterday, how many brothers and sisters does Ben have? I Can Do It Listen to the question. Answer the question in front of the class. “How many brothers and sisters do you have?” “I have ____________ brother/s and _________ sister/s.” Let's Aim The Pronoun I Look at the pictures and listen as I read the sentences in the dialogue bubble. My name is Ben. I am 8 years old.

A

My name is Ramon. I am 13 years old.

B 113

My name is Raya. I am 4 years old.

C

1. 2. 3. 4. 5. 6. 7. 8. 9.

Who is speaking in picture A? Who is 8 years old? What word did he use to talk about himself? Who is speaking in picture B? Who is 13 years old? What word did he use to talk about himself? Who is speaking in picture C? Who is 4 years old? What word did she use to talk about herself? Remember This We use the pronoun I when the speaker talks about himself or herself.

We Can Do It I will ask a question about you. You have to answer using the pronoun I. 1. How old are you? 2. What do you like to do after class? 3. What do you bring to school? Let's Aim Word Attack Skills Listen as I read the sentences. Ben received a hat from Nanay. Tatay gave Ben a bat. Kuya Ramon has a cat for Ben. Raya placed all the gifts on a mat. 114

Let us name the pictures from the sentences.

What is the sound that you hear in all of the words? Let us look at other words with -at. -at hat

mat

cat

sat

bat

rat

fat

We Can Do It Read the word cards. Choose the correct picture of the word that you read from the board. Word cards: hat, fat, cat, mat, bat, pat, sat, rat 115

I Can Do It Choose the correct word for each picture.

1.

cat

fat

sat

2.

mat

map

man

3.

bet

bat

beg

4.

sat

rat

hat

5.

fat

rat

mat

Let's Answer Group Game: Each group will be given the letters a, e, h, t, r, s, n, and m. I will show you a picture one at a time. Spell the word of each picture shown using the letters given to you. (Teacher will use words in the -at family as well as short e words previously learned.) 116

Lesson 3 Let's Recall Look at the pictures as I read the dialogue bubble. I am Ben. I like going to picnics with my family.

What do we use when the speaker talks about himself? We Can Do It Group Sharing: In a group, each member will be sharing the answer to one question. Make sure you answer with the pronoun I. “What do you like to do with your family?” Let's Aim Word Attack Skills Listen as I read the sentences. Father likes to cook with a pan. Mother likes to use a fan. Brother likes to clean with a rag. Sister likes to bring a pink bag. 117

We Can Do It Each one will get a word card. Read the word aloud. Look for the picture that shows the word in your card from the basket. If you found the correct picture, post the picture on the board together with the the word card. Word cards: -at, -an, -ag words I Can Do It Write in your notebook the correct word for each picture.

119

Lesson 4 Let's Recall When do we use the pronoun I? I Can Do It Draw a self-portrait in your notebook. You may use a mirror. Complete the following sentences. ___ am _______. ____ am _____ years old.

Let's Aim Word Attack Skills Listen as I read the sentences. We will go on a picnic. Mother prepared ham sandwiches. She also brought jam for me. The jam is in a colorful jar. We all rode our car going to the picnic.

121

Let's name the pictures from the sentences.

What are the sounds that you hear in the words? Let us look at other words with -am and -ar. -am ham

ram

jam

far

jar

-ar

car

We Can Do It Let's try to spell! I will show you the picture cards of the words with short a. Spell the words out loud.

122

I Can Do It Match the words with the correct picture.

1. jam

2. car

3. jar

4. ham

5. ram

123

Let's Answer Look at the picture. List the names of things in the picture with short e and short a.

Lesson 5 Let's Try Listen to my story. Sam and Ram are twin sisters. They both like to draw pictures. Yesterday, they drew pictures for their brother Bam. It's his 8th birthday. Sam drew a cat on a mat with a red hat. Ram drew a wet hen with eggs. Bam was so happy with their pictures.

124

Answer the questions about the short story. 1. Who are twin sisters? 2. What do they like to do? 3. Who did they draw for? 4. Why did they give Bam pictures? 5. What picture did Sam draw? 6. What picture did Bam draw? 7. What can you say about the twin sisters? We Can Do It Write the correct word for each picture. Do this in your notebook.

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I Can Do It Look at the pictures. Write the name of the pictures in your notebook. Choose your answer from the box. mat

fan

bag

hat

men

fed

beg

hen

126

Week 2: I Share with My Brothers and Sisters Lesson 6 Let's Try Talk about your brother/s and sister/s. How many do you have? What do you like doing with them? “I like to ____ with my brothers and sisters.” Get Set Listen as I read the sentences. Listen to the questions and choose the correct answer. 1. Yumi and Yana are twins. They are sisters born on the same day and they look alike. Choose the picture of twins.

2. Ana ate too much last night. This morning she had a stomachache. Choose the picture of Ana with a stomachache.

127

Let’s Recall Do you like the same things that your brother or sister likes? Let's Aim In the story that I will read, find out: What the twins like that are the same and different. Listen as I read the story. Tam and Ted Tam and Ted are twins. They are both seven years old. They are both in grade 2 and they both go to the same school. There are a lot of things that they like doing together. They like playing with toy trucks together. They like catching frogs together. They even like going to school together. There are also a lot of things they like that are the same. Green is both their favorite color. Ms. Santos is both their favorite teacher. Even their favorite shirt is the same! There is something that they like differently. They don't like the same kind of food. Tam likes 128

to eat fruits and vegetables. He likes to drink milk and juice too. Ted likes chips, candies, and drinks a lot of cola. Yesterday, Ted was brought to the school clinic by Ms. Santos. He had a terrible stomachache. The school doctor looked at Ted and asked him many questions. Finally, the doctor said, “Ted, you need to learn how to eat healthy. Your body is not getting enough vitamins from what you are eating. If you don't, I'm afraid this stomachache might not leave your body.” “I don't like having a stomachache anymore. It's hard for me to play and study,” said Ted. “I want to get well!” “I'll help you get well, Ted,” Tam said. “From now on, you have to eat the same food that I eat.” “Try it, Ted,” Tam said while handing Ted a ripe yellow banana. “It tastes good, and it's healthy too!” Ted tried it and he liked it!

129

Listen to my questions about the story and try to answer them. 1. Who are the twins in the story? 2. How old are they? 3. What grade are they both in? 4. What do they like playing together? 5. What do they like catching together? 6. Where do they like to go? 7. What is their favorite color? 8. Who is their favorite teacher? 9. What is something that they like differently? 10. What does Tam like? 11. What does Ted like? 12. Where did Ms. Santos bring Ted? 13. Why was he brought to the clinic? 14. What do you think caused the stomachache? 15. What did the school doctor say? 16. How do you think did Ted feel when he heard what the doctor said? 17. What did Tam do after hearing what the doctor said? 18. Why do you think he did that? 19. What do you do to show your brother or sister that you love him / her? Draw this in your notebook.

130

Lesson 7 Let's Recall Comparison and Contrast of Characters In our story yesterday, what were the names of the twins? What are the things that they both like? What are the things that they like differently? Let's Aim Look at the following diagram. Listen as I read the words. Look at where these words are written.

Tam

Ted

131

1. What are the things that they both like? Where are these written in the diagram? 2. What are the things that only Tam likes? Where are these written in the diagram? 3. What are the things that only Ted likes? Where are these written in the diagram? This diagram is called a Venn diagram.

Remember This A Venn diagram is used to show how two characters are the same. Same characteristics are written in the middle part of the diagram. It also shows how the characters are different from each other. Different characteristics are written on the left part and on the right part of the diagram.

132

Let's Aim The Pronouns You and I Look at the pictures and listen as I read the sentences in the dialogue bubble. I am Tam. You are Ted. You are my twin brother.

I am Ted. You like fruits. I like candies.

A 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

B

Who is speaking in picture A? Who is he speaking to? Who is his twin brother? What word did he use to talk about himself? How about the word he used when he talked about the one he is speaking to? Who is speaking in picture B? Who is he speaking to? Who likes fruits? What word did he use to talk about himself? What word did he use when he talked about the one he is speaking to? 133

Remember This The pronoun I is used when the speaker talks about himself or herself. The pronoun you is used when referring to the person spoken to.

We Can Do It Work with a partner. Think of something nice you would like to say to your partner. Complete this sentence: “I like you because you are ______.” Teacher will give you the signal to exchange partners. Let's Aim Reading Phrases with Short a Listen as I read the phrases. Look at the pictures beside the phrases.

1. bag of Tam

2. has a rag

134

3. in the van

4. hat of Ted

Try to read out loud the phrases on your own. Were you able to read all the phrases? We Can Do It Read the phrases. Choose the correct picture for each phrase.

1. ten bats

2. cat in the van

3. the wet pan

135

Lesson 8 Let's Recall 1. What pronoun do we use when we refer to the speaker? 2. What pronoun do we use when we refer to the one spoken to? We Can Do It Work in pairs. Try to find out more about your classmates by asking them questions. Don't forget to use you in asking questions and I in answering. Sample questions: “What do you like to play?” “I like to play ______.” “How do you go home?” “I ______ going home.” Let's Aim Reading Phrases Look at the picture. Complete the phrases by giving the correct word on the blank. Write the completed phrases in your notebook.

a fat ______ 136

a man in a _____

a wet _____ We Can Do It Read the phrases. Match the correct picture with each phrase.

1. bell on the mat

2. ham in the pan

3. the cat ran

137

4. sat on the bed

5. the ten cans

I Can Do It Read the phrases. Look for the picture for each phrase. Write the letter of the phrase of the correct picture. Do this in your notebook.

1.

4.

a. a set of cans

d. a rat in the net

b. a tag on the bag

e. ham in the pan

c. fell in the well

f. fed the hen

2.

3.

5.

6.

138

Let's Answer Read the phrases. Draw what it says in your notebook. a bat and a cat

a red bell

a hat on a man

a bag on a mat

Lesson 9 Let's Recall When do we use the pronoun I and you? I Can Do It Look at the pictures in the comic strip. Listen as I read the dialogue to you. Write I or you on the blanks. Hi! ____ am new in this school. Do _____ study here?

Yes. ____ am Paul. Who are ____?

139

____ am Lana. I am in grade 2. What grade are ____ in?

___ am also in grade 2!

We Can Do It Reading Phrases Read out loud the phrases. Answer the question I will ask about the phrase. 1. men in the van Where are the men? 2. hat on the mat Where is the hat? 3. ham in the pan Where is the ham? 4. bat in the car Where is the bat? I Can Do It Look at the pictures. Write a phrase about each picture. Choose your answer from the box. Do this in your notebook. a fat cat

a mad woman

jam in a jar

ten bells

a rat on the bed

bat in a bag

140

Let's Answer Look at each picture. Write a phrase about each picture. Do this in your notebook.

Lesson 10 Let's Try Listen to my story.

Blackie and Brownie are puppies. They are also brothers. Blackie is a small black puppy with fluffy fur. Brownie is a big brown puppy with shorter fur. They both like eating bones and meat. They both like running after balls. They are both loved by their mother dog, Lassie. 141

Answer the questions about the short story. 1. What kind of animals are Blackie and Brownie? 2. What does Blackie look like? 3. What does Brownie look like? 4. What do they like doing together? 5. Who loves them? We Can Do It Using the Venn diagram, show how the two puppies are the same and different. I will read to you the words and phrases that you can write on the Venn diagram. black

brown

big

small

long fur

short fur

likes bones and meat

likes to run after balls

puppies of Lassie

Blackie

Brownie

142

I Can Do It Look at the pictures. Complete the phrases by writing the missing words. Do this in your notebook.

a ____ and a ____

a ____ and a ____

a ____ and a ____ Let's Answer Read the phrases. Look at the following pictures and write the correct phrase for each. Do this in your notebook. a rat and a cat a man and a pet a bat on a car

jam in a jar fan on a mat tag on a bag 143

Week 3: I Have a Home Lesson 11 Let's Try Talk about your home. What kind of home do you live in? Where is your home? Say: “I am _______. I live in a _______.” (house, apartment, nipa hut, building) “My home is in ______.”

144

Listen as I read the story. Home by the Sea

Marlyn lives in a barrio near Catbalogan, Samar. Her home is a nipa hut by the sea. There is no electricity in her home because their place is far from the city. Marlyn's father is a fisherman. Every day, he wakes up at 3:00 in the morning to ride his fisherman's boat to catch fish and shells. Her mother and Kuya Paeng leave the house even before sunrise to sell the fish and shells in the market. While waiting for them to come back home, Marlyn takes care of Baby Sita, while Lola Luisa cooks their meals. Marlyn likes living by the sea. She likes the cool breeze which is better than the polluted air in the city. She likes the walls of their home which is made of wood and leaves. 146

One day while Marlyn's father, mother, and Kuya Paeng were out of the house, an unexpected storm disturbed the sea side. The wind was so strong that it blew the roof of their nipa hut away and slowly destroyed the walls of the house. Marlyn with Baby Sita and Lola Luisa were able to run to the nearest house and were safe. The owner of the house let them stay there until the storm was over. Marlyn was worried about her parents and brother who were still out in the storm. A few minutes later, Marlyn heard from their neighbors that her parents and brother were looking for them. She went outside the house and called out to them. Marlyn was crying when she told her parents what happened to their home. She was so sad that they lost their home. Her mother told her that even if something bad happened, they should still be happy because no one from their family got hurt. They still have each other and they could still build a new home together. Listen to my questions and try to answer them. 1. What kind of home does Marlyn's family live in? 2. Where do they live? 3. What can they see near their home? 4. What does her father do? What time does he wake up? 147

5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

What can you say about her father? What does her mother do? Who goes with her? What does Marlyn do while they are away? What does Lola Luisa do? What can you say about Marlyn's family? What did the storm do to their house? How do you think did that happen? How did Marlyn feel when that happened? Was anyone from her family hurt by the storm? What did her mother say to comfort Marlyn? What do you think will they do after the storm? Draw it in your notebook. Lesson 12

Let's Recall In our story yesterday, who were living in Marlyn's home? Let's Aim The Pronouns He, She, and It Listen as I read some sentences about the story. a. b. c. d. e. f.

Father is a fisherman. He wakes up early to catch fish. Mother is a vendor. She sells the fish that Father catches. The family lives in a nipa hut. It is near the sea.

1. In sentence a, who is a fisherman? 148

2. In sentence b, who wakes up early to catch fish? Is Father a man or a woman? How many persons is the sentence talking about? What word was used to replace the word Father? 3. In sentence c, who is a vendor? 4. In sentence d, who sells the fish that Father catches? Is Mother a man or a woman? How many persons is the sentence talking about? What word was used to replace the word Mother? 5. In sentence e, where does the family live in? 6. In sentence f, what is near the sea? Is nipa hut an object? How many objects is being talked about in this sentence? What word was used to replace the word nipa hut? Remember This The pronoun he is used to replace a name of a person. He is only used for boys. The pronoun she is used to replace a name of a person too. She is only used for girls. The pronoun it is used to replace a name of an object or animal. We Can Do It Group Sharing: Think about a member of your family that you would want the class to know about. Think about one object in your home that you would want to share. Don't forget to use he, she, or it. 149

Example:

My father is Jun. He is a taxi driver. This is a spoon. It is used for eating.

Let's Aim Reading Sentences with Short a Let us see what are inside Marlyn's house. Listen as I read the sentences. Look at the pictures beside the sentences. 1. The bag is on the mat. What is on the mat?

2. Dad has a hat. Who has a hat?

3. The ham is on the pan. Where is the ham?

4. Mama has a rag. Who has a rag?

Try to read out loud the sentences on your own. Were you able to read all sentences? Were you able to answer all questions? 150

We Can Do It Look at the pictures. Choose the correct sentence for each picture.

1.

Sam has a fan. Sam has a pan.

2.

The bat is in the net. The bat is in the bag.

3.

Ram has a wet leg. Ram has a wet bed.

4.

The man has a hat. The man has a bat.

5.

Jed sat on a mat. Jed sat on a bed.

151

Lesson 13 Let's Recall When do we use the pronouns he, she, and it? We Can Do It Look at these pictures in front (choose 2 famous people and 1 popular object). Choose one picture and say something about that person or object. Don't forget to use he, she, or it. We Can Do It Reading Sentences Look at the picture. Complete the sentences by writing the missing words in your notebook.

The boy has a _____.

The bag is on the _____.

The egg is on the _____.

152

I Can Do It Read the sentences and choose the correct picture.

1.

Ben sits on a mat.

2.

The man is mad.

3.

The cat is in the car.

Let's Answer Read the sentences. Answer the question about each sentence. 1. The red bag has a tag. What has a tag? 2. Pam is in the car. Who is in the car? 3. The rat is fat. What is fat? 4. The cat sat on the mat. Where is the cat? 5. Len has a fan. Who has a fan? 153

Lesson 14 Let's Recall When do we use the pronouns he, she, and it? I Can Do It Look at the pictures. Choose one picture and construct 3 sentences about your chosen picture. Don't forget to use he, she, and it.

We Can Do It Reading Sentences Read out loud the sentences. Answer the question I will ask about the sentence. 1. The bats are in the van. Where are the bats? 2. The cat is fat. What is fat? 3. The pens are in the bag. Where are the pens? 4. The rats are on the mat. Where are the rats? 5. The men are mad. Who are mad? 154

I Can Do It Read the sentences. Answer the questions that follow each sentence. Write your answers in your notebook. 1. The rags are in the bag. Where are the rags? What are in the bag? 2. The bats are in the van. Where are the bats? What are in the van? 3. Ted sells the cans. Who sells the cans? What does Ted sell? Let's Answer Look at each picture. Write a sentence about each picture. Do this in your notebook.

155

Lesson 15 Let's Try Listen to my story. Anton's Spider Lesson by Leah N. Bautista

Anton loves to play with spiders. He wants to catch one to play with his sister, Ericka. One Saturday morning, while Ericka was playing in the garden, she saw a spider spinning its web. She stayed there until the spider finished its web. Ericka was so amazed when she saw how the spider laid its eggs in the spider egg sac. Suddenly, Anton tried to catch the spider. Ericka stopped him. “Do you know, Kuya, that spiders spend a long time spinning their web? The mother spider made it for her eggs and for her food,” Ericka said seriously. “They are like our parents. They make our home,” Ericka added. Anton learned a lesson from the spiders. Answer the questions about the short story. 1. Who loves to play with spiders? 2. What did Ericka see in the garden? 3. How did Ericka feel when she saw that? 4. What did Ericka do when Anton was about to catch the spider? 156

5. What did Ericka say? 6. What can you say about Ericka? We Can Do It Look at the pictures. Listen as I read the sentences. Complete the sentences by writing he, she, or it. Do this in your notebook.

This is Ericka. ____ is Anton's sister. _____ saw the spider spin its web.

This is Anton. _____ likes playing with spiders. _____ is Ericka's brother.

This is the spider in the garden. _____ spins its own web. _____ lays eggs in the spider egg sac.

157

I Can Do It Look at the pictures. Arrange the jumbled words to form a new sentence.

is

The egg

pan

a

has

tag.

a

mat.

on

The hen

is

the

car.

The men

in

bed.

The fan

on.

The bag

on 158

is

the

are

the

Let's Answer Read the sentences. Answer the question that comes after each sentence. Write your final answers in your notebook. 1. Tam has a map. Who has a map? Tam Pam Ram 2. Jed ran to the van. Where did Jed run? man van jam 3. The bag of Len is tan. What is tan? bag hat pen 4. Ana has a hat. Who has a hat? Tam Ana Bam 5. The bat is in the bag. What is in the bag? rag hag bat Week 4: Grandparents Are Great Lesson 16 Let's Try Let's talk about your grandparents. How many of you still have grandparents? Where do your grandparents live? What do you do with your grandparents? Say: “I am _____. My grandparents live _____. I _____ with my grandparents.”

159

Get Set Listen as I read the sentences. Choose the correct answer. 1. Miguel likes eating chicken soup when it's cold and raining. The hot soup really makes him feel warm. Which of the following is a picture of chicken soup?

2. Last night, Mateo wasn't feeling good. He could not eat anything because he lost his appetite. What don't you like to do when you lose appetite? sleep

eat

study

3. Lucas was brought to the hospital because he was sick. He was bitten by a mosquito that caused his sickness. The doctor said he had dengue fever. What insect caused this sickness? cockroach

ant

mosquito

Let’s Recall Is there something that your grandparents do for you that you really like?

160

Let's Aim In the story that I will read, find out: What Gab's Grandmother does for him. Listen as I read the story. Grandmother's Cooking For Gab, Grandma Malou is the best cook in the world! He loves it that Grandma asks him what he wants her to cook before going to the market. He could request anything and Grandma can cook it – from lumpiang shanghai, fried chicken, and porkchop, to sinigang, bulalo, and ginisang munggo. But his favorite of Grandma's cooking is her special chicken soup. He can eat up to five bowls of her soup! Last August, Gab was brought to the hospital because of dengue fever. It is an illness brought by a certain kind of mosquito. His body became so weak, and he also lost appetite. The doctor told Gab that unless he started eating and drinking, he wouldn't get well. Gab's mother was so worried about what the doctor said. She called up Grandma Malou to tell her about it. Two hours later, Grandma came with a whole container of Gab's favorite chicken soup! 161

As soon as Gab smelled the soup, it seems like his sickness disappeared. He started eating the hot soup. He ate and ate until he was so full. When he finished eating the delicious soup, Gab said to Grandma Malou, “Thanks for doing this for me, Grandma.” And he gave her three big kisses on her cheek. “You're welcome, my dear,” answered Grandma Malou. “I'll do anything for my grandchildren.” Listen to my questions about the story and try to answer them. 1. What does Gab's Grandma do for him? 2. What is the name of Gab's Grandma? 3. What are some of the food Gab requests Grandma to cook? 4. What is his favorite among Grandma's cooking? 5. When did Gab get sick? 6. What did he get sick of? 7. Why can't Gab eat anything? 8. What did the doctor say? 9. How did Gab's mother feel when she heard what the doctor said? 10. What did Gab's mother do? 11. What did Gab's Grandma do after talking to Gab's mother? 12. Why do you think did she do that? 13. What does that say about Grandma Malou? 162

14. What did Gab do when he saw Grandma's soup? 15. What did Gab say to Grandma? 16. Why do you think is saying “thank you” important? 17. If you were Gab, what will you do to show how thankful you are to Grandma? Draw your answer in your notebook.

Lesson 17 Let's Recall In our story, do you remember where the story happened in the beginning of the story and at the end of the story? Let's Aim Sequencing Three Events Listen as I read the sentences that happened in the story. Look at the pictures beside each sentence.

Gab requests Grandma to cook his favorite food.

163

Gab ate the chicken soup that Grandma brought to the hospital.

Gab got sick of dengue fever.

1. Which of the pictures (sentences) happened first in the story? Write 1 beside the picture. 2. Which of these happened next? Write 2 beside that picture. 3. Which of these happened last? Write 3 beside that picture.

164

Let's Recall In our story yesterday, who were in the hospital room with Gab? Let's Aim The Pronouns We and They Listen as I read some sentences that Mother said when he talked to Gab. 1. Grandma and I are both worried about your condition. 2. We think that you should start eating well for you to get stronger. 3. The nurses work hard to help you. 4. They want you to get well too.

Who is the one speaking here? 1. In sentence 1, who are worried about Gab's condition? 2. In sentence 2, who are thinking that Gab should start eating well to get stronger? How many are they? What word was used to replace Grandma and I? 165

3. In sentence 3, who are working hard to help Gab? 4. In sentence 4, who wants Gab to get well? How many are they? What word is used to replace the noun nurses?

Remember This The pronoun we is used to replace names of persons speaking when there is more than one. Example: Your father and I are going to your school tomorrow. We need to talk to your teacher. The pronoun they is used to replace names of the people being talked about in the sentence, who are more than one too. Example: Tina's classmates surprised her on her birthday. They all wrote birthday messages for her. The pronoun they could also be used to replace names of objects and animals being talked about. Example: The sunflowers are now in bloom. They are very pretty! The pet puppies are very dirty. They all need a bath.

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We Can Do It Group Sharing: Work in small groups. Share about your family. Choose one member of your family. Tell the group things that you like to do with him / her. Don't forget to use the pronoun we. Example: I like playing with my sister. We play hide and seek during summer. I like feeding the chickens with Tatay. We feed the chickens in the morning. Let's Aim Reading Short Stories with Short a Let's read the short story together. Gab's Pet Gab has a pet. Gab's pet is a rat. He has a fat rat. Answer the following questions. 1. Who has a pet? 2. What is Gab's pet? 3. What is fat? Try to read out loud the story on your own. Were you able to read all sentences? Were you able to answer all questions? 167

We Can Do It Read the story aloud and answer the questions orally. The Pet Hen Pat has a pet hen. The hen is red. The hen is fat. Pat's hen has 10 eggs. The eggs are in the nest. 1. 2. 3. 4. 5. 6.

Who has a pet? What is his pet? What color is the hen? What is fat? What does the hen have? How many are the eggs?

Lesson 18 Let's Recall When do we use the pronouns we and they? We Can Do It Class Sharing: I will show you pictures of different families doing different things. Choose one picture and tell something about what the members of the family are doing. Don't forget to use the pronoun they. 168

We Can Do It Reading Short Stories Read the short story. Answer the questions that follow. Dan's Bag Dan has a bag. The bag has a tag. The tag is in the bag. The bag is on the bed. 1. 2. 3. 4. 5.

Who has a bag? What does the bag have? Where is the tag? Where is the bag? Draw Dan's bag in your notebook.

I Can Do It Read the short story. Answer the questions that follow. Write the letter of the correct answer in your notebook. The Fat Man Dan is a man. Dan is a fat man. He has a hat. Dan is in the car.

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1. Who is the man? a. Dan b. Jed c. Ram 2. What does Dan have? a. ham b. hat c. hit 3. Where is Dan? a. van b. car c. cat 4. Draw Dan in your notebook.

Lesson 19 Let's Recall When do we use the pronouns we and they? How about he, she, or it? I Can Do It Look at the pictures. Complete the sentence by adding we and they. I will read the sentences for you. The pupils are having recess. _____ are eating together.

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Rob and Red are brothers. _____ like reading together. My sister and I like to dance. ______ dance every morning.

The kites are flying high. ______ are very colorful.

My friends and I like walking by the beach. _______ also like to play there. We Can Do It Reading Stories Read the stories aloud. Choose the correct answer. Jack's Net Jack has a net. The net fell. Jack's net fell in the well. The net is wet. 171

1. Who has a net?

Len

Jack

Gran

2. Where did the net fall?

3. What happened to the net?

I Can Do It Read the short story. Answer the questions that follow. Write the answers in your notebook. The Pens Den has pens. He has ten pens. Den's pens are red. The pens are in a bag. 1. Who has pens? _____ has pens. 172

2. How many pens are there? There are ____ pens. 3. What color are the pens? The pens are _____. 4. Where are the pens? The pens are in a ____.

Lesson 20 Let's Try Listen to my story. Family Dinner Mother prepared dinner. She is cooking adobo, pinakbet, and rice. Mary helped her mother in the kitchen. Michael helped set the table. When Mother finished cooking, Mother told Mary to call her father. Father, Mother, Mary, and Michael sat at the table to eat dinner. When dinner was over, Mary cleaned up the table and Michael did the dishes. Answer the questions about the short story. 1. Who cooked dinner? 2. What did she cook? 3. Who helped her in the kitchen? 4. Who ate dinner together? 5. What did Mary do after dinner? 6. How about Michael? 7. What can you say about their family? 173

Look at the pictures as I read the sentences. Write 1, 2, and 3 according to the correct sequence.

Michael washed the dishes after dinner.

Mother cooked adobo, pinakbet, and rice.

The family ate dinner together. We Can Do It Read the story and answer the questions. Ren's Cat Ren has a cat. The cat has a bell. The cat is on the mat. The cat ran after the rat. 174

1. Who has a cat? a. Ren b. Ben c. Den 2. What does the cat have? a. pen b. hat c. bell 3. Where is the cat? a. van b. car c. mat 4. What did the cat do? a. sat b. ran c. fell Let's Answer Look at the picture. Write 3 sentences about the picture. Write your sentences in your notebook.

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Week 5: Welcome Home Lesson 21 Let's Try Let's talk about your older brother or sister. How many of you have older brothers and sisters. Do you want to be like them? Why? Say: “I am _____. My older brother / sister is _____. I want to be like him / her because ____.” Get Set Listen as I read the sentences. Choose the correct answer. 1. My cousin Joshua studies in a university. It is a big school with many buildings. You see a lot of college students in a university. What do you do in a university? study play swim 2. Bambi is now a college student. One becomes a college student after finishing high school. When do you become a college student? a. after grade school b. after high school c. after kinder Let’s Recall Do you know of somebody who is away from home? Why is he / she away? 176

Let's Aim In the story that I will read, find out: Who is away for a long time? Listen as I read the story. Welcome Home

Nanay Ester is busy preparing food for lunch when I came home from school. It seems that a visitor is coming because it looks like she is preparing more food than our usual lunch. “Do we have a visitor, Nanay?” I asked, “Is somebody coming over for lunch?” “Your Ate Adel is coming home!” Nanay excitedly answered. Ate Adel is my oldest sister. She studied in a big university in the city after finishing high school here in Pangasinan.

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“Is school finished for her, Nanay?” I asked again. “Yes it is,” Nanay said. “She already graduated from college, and she wants to go back to work here in the province!” “Yipee!” I shouted. “It seems like a long time when she left home to study college. I'm so excited to have her back home!” A little later, there was a knock on the door. I excitedly opened the door. When I opened the door, I saw Ate Adel with a smile on her face and holding a big bag. “Ate!” I shouted, “I missed you! I'm so glad you're back!” “I missed you too, Tonio!” she said with a hug, “I'm glad to be back home, too.” “Congratulations, Ate!” I said, “Nanay said you graduated from college. Is college hard, Ate?” “Thank you,” Ate Adel started, “College is not easy, Tonio, but it sure was fun!” “When I get bigger, I want to study college in the city too!” I said. “And when I graduate, I'm going back home to work here too! Just like you!” “That's nice, Tonio,” she answered back. “You can sure do that if you study hard.”

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“Hmmm!” Ate Adel said, “I think I smell kare-kare! Is Nanay cooking my favorite food for lunch?” I nodded and we went straight to the kitchen where Nanay was. Listen to my questions and try to answer them. 1. Who is coming home after a long time? 2. What's the name of the mother? 3. What was she doing? 4. Why is she cooking? 5. Why was she cooking kare-kare? 6. What does this say about Nanay? 7. Why was Ate Adel away for a long time? 8. Why is she back? 9. What can you say about her decision to work in the province? 10. How did Tonio feel about his sister's decision? 11. What made you say that? 12. If you were Tonio, what graduation gift can you give your big sister? Draw your answer in your notebook.

Lesson 22 Let's Recall In our story yesterday, who owns the small school bag? Who owns the big bag?

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Let's Aim The Pronouns Mine and Yours Listen as I read some sentences that Adel said. 1. This bag belongs to me. 2. This bag is mine. 3. This school bag belongs to you. 4. This bag is yours.

Adel

Tonio

Who is the one speaking here? Who is she speaking with? 1. In sentence 1, to whom does the bag belong? 2. In sentence 2, what word was used to show that the bag belongs to the speaker? 3. In sentence 3, to whom does the school bag belong? 4. In sentence 4, what word was used to show that the bag belongs to the one spoken to?

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Remember This The pronoun mine is used to show that something belongs to the speaker. Example: The pencil belongs to me. The pencil is mine. The pronoun yours is used to show that something belongs to the one spoken to. Example: The eraser belongs to you. The eraser is yours.

We Can Do It Work in pairs. Put four things that belong to you on a table. Your partner will do the same. Each one will speak one at a time by telling each other whom each object belongs to. Example: This notebook belongs to you. It is yours. This ruler belongs to me. It is mine. Let's Aim Reading Words with Short i Listen as I read the sentences. 1. Tonio has a pin on his bag. 2. Adel threw her trash in the bin. 3. Nanay gave the baby a bib. 4. There is a big bowl of kare-kare on the table. 5. The baby is sick.

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Answer the questions. Write your answers in your notebook. 1. What does Tonio have in his bag? 2. Where did Adel throw the trash? 3. What did Nanay give the baby? 4. How does the bowl look like? 5. What happened to the baby? What do you notice with the words you wrote? What sound do you hear in the middle of the letters? Let us read some more words with short i. Teacher will discuss the meaning of the words with you. -it

-in

-ip

-ill

-ig

-ick

-ib

bit

bin

rip

bill

dig

sick

rib

fit

fin

sip

gill

jig

lick

bib

sit

pin

tip

mill

pig

pick

tin

till

wick

win

kill

kick

We Can Do It Read the word cards. Choose the correct picture of the word that you read from the board. Word cards: kick, bib, bin, sip, rib, tip, fin

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Lesson 23 Let's Recall When do we use the pronouns mine and yours? We Can Do It In front of the class, place two things that belong to you. Each one will go in front and choose an object. If the object belongs to you, make a sentence stating that it belongs to you. Don't forget to use the pronoun mine. If the object does not belong to you, go to your classmate and make a sentence stating that the object belongs to your classmate. Don't forget to use the pronoun yours. I Can Do It Listen as I read the sentences. Complete the sentences by adding mine or yours. 1. The new book belongs to me. This is ____. 2. The sandwich is given to you. That sandwich is _____. 3. I bought a red ballpen. This ballpen is ____. 4. Those socks belong to you. Those socks are ____. We Can Do It Reading Words with i Each one of you will get a word card with short i. Read the word card aloud. Look for the picture on the board that shows the word in your card. Post the word card beside its correct picture. 184

Lesson 24 Let's Recall When do we use the pronouns mine and yours? I Can Do It Look at the pictures. Listen as I read the sentences. Complete the sentence by adding mine or yours.

My mother gave me this book. This book is ____.

Nanay, this flower is for you. This is ____.

This is my favorite dress. This dress is _____.

This is my test yesterday. This star is ____.

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This milk is for you. This milk is _____.

We Can Do It Reading Words with Short a, e, and i Look at the pictures. Provide the missing letter for each picture. Write the words in your notebook.

p__n

p__n

p__n

b__g

b__g

b__g

t__g

t__n

t__n

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b__t

b__t

m__t

I Can Do It Look at the pictures. Write the correct word for each picture. Choose your answer from the box. Do this in your notebook. bag

rat

fin

bin

rib

fan

bell

rip

sick

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Lesson 25 Let's Try Listen to my story. Balikbayan Box Last night, a big package was delivered to our house. It's a balikbayan box! It came from Kuya Caloy who works in Canada. It contained lots of things that Kuya Caloy sent us. Mother slowly opened the big box to find out what were inside. Each object inside the box had a tag with a name. Mother slowly looked at all the things inside and read the names one by one: school bag: Peter belt: Tatay chocolates: Timmy

perfume: Nanay lotion: Tita Puring wallet: Ate Nena

Answer the questions about the short story. 1. What was delivered to the house? 189

3. Where did it come from? 4. Who opened the box? 5. What are inside the box? Draw in your notebook the objects found in the balikbayan box. Label the objects with the names of the person who is getting the object. We Can Do It Listen as I read the sentences in the dialogue bubble. Complete the sentences by writing mine or yours. Don't forget to look at the name of the person who is talking. This perfume is ______. This belt is _________.

Nanay

Tatay

The chocolates are ____. This bag is ______.

Peter

Timmy 190

The lotion is ______. This wallet is _______.

Tita Puring

Ate Nena

I Can Do It Look at the pictures. Provide the missing letters of each word. Write the words in your notebook.

___a___

___e___

___i___

___e___

___i___

___a___

___i___

___a___

___e___

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___a___

___e___

___i___

Let's Answer Look at the pictures. Write the correct word in your notebook.

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Week 6: A New Baby Lesson 26 Let's Try Do you have a younger brother or sister? What do you do together? Say: “I am ______. I have a younger brother / sister. His / Her name is _____. I like _____ with him / her.” Get Set Listen as I read the words. Match the word with the picture on the right.

hospital

watch over

fold

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Let’s Recall Do you remember how you felt when you saw your younger brother / sister for the first time? Let's Aim In the story that I will read, find out: What Mateo and Andrea felt when they met the new baby. Listen as I read the story. A New Baby

Mang Paolo and Aling Sarah just came home from the hospital today. They came home with the new baby. They already have two children, Mateo and Andrea, who are very excited to see the new member of the family. “It's so small!” was the first thing Mateo said when he saw the baby for the first time. 194

“Were we that small when we were babies too, Mama?” Andrea asked while curiously checking out the small feet of the baby. “Yes, anak,” Aling Sarah answered, “and in time, Baby Mika will grow up just like you, too.” “But we need to help Mama take care of the baby,” Mang Paolo said. “She cannot do it alone.” “I can watch over her while she's sleeping,” Mateo started, “Mama can do other things while I watch over Mika.” “I can help fold the clothes of Baby Mika after Manang Nelda washes them,” said Andrea. “Mama said I am very good in folding clothes.” “That's a very good start!” Aling Sarah happily said. “I know I will not have a hard time when I have little helpers like you.” “They are more than just little helpers,” Mang Paolo said. “They are Big Brother Mateo and Big Sister Andrea.” Listen to my questions and try to answer them. 1. Who came home from the hospital? 2. Who did they come home with? 3. Who saw the baby for the first time? 4. How did they feel when they saw the baby? 5. What did Mateo say? 6. Why do you think he said that? 7. What did Mang Paolo say about taking care of the baby? 195

8. 9. 10. 11. 12. 13.

Why do you think he said that? How did Mateo want to help? How did Andrea want to help? Do you think they can do that? Why is it important to help? If you were the older brother or sister of Baby Mika, how would you help Mother take care of the baby? Draw your answer in your notebook.

Lesson 27 Let's Recall In our story, do you remember how Mateo and Andrea wanted to help take care of Baby Mika? Let's Aim Predicting Outcomes Listen as I read the sentences that happened in the story. Think of an answer to the question that I will ask after every sentence. Mateo will help by watching over Baby Mika while she is sleeping. 1. What other things can his mother do while Mateo is doing this? 2. What do you think will his father feel when Mateo is doing this? 3. What made you give these answers? 196

Andrea will help by folding the clothes of Baby Mika. 1. How do you think will Baby Mika's clothes look like when Andrea folds them? 2. What made you give this answer? Remember This Predicting outcomes is telling / guessing what will happen next in a story. You can make a guess by: 1. Looking for clues in the story. 2. Understanding events in the pictures.

Let's Recall In our story, who are the new big brother and new big sister? Let's Aim The Pronouns His and Hers Listen as I read some sentences. Kuya Mateo has toys. The toy truck is his. Ate Andrea has books. The red book is hers. 1. In sentence 1, to whom do the toys belong? 2. In sentence 2, to whom does the toy truck belong? Is Kuya Mateo a boy or a girl? What word was used to show that the toy belongs to him? 197

3. In sentence 3, to whom do the books belong? 4. In sentence 4, to whom does the red book belong? Is Ate Andrea a boy or a girl? What word was used to show that the toy belongs to her? Remember This The pronoun his is used to show that something belongs to a boy being talked about in the sentence. Example: Uncle Tony has a new shirt. The blue new shirt is his. The pronoun hers is used to show that something belongs to a girl being talked about in the sentence. Example: Mrs. Martinez has a new plant. The sampaguita plant is hers.

We Can Do It Work with a partner. Lend your pencil to your partner as he / she does the same. Group Sharing: In front of the class, show your classmates the pencil and tell the group to whom the pencil belongs. Example: I am _____. This pencil belongs to ______. It is his / hers. 198

Let's Aim Reading Phrases with Short e, a, and i Listen as I read the phrases. Look at the picture beside the phrases.

dig a pit

rip a bib

sick Tim

ten pins

On your own try to read out loud the phrases. Were you able to read all the phrases? 199

We Can Do It Read the phrases. Choose the correct picture for each phrase. six bibs

a fat pig

a big bib

200

wet lips

lid on a jar

Lesson 28 Let's Recall When do we use the pronouns his and hers? We Can Do It Class Sharing: On a piece of paper, draw an object that your father owns and an object that your mother owns. Show it in class and construct a sentence about each object. Don't forget to use the pronouns his and hers. 201

Example: This comb belongs to my father. It is his. This apron belongs to my mother. It is hers. We Can Do It Reading Phrases Look at the pictures. Complete the phrases by writing the correct words in your notebook.

a big _____

six ______

a lid on a _____

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a big ____

I Can Do It Read the phrases. Match the correct picture with each phrase. set of six bibs

ten tin cans

lid on a bin

dig a pit

rip on a mat

203

Lesson 29 Let's Recall When do we use the pronouns mine, yours, his, and hers? What do these pronouns show? I Can Do It Reading Stories Look at the pictures and listen as I read the sentences. Complete the sentences by writing the correct pronoun (his, hers, mine, yours). Do this in your notebook.

1. Mother bought me a nice balloon. This balloon is _____.

2. Mang Hector caught a big fish. That fish is _____.

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3. Kuya JR has a new favorite book. That new book is _____.

4. Inay has a big pan that she uses when she cooks. That pan is ____.

5. I have a gift for you on your birthday. This gift is _____.

We Can Do It Reading Phrases Read out loud the phrases. Answer the question I will ask about the phrase. 1. six wet bibs What is wet? 205

2. pig on the mat Where is the pig? 3. red lips What are red? 4. a red wig What is red? 5. a mad kid Who is mad? I Can Do It Look at the pictures. Write a phrase about each picture. Choose your answer from the box. Do this in your notebook. tip of a pen

in the pit

sit on the bed

a big wig

bib of the kid

hit the bin

206

Let's Answer Look at each picture. Write a phrase about each picture. Do it in your notebook.

Lesson 30 We Can Do It Predicting Outcomes Listen as I read the sentences on the left. Draw a line to connect the idea on the left to the picture that will most likely happen. The sky is dark.

Ryan eats a lot. The pupils study their lesson well. The children keep their toys in proper places. 207

I Can Do It Listen as I read the sentences. Write the letter that tells what will happen next. 1. Joel jumped out of bed and looked at the clock. “Oh! I'm late,” he said. He dressed up as fast as he could. Then he took his cap and basketball and went out of the house. a. Joel is late for the church. b. Joel was going to watch a baseball game. c. Joel was going to play basketball. 2. Dandy knew that they will have a quiz in Science the next day. But instead of reviewing, he watched TV until midnight. a. Dandy forgot to turn off the TV. b. Dandy failed the Science test. c. Dandy invited his classmates to watch TV. 3. Isabel likes eating candy. She eats candies in the morning and at noon. Before going to sleep, she still eats candies. a. Isabel has perfectly white teeth. b. Isabel has a toothache. c. Isabel is always hungry.

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I Can Do It Reading Phrases Look at the pictures. Complete the phrases by giving the missing words on the blanks. Write the complete phrases in your notebook.

a _____ and a _____

a _____ and a _____

a _____ and a _____

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Let's Answer Read the phrases. Look at the pictures and write the correct phrase for each. Do this in your notebook. a rat and a cat

a sad kid

ten tin cans

dig a pit

bin with a lid

a bib with a pin

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Week 7: A Different Family Lesson 31 Let's Try Draw and tell. What is something that makes your family special? Draw it on a piece of paper. Tell the class something about your drawing. Say: “I am _____. My family is special because _____.” Get Set Listen as I read the sentences. Choose the picture of the correct answer. 1. We keep our pictures in a photo album. Which of the following is a picture of a photo album?

2. Randy broke his leg in a terrible car accident. Which of the following is a picture of a car accident?

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Let’s Recall Do you know someone who has a different family form? For example, the mother is out of the country and the grandmother takes care of the children. Let's Aim In the story that I will read, find out: How is Karlo's family different. Listen as I read the story. A Different Family

Aling Judy came home early from work today. She was surprised to see her son, Karlo, on the floor surrounded by pictures from his photo album. Karlo seems to be looking for a picture, and he also seems so sad. “What's the matter, Karlo?” Aling Judy asked. “Ms. Cruz gave us an assignment. She told us to bring a family picture tomorrow.” answered Karlo. 212

“We have a lot of family pictures there,” Aling Judy said. “All you have to do is choose.” “Don't we have a picture with Papa?” Karlo asked. Aling Judy was a little surprised with Karlo's question. Karlo's Papa died in an car accident when Karlo was a baby. “Karlo, we didn't get a chance to have our picture taken when your father was still alive,” Aling Judy simply said. “But Ms. Cruz told us to bring a picture of our whole family,” Karlo answered . “Our family is still a whole family, Karlo. We still have Ate Sam, Kuya Miguel, you, and me. We live together and we love each other. That's what a family is all about.” Karlo now understood. He chose a picture of his family taking a vacation in Bohol. Listen to my questions and try to answer them. 1. Who came home early? 2. Who did she see? 3. What is Karlo doing? 4. Why does he need it? 5. Why do you think Aling Judy asked the question, “What's the matter?” 6. Why is Karlo sad? 7. What was he looking for? 8. Why don't they have a complete family picture? 9. What happened to Karlo's father? 10. How is Karlo's family different? 213

11. Do you still consider Karlo's family a whole family? Why? 12. What does your family look like? Paste your family picture in your notebook. If you don't have a picture of your family, draw the members of your family. Lesson 32 Let's Recall In our story yesterday, do you remember what Ms. Cruz asked the class to bring? Let's Aim Following Directions Listen as I read the sentence from the story, look at the picture.

Ms. Cruz: Bring a family picture tomorrow. 214

Did the boy in the picture follow Ms. Cruz? How can you tell? Let's have a game and see if you can follow my directions. Everybody get your English book. Line up by height. Sit on the floor. Stand beside your chair. Keep your book inside your bag. Remember This In school, it is very important to follow directions.

Let's Recall In our story yesterday, who needs to bring a family picture? Let's Aim The Pronouns Ours and Theirs Listen as I read some sentences. 1. 2. 3. 4.

This is a picture of my family and me in Bohol. This is our picture. These other pictures belong to my friends. These pictures are theirs.

215

In sentence 1, to whom does the picture belong? In sentence 2, to whom does the picture belong? What word was used to show that the picture belongs to them? In sentence 3, to whom does the other pictures belong? In sentence 4, what word was used to show that the other pictures belong to friends? Remember This The pronoun ours is used to show that something belongs to the speaker, when the speaker is more than one. Example: Father bought ice cream for my brothers and me. The chocolate ice cream is ours. The pronoun theirs is used to show that something belongs to people, animals, and objects when they are more than one. Example: The pupils of grade 2 have new chairs inside the classroom. The chairs are theirs.

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We Can Do It Look at the picture. Listen as I read the sentences. Complete the pictures by adding ours and theirs. We are Yumi and Yana. These bags are ____.

These are our puppies. The milk bowls are _____.

The playground is for the children. The playground is _____.

217

Father gave us flowers. These flowers are _____.

Let's Aim Reading Sentences with Short i Let's read the sentences together. Try to answer the questions.

1. Tim's bib has a rip. What has a rip? What does the bib have? 2. The pig is on a hill. Where is the pig? What is on the hill? 3. The wig is big. What is big? Is the wig small?

218

4. Sam's lips are red. What are red? Whose lips are red? 5. The bin has a lid. What has a lid? What does the bin have? On your own read out loud the story. Were you able to read all sentences? Were you able to answer all questions? We Can Do It Read the sentences and choose the letter of the correct answer. 1. Sam is sick. Who is sick? a. Sam b. Pam

c. Sim

2. The bib has a pin. What has a pin? a. lid b. bib

219

c. pat

3. Len has six pens. Who has six pens? a. Lina b. Len

c. Ben

4. The cat is in the pit. Where is the cat? a. pit b. mat

c. pet

5. Jim has a pet rat. Who has a pet rat? a. Jen b. Sam

c. Jim

6. Min is a fat cat. Who is a fat cat? a. fat b. cat

220

c. Min

Lesson 33 Let's Recall When do we use the pronouns ours and theirs? We Can Do It Look at the pictures and listen as I read the sentences. Fill in the blanks with ours or theirs. 1.

My sister and I wrote a nice story. That story is ____.

2. The children got mangoes from the tree. The mangoes are ______. 3. We got a new cage for our pet rats. The cage is _____. 4. My friends and I cooked pancakes for breakfast. The pancakes are _____. 5. Our neighbors have lots of plants. The plants are _____.

221

We Can Do It Reading Sentences Read the sentences. Answer the questions. Write the answer in your notebook. 1. The cat is on the hill. What is on the hill? Where is the cat? 2. The jar has a lid. What has a lid? What does the jar have? 3. The wig is on the bed. What is on the bed? Where is the wig? 4. Tom's bag is big, Who has a bag? What is big? 5. Pat digs a pit. Who digs a pit? What does Pat dig? I Can Do It Look at the pictures. Read the sentences. Complete the sentences by writing the correct word in your notebook.

1. The _____ is big.

222

2. The ____ is on the bed.

3. The mat has a ____.

4. The _____ is wet.

5. A rat is in a _____.

223

Lesson 34 Let's Recall When do we use the pronouns ours and theirs? How about his and hers? I Can Do It Look at the pictures. Listen as I read the sentences. Complete the sentence by adding his, hers, ours, and theirs. 1.

Dad made my sister a sandwich. That sandwich is _____.

2.

Jack received a gift for his birthday. That gift is ____.

3. The twins are looking at the album. The album is ____. 4. The man has a hat. That old hat is ____. 5. My brother and I share an umbrella. This umbrella is ____. 224

Let's Aim Reading Stories with a, e, and i Let's read the short story together. Tim Tim is a kid. He has a bib. Tim is on the bed.

1. Who is a kid? 2. What does Tim have? 3. Where is Tim? On your own try to read out loud the story. Were you able to read all sentences? Were you able to answer all questions? We Can Do It Read the story aloud. Choose the correct answer. The Big Pig Jig is a pig. He is a big pig. Jig fell in a pit. 225

What is Jig?

What kind of pig is Jig?

Where is Jig?

I Can Do It Read the short story. Answer the questions that follow. Write your answers in your notebook. Jin's Pins Jin has pins. He has six pins. The pins are in the bag.

226

1. Who has pins? ______ has pins. 2. How many pins does he have? He has _____ pins. 3. Where are the pins? The pins are in the _____.

Lesson 35 Let's Try Listen to my story. Try to follow directions that I give while reading the story. A Visit to the Zoo

One Saturday, my family and I went to the zoo. Joey and I were so excited for it was our first time to go and visit the zoo. We saw different kinds of birds, monkeys swinging on trees, and giraffes, the animal with the longest neck. 227

Can you fly like a bird? Everybody, act like a monkey. The zoo keeper was busy cleaning the cage of the elephant. After a while, we went in front of the cage of the lion. Father told us how ferocious and strong lions are. We listened to him attentively. It was such a wonderful day. Can you walk like an elephant? Everybody, roar like a lion. We did not want to leave the zoo, but there were many more things that we had to do at home. Mother promised to take us again and see the beauty of the zoo. 1. Who went to the zoo? 2. What animals did they see? 3. How do you think the children feel while in the zoo? 4. What made you say that? We Can Do It Read the story and answer the questions. Din's Bag Din has a bag. The bag is in the car. The bag has a tag and a pin. 228

1. Who has a bag? a. Jim b. Din c. Dan 2. Where is the bag? a. car b. cat c. can 3. What does the bag have? a. rag and tin c. pen and wig b. tag and pin Let's Answer Look at the picture. Write three sentences about the picture. Write your sentences in your notebook.

Week 8: Brothers for Life Lesson 36 Let's Try Group Sharing: Let's talk about your brothers and sisters. Do you like having brothers and sisters? Why? Say: “I like having brothers and sisters because ____.” 229

Get Set Listen as I read the sentences. Choose the picture of the correct answer. 1. I always see my classmates quarrel. They often shout at each other when they are quarrelling. Which of these pictures show children who quarrel?

2. The boys ride a boat while catching fish in the river.

Let’s Recall Do you sometimes fight with your brother or sister? What do you fight about? Let's Aim In the story that I will read, find out: Why the brothers fight with each other.

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Listen as I read the story. Brothers for Life

In a village near the river lives a family with three sons, Miguel, Mateo, and Lucas. These brothers quarrel about everything! Whose turn it is to wash the dishes, whose turn it is to feed the dogs, whose turn it is to sit beside Mother, and many other things. Even if they always argue, Father always tells them that whenever they go out of the house, the three of them should always stay together. One day, Mother asked the three brothers to look for malunggay leaves that she would need to cook dinner. The three brothers went out together to the river shore where there are a lot of malunggay trees. They were quarelling as usual, who will be holding the leaves, who will be searching for the trees, who will be getting the leaves from the trees, and it goes on and on. 231

On the way home, after collecting the leaves, the youngest brother, Lucas, accidentally slipped from the river shore. He fell in the river, but quickly held on to the small branch attached to a tree. “Lucas!” Miguel cried out, “hold on! Don't let go!” Without even being told, Mateo held on to a bigger branch and stretched out his body. Miguel held on to Mateo's legs and stretched out his body so that Lucas can hold on to his legs. Quickly, but carefully, Lucas held on to Miguel's legs until he was able to climb out of the river. The two older brothers quickly climbed out of the river too. Without saying a word to one another, they all looked at each other, and gave one another the tightest hug they ever shared! Listen to my questions and try to answer them. 1. What do the brothers always do? 2. Why do you think they always quarrel? 3. What do they fight about? 4. Are you the same with your brothers and sisters? 5. What did their father tell them? Why do you think he said that? 6. What did Mother need for cooking? 7. Where did the brothers go to get it? 8. What happened to them by the river? 232

9. What lesson do you think did this teach the brothers? 10. How would you show that you learned this lesson?

Lesson 37 Let's Recall In our story yesterday, who were always quarrelling? Let's Aim The Use of This and That Look at the pictures. Listen as I read the sentences.

1. This is our father. He is Mang Oscar.

2. That is our house. I live there with my old father and my brothers.

In sentence 1, who is the lad referring to? How many is he pointing to? Who is the old man? What word did he use to show that the old man is near him? 233

In sentence 2, what is the lad referring to? How many is he pointing to? Where is the house? What word did he use to show that the house is far from him? Remember This We use this when the speaker is near one person, animal, or object. We use that when pointing to one person, animal, or object.

We Can Do It Choose a partner. Look around you. Tell your partner about the things you see using this and that. Let's Aim Reading Words Look at the pictures and try to read the words.

sister

dinner

lizard

zipper

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bigger

napkin

kitten We Can Do It Read the words and match the words with the correct picture. zipper

lizard

kitten

dinner

napkin

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Lesson 38 Let's Recall When do we use this and that? Can you give an example of sentences using this and that? We Can Do It Look at the pictures. Listen as I read the sentences. Write this or that to complete the sentences. Do this in your notebook.

1. ____ hat is big for me.

2. Look! ____ is a falling star.

3. Is ____ sandwich delicious?

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4. ____ is a heavy book bag.

5. ____ boy will jump into the water.

6. ____ is a deep swimming pool.

7. ____ is not my water bottle.

8. ____ is the notebook I want.

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We Can Do It Reading Sentences Read the sentences. Answer the questions. Write the answers in your notebook. 1. Rita has a red napkin. Who has a napkin? What color is the napkin? 2. Martin is in the market. Who is in the market? Where is Martin? 3. Darlin sets for dinner. Who sets for dinner? What does Darlin set? 4. A big lizard fell. What fell? What kind of lizard is it? 5. Ester has a sister. Who has a sister? What does Ester have? I Can Do It Look at the pictures. Read the sentences. Complete the sentences by writing the correct word on the blank. Do this in your notebook.

1. The ____ is on the mat.

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2. Minda has a ____.

3. The bag has a _____.

4. Minnie is my _____.

5. The ham is in a _____.

Lesson 39 Let's Aim The Use of These and Those Look at the pictures. Listen as I read the sentences. 1. These are my barbecue sticks. I will use these to cook later.

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2. Those are my brothers. We used to quarrel a lot.

In sentence 1, what is the girl referring to? How many is she pointing to? Where are the barbecue sticks? What word did she use to show that the barbecue sticks are near her? In sentence 2, what is the lad referring to? How many is he pointing to? Where are his brothers? What word did he use to show that his brothers are near him? Remember This We use these when the speaker is holding or near two or more persons, animals, or objects. We use those when the speaker is pointing to two or more persons, animals, or objects.

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We Can Do It Choose a partner. Go to the school ground or garden or look outside. Talk about the things you see using these and those. Let's Aim Reading Stories Let's read the short story together. Kim's Kittens Kim has kittens. She has six kittens. The kittens are on her bed. 1. Who has kittens? 2. How many kittens does she have? 3. Where are the kittens? On your own try to read out loud the story. Were you able to read all sentences? Were you able to answer all questions? We Can Do It Read the story aloud. Check the correct answer. Betty Helps Betty helps Dad. She helps set for dinner. Dad is happy. 241

1. Who does Betty help?

2. How does Betty help?

3. How does Dad feel?

I Can Do It Read the short story. Answer the questions that follow. Write your answers in your notebook. Lina's Bag Lina has a bag. She has a big red bag. Lina's bag has a zipper. 242

1. Who has a bag? ______ has a bag. 2. What color is her bag? She has a _____ bag. 3. What does Lina's bag have? Lina's bag has a ______. Lesson 40 Let's Try Listen as I recite the chant. Try to recite with me. Near or Far by Elisa O. Cerveza

Near or far Far or near Here and there There and here One or two Three or more Want to know What's here And there This or that These or those Please let me know.

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We Can Do It Look at the pictures. Listen as I read the sentences. Write these or those to complete the sentences.

1. Are ____ toys yours?

2. _____ toys are from my grandfather.

3. Are ____ dolls on top of the shelf yours?

4. Oh, ____ are my sister's dolls. She got them on her birthday.

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5. _____ are small cars.

6. Oh, _____ are my father's toy car collection.

7. ______ are new dolls.

8. _____ are my father's favorite.

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I Can Do It Reading Stories Read the short story. Answer the questions that follow. Liz the Lizard Liz is a lizard. She is a big lizard. Liz fell in a pit. 1. What is Liz? 2. What kind of lizard is she? 3. Where did Liz fall? Draw Liz in your notebook. Let's Answer Look at the picture. Write 3 sentences about the picture. Write your sentences in your notebook.

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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 prance

hop skip 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

fin

box

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 jump

drink fly sing dance

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walk eat clap skip

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 parents came home early.

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 clues

amazed final 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.” All of us waited happily to find out what Ms. Amor’s favorite song was. When she sang “Moon River,” we were amazed at her beautiful voice. We clapped our hands after her song. “Thank you, class. Now let’s move on to the final clue,” Ms. Amor said, reading the next card. “Close your eyes and make a wish.” She closed her eyes for a while. When she opened them, we all shouted, "Surprise!" She looked at the framed class picture we held in front of her and said, "How did you know what I wished for?" Listen to my questions and try to answer them. 1. Whose birthday was it? 2. Who were the pupils of the birthday celebrant? 3. What did they do for their teacher on her birthday? 4. What did Ms. Amor have to do first in order to find her surprise? 5. What did Ms. Amor have to do next in order to find her surprise?

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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.

a.

Croak! Croak! 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 ______________

Cats _______________

A bird _____________

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 When I am the person who does the action, 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 that day? 2. Who were these children? 3. Why did they come to school early? 4. Who brought the board game? 5. What was the name of the game? 6. How is it played? 7. Who got to roll the dice first? 8. Where did she land? 9. What actions did she have to do? 10. Who got to roll the dice next? 11. What actions did he have to do? 12. Why did the children not finish their game? 13. Do you think the children will play the game again? Why do you think so? 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 sentence about what the children are doing. Do this in 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 litter

duty upset 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 happens in real life. Fantasy does not happen in real life.

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 + ed 9. dine + 5. call + ed 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? 330

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 Text Know the important details of the next paragraph by answering these questions. 1. What is the color of crows? 2. Where do they feed? 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. I Can Do It Look for the answers in the paragraph. Write the answers in your notebook. Questions: 1. How long have farmers been making scarecrows? 2. What is a scarecrow? 3. What is it shaped like? 4. Where is it placed? 5. What kinds of birds do scarecrows scare away? 6. Why is it a farmer’s best friend?

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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. 349

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  red – fire station  orange – library  yellow – schools  green – parks  pink – city hall  purple – hospital  brown – community center 2. Draw a green X at the intersection of Orosa Street and 2nd Avenue. 3. Draw a black X where Rivera Street meets Carlos Bridge. 4. Draw a blue X at the address 180 Rivera Street. 5. What city building is located along 1st Avenue?

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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 taxi to the airport. He will drive his friend to the airport. 4. There will be thunderstorms in the afternoon. Mark will bring his jacket. 5. Anne will celebrate her birthday next week. She will put a pink ribbon on her dress.

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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 am a _____.

I tell the sick the right pill to take so they will get well. I am a _____.

I teach pupils to read, count, and write. I am a ____.

I help keep peace and order in the community. I am a ____.

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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 is bad! There is so much traffic in here! I should not be caught by that cop,” said the pickpocket. In a rush, he got out of the cab and ran very fast. The cab driver yelled at him. Suddenly, he looked at the back seat of the cab. He was surprised to find a black wallet on the seat. He checked it and found a lot of cash and some cards in it. He was very glad. “Just the cash that I need,” he said to himself. But he thought of the poor owner of the wallet. The wallet was not his. 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. 5. 6. 7. 8.

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? Why did he leave the cab? Why do you think was the wallet left in the cab? What did the cab driver do with the wallet? 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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bun fun gun nun run sun

Read the words in the box. Point to the picture for each word.

We Can Do It Act It Out I will show a word card. Read it and make the action for it.

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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

382

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 notice about the sentences in column A? How do the sentences end? The sentences in column A ask something. These are called asking sentences. Asking sentences need answers. They usually start with Wh- questions and they end with a question mark. 2. What do you notice about the sentences in column B? How do the sentences end? The sentences in column B tell something. These are called telling sentences. Telling sentences start with a capital letter and they end with a period.

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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! 398

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. 2. 3. 4. 5.

Carpenters build houses How many bank tellers are there in a bank How high the pilot flies his jet Who delivers the letters to houses 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 sell a mop

a fat man a fat cat a fat dog

a big gem a big gum a big van

a bad lad a bad hag a bad cat

a hot cup a hot mug a hot can

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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 played all day and had so much fun in the playground. Read and listen to clues to get the main idea of the short story. What is the main idea of the short story? Choose the best answer and write it in your notebook. 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 Setting

When

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.

424

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

big

tiny two

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? 432

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.

1.

There are ___ policemen. How many policemen are there?

2.

Milo has a _____ picture frame. What is the shape of 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 he would like to go to his barber. He asked for money and then he went out. a. Conrad Goes to the Bakery b. Conrad Goes to the Barber c. Conrad Stayed Home We Can Do It Listen to me and give the big idea. Choose the letter of the best answer. The teacher asked the children to get their bags. Then, the children started to line up. The teacher reminded everyone to do their homework. 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, four, square) lamps.

3. Rita has (wide, rectangular, 7) rabbits.

4. Jenny has a (old, 5, big) doll.

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More Sentences to Read

Read the sentences and answer the questions. Write your answers in your notebook. 1. Isabel helps the sick. Who helps the sick? 2. The doctor gives some medicine to the sick man. What does the doctor give? Who gives the medicine? 3. The boy gave the basket of canned goods. What did the boy give? Who gave the canned goods? 4. Teacher Anabel packed the old clothes. Who packed the old clothes? What did Teacher Anabel pack? 5. The poor family was so thankful. Who was thankful? How did the poor family feel? 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 lights, green, blue, and yellow, too! The music makes me sing and move. Listen! Fun music makes me groove! And when city lights adorn the dark nights, Oh! The nights are not so dark after all! I like it in the country! The nights may be dark, But fireflies adorn the gardens, Frogs croak in the night so calm. Listen! Fun music makes me hum! And when the music plays in the quiet night, Oh! The nights are not so quiet after all!

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We Can Do It Listen to the questions about the poem and answer them. 1. In the poem, what can one see in the city? 2. What does one hear in the city? 3. Based on the poem, what can you see and hear in the country? 4. Who do you think is speaking in each stanza? 5. How does the one in the city feel? Which lines tell you how he/she feels? 6. How does the one in the country feel? Which lines tell you how he/she feels? I Can Do It Where do you like to live, in the city or in the country? Draw where you like to live in your notebook. Write the following sentence below your picture. I like to live in the _____.

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. There is a coconut in the garden. 4. I get the sum when 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, ________________ I hear the noise so loud, I feel the air so warm, And the air is not so clear! In the country, ____________ I hear the sounds so soft, I feel the breeze so cool, And the air is just so fresh! 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. What will we number one to ten? 4. The coconuts are all over the 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 a partner. Take turns reading the sentences and questions in the previous page. Then, your partner will answer. He/She will then read and ask the next question. Make sure that each one reads and answers properly. Lesson 24 Let’s Aim Listen as I read these sentences. Match each sentence with the correct picture.

a.

b.

c.

d.

e.

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 idea. Write each sentence on the blanks under the correct main idea. Do this in your notebook. We jog in the park. The doctor is in the hospital. We water the garden. The farmer has a hammer. The cop has a gun. The vet helps our sick pet. We get bananas from the market. We visit the sick. 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. a farmer c. a carpenter 2. Who is the vendor in the following pictures?

A

B

C

3. Where did the poem take place? (setting)

A

B

C

4. Who do you think is speaking in the poem?

A

B

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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 Describing words tell about how a person, place, 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 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 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. Milk for Supper b. Yummy Supper c. Ham for Supper 6. Where do you think is the setting of the story? The setting of the story is in a ______. a. garden b. kitchen c. market We Can Do It! We Can Read a Map: Places in the Community Let us study the map of a community below.

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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. Ramon c. Rosanna

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2. Which of the following did she NOT see? a. a red bud in the forest b. the sunset and the forest c. red insects and the forest 3. What did she feel as she visited the forest? a. She is mad. b. She is happy. c. She is scared. 4. Which line tells what Rosanna feels? a. What a hot summer day! b. What a fun summer day! c. See the insects! 5. Which of the following is the best title for the story? a. In the Forest b. A Fun Summer Day c. The Sunset in Summer

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 _____.

3.

They are angry. 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. They were in a _____ room. 2. The kids were glad. 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. 491

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. 5.

Lola has fish for supper. Mom has hamburger in a bun. Little baby naps in a corner. I order egg for supper. 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 Grade 5 Grade 6 Total

March 2 sacks 3 sacks 2 sacks 3 sacks 5 sacks 4 sacks 19 sacks 493

April 1 sack 2 sacks 2 sacks 2 sacks 3 sacks 3 sacks 13 sacks

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 met ______. He is a _____. 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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