English Learner’s Material

Department of EducationRepublic of the Philippines

This book belongs to:

Name: ____________________________________________________

Grade and Section: ___________________________________

School: ___________________________________________________

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This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph.

We value your feedback and recommendations.

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

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

Developmental Team of the Learner’s Material

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

Printed in the Philippines

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

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

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

UnionBank Learning System Credits

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

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

Acknowledgment

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

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FOREWORD

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

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

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

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

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

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

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

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

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

JUSTO A. ORTIZ Chairman and CEO UnionBank of the Philippines

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INTRODUCTION THE JOURNEY

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

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

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

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

The Foreword of the first UBLS book reads—

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

On behalf of UnionBank, Ortiz notes –

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

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

CARLOS V. VALARAO March 13, 2013

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CONTENTS

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

UNIT  3  –  School  Is  Fun  ............................................................................................................................................................................................................................241Lesson  1:     Noting  Details  *  .............................................................................................................................................................................................................................242Lesson  2:     Things  Here  *  .........................................................................................................................................................................................................................................247Lesson  3:     Things  There  *  ..................................................................................................................................................................................................................................250Lesson  4:     Consonant  Clusters/Blends  *  ................................................................................................................................................252Lesson  5:     A  Proud  Filipino  Boy  *  .......................................................................................................................................................................................256Lesson  6:     Which  Word?  *  .................................................................................................................................................................................................................................260Lesson  7:     Talented  Too    ..........................................................................................................................................................................................................................................265Lesson  8:     Tell  Me  Who,  What,  Where,  When,  Why,  and  How  *  ....................266Lesson  9:     I  Love  My  Family  and  Everyone  in  School  *  ...................................................................269Lesson  10:  Writing  a  Simple  Story  *  ............................................................................................................................................................................271Lesson  11:  Real  or  Made-­‐up  *................................................................................................................................................................................................................274Lesson  12:  Fiction  or  Non-­‐Fiction  ........................................................................................................................................................................................278Lesson  13:  Adjectives  *  ....................................................................................................................................................................................................................................................279Lesson  14:  What  Sound?  *...................................................................................................................................................................................................................................282Lesson  15:  Writing  a  Simple  Story  Using  Adjectives  *  ..........................................................................285Lesson  16:  What  Do  You  Mean?  *............................................................................................................................................................................................287Lesson  17:  Good  Study  Habits  .............................................................................................................................................................................................................291Lesson  18:  Let’s  Give  a  Clearer  Picture  .............................................................................................................................................................292Lesson  19:  Just  One  Sound  ................................................................................................................................................................................................................................294Lesson  20:  Memory  Game  *  ..........................................................................................................................................................................................................................296Lesson  21:  I  Can  Follow  Directions  *  .........................................................................................................................................................................299Lesson  22:  I  Can  Perform  ........................................................................................................................................................................................................................................306Lesson  23:  I  Can  Obey  ..........................................................................................................................................................................................................................................................308Lesson  24:  I  Can  Match  Letter  Patterns  *  .................................................................................................................................................310Lesson  25:  I  Can  Shorten  Words  *  ........................................................................................................................................................................................313Lesson  26:  I  Can  Retell  Stories  *  

..........................................................................................................330Lesson  32:  I  Can  Do  Things  *  ....................................................................................................................................................................................................................334

..................................................................................................................................................................................................315

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.........................................................................................................................................................319Lesson  28:  I  Can  Describe  Pictures  ..................................................................................................................................................................................320Lesson  29:  I  Can  Read  Graphs  ..............................................................................................................................................................................................................323Lesson  30:  I  Can  Connect  Sounds  *  ..................................................................................................................................................................................327Lesson  31:  I  Can  Perform  Simple  Instructions  *  ..........................................................................................................330Lesson  32:  I  Can  Do  Things  *  ....................................................................................................................................................................................................................334

Lesson  27:  I  Can  Respond  to  Situations  

Lesson  33:  I  Can  Write  *  ..............................................................................................................................................................................................................................................336Lesson  34:  I  Can  Meet  Friends............................................................................................................................................................................................................340Lesson  35:  I  Can  Tell  What  Is  Important  ....................................................................................................................................................342Lesson  36:  I  Can  Tell  the  Sound  *  ............................................................................................................................................................................................346Lesson  37:  I  Can  Tell  What  Is  Next  *  ............................................................................................................................................................................350Lesson  38:  I  Can  Share  Things  ............................................................................................................................................................................................................357Lesson  39:  I  Can  Use  a  Map  ............................................................................................................................................................................................................................358  

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

UNIT 3School Is Fun

In school we come, to play and learn.

We read, we write, and count a lot.Through songs and games,

With poems and stories we all learn.Together now let’s join the fun.

So we can be good citizensof our dear motherland.

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UNIT 3School Is Fun

Lesson 1: Noting DetailsLet’s Try

Say the name of each Philippine symbol. Write its beginning letter.

Complete the names of the pictures with the correct consonant blends.

1.______ 2.______ 3.______ 4.______ 5.______

7. __ __ ass6. __ __ og

9. __ __ own 8. __ __ uck

10. __ __ ush

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Listen to the words that the teacher will say. Write the beginning letter of each word.

11. _______ 12. _______ 13. _______

14. _______ 15. _______

Get Set

Close your eyes. Your teacher will go around to let you smell something.

Did you like the smell? Can you tell what it is? Tell something about it.

Let’s Aim

Read the sentences. Choose the meaning of the word in boldface.

1. Jose Rizal’s patriotism was the reason he died for our country.a. love of neighborsb. love of countryc. love of family

2. He was a man of bravery who never feared death.a. courage b. fear c. pride

3. Mango is a tropical fruit so it grows in the Philippines and other neighboring countries.a. fruit that grows in cold placesb. fruit that grows in places with warm

temperaturec. fruit that grows anywhere

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4. We should plant more trees to have more lumber for making furniture.a. wood b. metal c. house

We Can Do It

Fill in the graphic organizer below with different Philippine symbols.

Remember This

When listening, pay attention to the important details to better understand the story or text you listen to. In speaking and reading, it is important to produce the beginning and final sounds of a word.

Philippine Symbols

245

I Can Do It

Describe the Philippine symbols given below. Write your answers inside the box.

Philippine Symbols

Measure My Learning

What is the most important symbol of our country? ___________________

246

Color the Philippine flag below by following the color assignment of each number. You can use crayons or colored pencils.

red yellow bluered blue yellow

On the squares below, mix the assigned colors and discover the new colors you can create.

COLOR CODe1 – Blue2 – Red3 – Yellow

3

3

3

3

2 2

1

1

247

Lesson 2: Things Here Get Set

Recite the chant.

Let’s Aim

Your teacher will point to an object or will show you something.

Repeat after your teacher.

1. This is Dr. Jose Rizal, our national hero.

Near or FarBy Elisa O. Cerveza

Near or farFar or near

Here and thereThere and here

One or twoThree or moreWant to knowWhat’s hereAnd thereThis or that

These or thosePlease let me know.

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2. This is a carabao.

3. That is our flag.

4. That is a mango.

We Can Do It

Choose a partner. Look around you. Tell your partner about the things you see using This and That.

Remember This

We use This is when the speaker is near one person, object, or thing.

We use That is when pointing to one person, object, or thing far from the speaker.

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Measure My Learning

Write this or that to complete the sentence.

1. ________ hat is big for me.

2. Look! ________ is a falling star.

3. Is ________ sandwich delicious?

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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Lesson 3: Things There Get Set

Recite the chant “Near or Far.”

Let’s Aim

Listen to your teacher and repeat what he/she says.

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 are and Those are.

Remember This

We use Those are when the speaker is pointing to two or more persons, objects, or places far from us.

We use These are when the speaker is holding or near two or more persons, objects, or places.

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Measure My Learning

Write those or these to complete the sentences. Use the pictures to guide you.

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.

5. _________ are small cars.

6. Oh, _________ are my father’s toy car collection.

7. _________ are new cars.

8. _________ are my father’s favorite.

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Lesson 4: Consonant Clusters/Blends

Get Set

These are our community helpers. Can you tell your classmates who they are and what they do to help us?

Let’s Aim

I Want to Serve My Country By Dali Soriano

I want to be a soldier, Brave, strong, and true. I want to serve my country, Defending freedom and liberty.

I want to be a businessman, Honest and courteous to all, I want to serve my people, Selling goods of the best kinds.

Someday I’ll have a family, Loving, helpful, and kind, I’ll raise my children to be good Citizens of our dear motherland.

cr br gr spr tr

253

Let’s Answer

Title:________________________________________________

Author:_____________________________________________

I can show my love for my country by _______________

____________________________________________________

254

We Can Do It

Group yourselves into 10. Look at the word list below and write the words under the proper column.

grass pray broom cross brave try great pride crown bring travel prosper trumpet grand grow crab prize cry bright pray

________ ________ ________ ________ ________

________ ________ ________ ________ ________

________ ________ ________ ________ ________

________ ________ ________ ________ ________

________ ________ ________ ________ ________

gr br cr tr pr

Remember This

A consonant cluster or blend is a group of consonants without any vowel between them.The sound of each consonant is heard like in the following words:

drum (d-r-u-m) brown (b-r-o-w-n) crab (c-r-a-b) prize (p-r-i-z-e) frog (f-r-o-g)

255

__ __ own

I Can Do It

Complete the name of each picture with the correct consonant blend.

Write a sentence using two or more of the words above.

__ __ og __ __ ab

__ __ anch __ __ ass __ __ uck

__ __ ince __ __ ush __ __ avel

256

Lesson 5: A Proud Filipino BoyGet Set

Put together two to three letters from the list to form consonant clusters. Give words or names that begin with these clusters/blends.

d s f l r t c b

Who are the people who help the school become clean and orderly? Are you helping them? How?

Look at the pictures. Color the picture that shows how you want to serve your country in the future.

257

Let’s Aim

A Proud Filipino Boy By Elisa O. Cerveza

My name is Raymond Cruz. I am a little boy. I live in a beautiful country called the Philippines. I am a true Filipino.

My father and mother are Filipinos, too. I study very well. When I grow up, I want to be the best engineer. I want to help build strong bridges and highways.

I want to build many small and big houses, too.

I will serve my country because I am proud to be a Filipino.

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Let’s Answer

Comprehension Check-up

1. Who is Raymond Cruz?_________________________2. Where does he live?___________________________3. What makes him a true Filipino?________________4. What does he want to be when he grows up? ______________________________________________5. How does he want to serve his country?________ ______________________________________________6. Are you a proud Filipino too? How can you

show that? ___________________________________ ______________________________________________7. How will you serve your country?_______________ ______________________________________________

I Can Do It

Tell something about yourself as a proud Filipino. Read the story again and substitute the underlined words with details about yourself.

259

1. I can __ __ __ ead jam on the bread.

2. When I’m happy, I __ __ __ ing into the air.

3. When I was in the garden, I saw a seed __ __ __ out.

4. I __ __ __ inkle water on the plants when the soil is dry.

5. To cool myself on a hot day, I __ __ __ ay cold water on my face.

6. A __ __ __ ite is a small fairy.

Measure My Learning

Complete the name of the picture by writing the consonant cluster spr on the blank. Then, read the sentence.

260

Lesson 6: Which Word? Let’s Try

A.Completethenameofthepicturewithaconsonantblendfromthebox.

1.____ock 2.____ass

B. Writethecorrectwh- questionsthatwillcompletethesentences.

9._______doyoulive?

sl fl bl cl gl pl

3.____ate

7.____ue 8.____ide

4.____ass 5.____anket 6.____y

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10._______isyourfavoritecartooncharacter?

11._______isyourbestfriend?

12._______areyoulate?

13. _______ do you make a paper flower?

14._______willyoupassyourproject?

15._______isthenameofyourEnglishteacher?

C.PutaJ ontheblankifthesentenceshowsloveforthemembersofthefamilyorpeopleinschoolandL ifitdoesnot.

________16. Sarahelpshermotherindoingthe householdchores.

________17. Rafaeldoesnotaskpermissionfrom hisparentswheneverheleavesthe house.

________18. Dennisalwayspraysforthesafetyof hisfamily.

________19. Sheryloftengetsthingsofher classmateswithoutaskingpermission.

________20.Mariealwaysgreetsherteachers wheneversheseesthem.

Get Set

TodayyouwilllistentothestoryofWilma,agirlwhowascrippledbypoliowhenshewasfouryearsold.Findouthowshebecameabasketballchampion and Olympic winner in track and field.

262

Wilma’s Fight to WinFrom Pat Nelson’s Magic Minutes: Quick Read-Alouds for Every Day

Retold by Dali Soriano

WilmaRudolphwasanOlympicrunner.Whenshewasborn,everyonedidnotthinkshewouldlive.Shewasaverysmallbabyoffourandahalfpounds.Whenshewasfouryearsold,Wilmawascrippledbypolio.Thedoctortoldherparentsthatshewouldneverwalkagain.Thewholefamily,all19ofthem,didn’tbelieveit.Sixteenbrothersandsistersmassagedandexercisedherleg.Herparentsgaveherheatandwatertreatments.Everybodyhelped.Ateightyearsold,Wilmahadalegbrace.Evenwhenshehadalimp,sheplayedbasketballwithherbrothersandsometimes,byherself.Whenshewas11yearsold,sheplayedbasketballonherbarefeet.Everyonewasamazed.At15yearsoldshebecameabasketballchampion.Wilma was excellent in track and field. When shejoinedtheOlympicsinMelbourne,Australia,shegotabronzemedalasamemberoftheUSOlympicrelayteam.IntheSummerOlympicsinRome,shewonthreegoldmedalsintrackandfield events. She was voted US Female Athlete of theYear,“World’sFastestWoman.”Thelittlegirlwhomdoctorssaidwouldneverbeabletowalk

Let’s Listen

263

gotabronzeandthreegoldmedals.Everyathletethatparticipatedadmiredandrespectedher.Butmorethanthat,alovingfamilytransformedWilmaintoarealwinner.

Let’s Answer

1. HowdidWilmabecomecrippled? ______________________________________________2 WhatdidWilma’sfamilydotomakeherwalk? ______________________________________________3. WhatmadeWilmaarealwinner? ______________________________________________4. HowdidWilma’sfamilyshowtheirloveand

concernforher? ______________________________________________5. IfyouwereWilma,howwouldyoufeelabout

yourself? ______________________________________________6. Isthereanymemberofyourfamilywhoislike

Wilmawhoneedsyourloveandconcern?Howdoyoushowyourlovetohimorher?

______________________________________________7. Inschool,howdoyoushowyourloveand

concerntoyourclassmates?Toyourteacher? ______________________________________________

264

We Can Do It

Putthisgraphicorganizeronamanilapaperandpresentyourworkinfrontoftheclass.

Whoisthemaincharacterinthestory? Describeherusingthefollowingtimeline.

Newborn Ateight Ateleven At fifteenBeyondfifteen

I Can Do It Retellthestorybyrecallingtheimportantevents

usingthecompletedtimeline.

Trackand field

champion

265

Lesson 7: Talented TooWe Can Do It

MatchthepictureoftheimportanteventwiththeappropriateagelevelofWilma.

I Can Do It

RetellthestoryusingtheseriesofpicturesinWe Can Do It.

Beyond15

At fifteen

Ateight

Atfour

A B C D E

266

Lesson 8: Tell Me Who, What, Where, When, Why, and How

Let’s Aim

Readthefollowingstatementsandquestions.Underlinethewordorphraseinthesentencethatanswerseachquestion.

1. Wilmawascrippledbypolio. (Whowascrippledbypolio?)2.Thedoctortoldherparentsthatshewouldnever

walkagainbecauseshewascrippledbypolio. (Whydidthedoctorsaythatshewouldnever

walkagain?)3.Herparentsgaveherheatandwatertreatment. (Whatdidherparentsgiveher?)4.Whenshewas11yearsold,sheplayedbasketball. (Whendidsheplaybasketball?)5. ShewonthreegoldmedalsintheSummer

OlympicsinRome.(WheredidshewintheSummerOlympicsgoldmedals?)

6. Shebecamearealwinnerthroughtheloveandconcernofherfamily.(Howdidshebecomearealwinner?)

Let’s Answer

Whatwords/interrogativesarewegoingtouseifwewanttoaskaboutaperson?Athingoridea?Time?Place?Reason?

267

What specific details do we use to answer the followingquestions?

Who?________________What?________________Where?________________When?________________Why?________________How?________________

We Can Do It

Chooseapartner.Gettoknowmoreabouthimorherbyaskingandansweringquestionsthatbeginwithwho,what,where,when,why,andhow.

Remember This

Weuseinterrogativesinaskingforinformation. Whoisusedwhenaskingaboutpersons. Whatisusedwhenaskingaboutthings,ideas,

orevents. Whereisusedwhenaskingaboutplaces. Whenisusedwhenaskingabouttime. Whyisusedwhenaskingaboutreasonsor

causes. Howisusedwhenaskingaboutthewaythe

thingisdone.

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I Can Do It

1. Answerthefollowingquestions.

Sample Your Answers Answers

a.Whoareyou? Henry __________(person)

b.Whereareyou? inschool __________(place)

c. Whendoyoucomehere? everyday __________

d.Whatisinyourhand?(thing) pencil __________

e. Whatareyou thinking? winningmedalsf. Why? Iwanttobe __________ achampion likeWilma.

2. Writeastoryusingyouranswers.

Example:IamHenry.Iaminschool.Ihaveapencil.Iamthinkingofwinningmedals.IwanttobeachampionlikeWilma.

Yourstory: _________________________________________________

___________________________________________________________________________________________________________________________________________________________

3. Readyoursentencesaloudoneatatime.Yourclassmatesshouldguessthequestionwordforeachanswer.

269

Lesson 9: I Love My Family and Everyone in SchoolGet Set

Howdoyoushowyourloveandconcernforyourfamilyandclassmates?

Let’s Aim

My Family, My Treasure By Amcy M. Esteban

Itrulylovemyfamily Forguidingandlovingme. Theygivemeloveandhappiness, Like a treasure chest filled with riches.

Let’s Answer

Usethepoemtoanswerthefollowingquestions.

1.Whatistheauthortellingusaboutherfamily?2.Whatkindofapersonisshe?3.Howcanyoushowloveandconcernforyour

family?4.Doyoualsoloveyourfamily?Yourclassmates?

Yourteachers?Howdoyoushowit?5.Ifyoufeelthatyourclassmatedoesnotlike

you,wouldyoustilllikehim?Why?Whynot?

Love

270

We Can Do It

Listallthepersonsyouloveandthepersonswholoveyou.

Thinkofthecommonthingsyoudotoshowyourloveforeachother.UsetheVennDiagrambelowtopresentyouranswer.

I Can Do It

Readthewordsinthebox.Writethecorrectwordbelowthepicture.

swing stop spill star scoutsnake skirt stick swim

IThings

WeBothDo

ThePersonIlove

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Lesson 10: Writing a Simple StoryGet Set

Showyourloveforoneofyourrelatives.Aroundtheletters,draworwritedownthethingsyouloveaboutthisperson.Thispersoncouldbeyourmother,yourfather,cousins,brothers,orsisters.Youmayalsochooseyourclassmateorfriend.Enjoy!

I Can Do It

Writeasimplestorybasedonthefollowingquestions:

1.Whoareyou?Iam_________________________________________.

Dear______________________________________,(Writethenameofyourlovedonehere.)

Lookafteryourlovedone.Makesureheorsheisalwayssafe.

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2.Whoisyourlovedone?Mylovedoneis_______________________________.OrMylovedonesare____________________________.

3.Whydoyouloveherorhim?Ilovehimorherbecause_____________________.

4.Howdoyoushowyourloveforhimorher?Ishowmyloveforhimorherby________________.

Remember This

Showyourloveforyourparentsbyhelpinginthehouseholdchores.Showalsoyourconcernforyourteacherandclassmatesbyhelpingcleanyourclassroom.

Measure My Learning

Writeashortstoryorparagraphaboutyourfamily.Usethepreviousactivityin I Can Do Itasyourguide.(10pts.)

Iam_____________________________.Ilovemy

______________________because_____________

____________________________________________

Ishowmylovetomy________________________

by_________________________________________.

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Agreement

Makeasurprisepop-upcardforsomeonespecialusingthepatternbelow.

Materials• coloring materials• scissors• glue

Step 1:Cutoutthebox.Followthethickblacklines.

Step 2:Cutouteachpattern.Followtheblackoutlines.Step 3:Foldalongallthebrokenlines.Step 4:Glueallthetabssothatthenumbersandgraytabsmatch.

Step 5:Writethenameofthespecialpersonontheheart.Step 6:Seehowitpopsupwheneveryouopenthecard!

274

Lesson 11: Real or Made-upLet’s TryI. Listen to your teacher as he/she says the name of

each picture. Write the missing letters (ch, sh, wh, th, or ph).

II. Write R if the story is real and F if it is a fantasy. 9. Jack and the Beanstalk10. The Story of Manny Pacquiao11. Ang Alamat ng Pinya

III. Choose a word from the box that will best describe each picture. Write your answer on the blank.

hot light cold small round

14.

12.

15.

13.

1. __ __ eese

5. _ _ op sticks

2. __ __ orts

6. __ __ ell

3. __ __ istle

7. __ __ one

4. __ __ umb

8. __ __ ild

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The Pixies and the Lazy HousewifeBy Mary Calhoun

Retold by Dali Soriano

Long ago in England, people believed in pixies. These invisible little people loved neatness. They cleaned the house of people they liked. They play tricks on lazy housewives. Bessy was a messy housewife. She didn’t want to wash the dishes. She never swept the floor of her cottage. Mice made a nest behind her broom. It was strange that the pixies did not punish her.

One summer, Bessy saw pixies in the field. Bessy pretended to be sick. She groaned, saying, “Oh, I am too sick to clean my house. Please help me.” “What’s the matter?” said a pixie. Bessy said, “Who is that?” A pixie replied, “It’s Willy. I’ll help you.” “Thank you, please come home with me,” Bessy said. Willy and the pixies jumped into Bessy’s basket. When they got home, Bessy went straight to bed. The pixies started cleaning. They washed the dishes and the dirty clothes. They scrubbed the floor and swept away the cobwebs.

The next day, Willy went to Bessy’s bed and asked, “Can you get up today?” Bessy just groaned and said, “I’m still too sick to get up.” So the pixies cleaned the house again. When they left, Bessy jumped and sang. “Tralalala. I have the pixies to work for me. I can just stay in bed.” Bessy did not know that the pixies were watching her. Willy laughed, “Hahaha, playing a trick on us? Here,

Let’s Listen

276

take this.” Willy pinched Bessy’s nose. The other pixies messed up the house. They ate all the food and blew out the candles. Bessy ran out of the house but the hill was misty. Bessy got lost. When the mist cleared up, Bessy went home. When she got home, Willy was in her house. “Get to work, lazy Bessy, or I’ll pinch you,” commanded Willy. When the house was clean, the pixies left. Bessy always cleaned her house after that. Willy and the other pixies might come back.

Comprehension Questions:

1. Why did Bessy pretend to be sick?2. Would you like to live in Bessy’s house? Why? 3. What can you do to keep your house clean?

We Can Do It

Recall the important events and tell which of them could happen in real life (real) and which are made-up (fiction).

Write the fiction or made-up events in the circles on the left. Write the “real” events in the circles on the right.

Fantasy Real

277

I Can Do It

Look at the picture of the story “The Pixies and the Lazy Housewife.”

Color all things which really exist with any color of your choice except yellow.

Use yellow to color all the things that are not real.

278

Lesson 12: Fiction or Non-FictionLet’s Try

Tell whether the event is a fiction or non-fiction.

1. Bessy’s house was messy.2. The pixies cleaned her house.3. The pixies punished Bessy.4. Bessy was a lazy wife.5. The pixies love cleanliness.

Draw in the box how you keep your place (house and school) clean and orderly.

279

Lesson 13: AdjectivesWe Can Do It

Give names of persons, places, things, animals, or events that may be described by the given adjectives in the first column.

Remember This

Adjectives are words used to describe persons, places, things, animals, or events. They may talk about the size, color, shape, taste, smell, texture, and other qualities. They may also tell about number or quantity.

Adjectives Persons, Places, Things, Animals, or Events

small

cold

sweet

hard

old

young

red

round

green

delicious

280

I Can Do It

Choose as many adjectives as you can from the list to describe the words in the box:

red kind tall big hot thin many soft dry green near short rich pretty cold round happy honest

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

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Measure My Learning

Read the story below, then answer the questions.

“This is the grassy area, Little Mouse,” said Mama Mouse. “Do you remember this place?”

“Oh, yes,” said Little Mouse. “I remember.” “This is the grassy place, where strawberries smell sweet, where busy bees buzz, where tiny birds tweet in a warm nest. This is where I live!”

Let’s Answer What words tell about the things in the grassy

area? Find the words in the story and write them on the blanks.

1. What kind of place is the area where the mice live? A ______________________________________ place

2. What kind of smell do strawberries have? ______________________________________ smell

3. What kind of bees buzz? ______________________________________ bees4. What kind of nest is there in the grassy area?

______________________________________ nest5. What kind of birds tweet? ______________________________________ birds

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Lesson 14: What Sound?Let’s Answer

Write wh to complete the names of the pictures. Box the illustrations with the sentences.

Remember This

A consonant digraph is a combination of two (or more) consonants sounded as one.

Examples: ch /ch/ church wh /wh/ white sh /sh/ shoes th /th/ things

The coach is blowing his __ __ istle.

The lion trainer has a __ __ ip.

I will paint my room __ __ ite.

What a huge __ __ ale.

What did you say? __ __ isper it in my ear.

The gardener is pushing a __ __ eelbarrow.

283

I Can Do It

Name the things hanging on the line. Write sh to complete the names of the pictures that have the same beginning sound like show. On the line before the number write the letter of the object that matches its name. The first one was done for you.

AB C D E F G H

__ 1. __ __ oe

__ 2. __ __ eet

__ 3. di __ __

__ 4. __ __ irt

__ 5. __ __ ell

__ 6. lea __ __

__ 7. __ __ orts

__ 8. fi __ __

sA h

284

Measure My Learning

Write ch or tch to complete the name of each picture. Then, read the words.

Write a sentence using two of the words above.

__ __ urch __ __ ief __ __ in

stre __ __ __ wa __ __ __ __ __ ain

ca __ __ __ bran __ __

285

Lesson 15: Writing a Simple Story Using AdjectivesMeasure My Learning

A. Read the story. Say the name of each picture as you read.

mouth thumb thirty tooth teeth

Minda woke up with a loose . She

wiggled it with her but nothing

happened. Then, Minda looked at the clock.

She had only minutes to get ready for

school. She opened her very wide. She

brushed her . Suddenly she hit the loose

and it fell in her hand.

B. Write a word from the box to name each picture.

______________________

___________ ______________________

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C. Write a consonant digraph to complete the word that best describes the picture.

1. a __ __ ite cloth

2. a __ __ ack shadow

3. two pairs of __ __ ears

4. two __ __ ips

5. a __ __ ick book

287

Lesson 16: What Do You Mean?Let’s Try

I. Lookatthepicturesandfillinthechartwiththeappropriate adjectives.

6. Leo is independent. He doeshisworkwithoutaskinghelpfromothers.

7. Ournewpillowsaresoft.8. Theyoungswimmer

reached the bottom ofthesea.

9. Riding on a jeepney is usualtomostFilipinos.

10.LolaBulayoftentellsweird stories.

II.DrawalinetoconnectthewordincolumnAwithitsmeaningincolumnB.

A Ba. strange

b.thelowestpart

c.common

d.self-reliant

e. not hard

Object/s Adjective1.

2.

3.

4.

5.

288

III.Writetheinitialconsonantdigraphoftheeachwordbelow.

11. ___ ___ ine 14. ___ ___ at

12. ___ ___ op 15. ___ ___ arp

13.______eel

Get Set

Doyouwanttogetamedalandbeproudofyourself?

Findyourwayoutfromyourschooltoreachthetopandgetyourmedal.

289

Let’s Listen

ListenasyourteacherreadsthestoryofLot-Lot.Findoutwhatshedoestobebright.

We Can Do It

MatchthesentenceinColumnAwiththecorrectmeaningoftheunderlinedwordinColumnB. Thefirstonewasdoneforyou.

• a toy

• the highest place

• on the surface

A B

• difficult

• notsoft

• putmore effort

• without paying

• nothing to do

• enjoying freedom

1.WecelebrateIndependence Day because weareanindependent country.

2. This rock is hard.

3.I’llhelpmycountry get to the top.

290

Measure My Learning

Eachpairofsentencesbelowshowstwodifferentmeaningsofthewordindarkletters.Ontheblankbeloweachpicture,writetheletterofthesentencethattellsaboutthepicture.Thefirstonewasdoneforyou.

A.Theboxisheavy,notlight.

B.Theboyturnsonthelight.

A.Pleaseclose the door beforeyouleave.

B.Weareclose to the endoftheroad.

A.I’mgladyouaretakingsomerest.

B. Therearesevenbasketsofmangoes.Leaveoneformeandtakehometherest.

A.Turnrightatthenextcorner.

B.Gojointhem.Youhavethe righttoplay.

__________________________ __________________________B A

__________________________ __________________________

__________________________ __________________________

__________________________ __________________________

__________________________ __________________________

A.Thetelephonerings.B.Thelionjumpsthrough

the rings.

291

Lesson 17: Good Study HabitsLet‘s Read

Readtheshortpoemsilently.

I Study Hard By Amcy M. Esteban

Istudyhardinschooleveryday. IdomyhomeworkbeforeIplay. Ifollowmyteacherswhentheysay, “Justdoyourbestandhaveasuccessfulday.”

Let’s Answer

1. Whendoesthechildstudyhard?

______________________________________________

2. Doyoufinishyourhomeworkbeforeyouplay?Whyorwhynot?

_______________________________________________

3. Whatdoestheteachersayinthepoem?

_______________________________________________

4. Whydoyouneedtofollowyourteacher?

______________________________________________

5. Whydoesachildneedtostudyhard?

______________________________________________

292

Lesson 18: Let’s Give a Clearer PictureGet Set Lookatthetwopicturesofalibrary. Identifythedifferences.

(Dothisactivitybygroup.Thefirstgroupwhichwillbeabletospotallthedifferenceswins.)

Let’s Aim Lot-lotisabrightpupilbecauseshealwayscomes

tothelibrarytoreadbooks.Letusreadwhatshesaysaboutthem.

1. I read interesting books.2. Ireadtwobookseveryday.3. Bookstakemetobeautifulplaces.4. Imeetnewfriendsinthelibrary.5. Iseesmallandbigbooksthere.6. Ireadstoriesaboutwildandtameanimals.7. Iseepicturesofredflowersandgreenplants.8. Iseepicturesofcolorfulfish.

Let’s Answer1. WhatdoesLot-lotdointhelibrary?2. Howmanybooksdoesshereadeveryday?3. Whatdoessheseeinthelibrary?

293

We Can Do It Readeachsentenceagainandidentifythe

adjectiveusedandtheworditdescribes.Writeyouranswersinthepropercolumn.

Remember This

Adjectivesgiveusaclearerpictureofa person,place,thing,animal,idea,orevent. Italsotellsusthenumberorquantity.

I Can Do It Comingtoschooldoesnotonlymakeuslearn.It

givesusfun,too.Chooseanddescribeonefromthefollowingthatmakesyouexcitedincomingtoschool.Useappropriateadjectives.

1. importantpersoninschoolwhoinspiresyou(e.g.,teacher,principal,classmate,librarian)

2. favoriteplaceinschool(classroom,library,readingcorner,canteen,computerroom,sciencelaboratory,homeeconomicsroom)

Adjectives Word Described 1. 2. 3. 4. 5. 6. 7. 8.

294

3. favoriteschoolactivity(experiment,recitingpoems,readingstories,groupwork,artactivities,P.E.activities,sports,Music,etc.)

4. yourbestfriend

Lesson 19: Just One SoundGet Set

Boxallthewordsthatarerelatedtoschoolorstudy.Then,writethemontheboard.

Let’s Aim

Readthewordsyouhavewrittenontheboardandnoticetheunderlinedletters.

W E E E Y G S E B N

A B X D F R T D S B

T T T E A C H C F E

E H G W R A O O E P

E I R E U R J A T H

D B A C K P A C K O

D A P S U W D H E N

R T H S J T S T S I

I C E W P N O N I C

I H Y U O M A A S S

O U T H I N K D S F

P M O O K I E S C S

295

We Can Do It

Addmorewordswithconsonantdigraphtothelist.Thegroupwiththemostnumberofwordslistedwins.

Remember This

Consonant digraphsmaybefoundinthebeginning,middle,andfinalpositions.

Examples: chain(beginning) pocket(middle) lunch(final)

Group1/sh/shoulder

Group2/th/ thick

Group4/wh/white

Group5/ck/clock

Group3/ch/chalk

296

I Can Do It

Writethenameofeachobject.

Lesson 20: Memory GameLet’s Try WhatarethegoodstudyhabitsofLot-lotthatyou

shouldalsopracticetobeagoodpupillikeher?

Get Set Look at the pictures. Nowcloseyourbook. Namethepicturesintheirpropersequence

startingfromtheleft.

1. 4.

2. 5.

3.

297

Let’s Aim

Studyingwellisagoodhabittodevelop.Memorizingimportantdetailsisveryhelpful.Hereisamemorygametohelpyouhavefunwhilememorizingthings.

Ready!

Step 1:Colorthecardsabove.Makesureyouuse thesamecoloronthesamepictures.

Step 2:Cutoutthewhole bigbox.Followthethickblackoutline.

298

Step 3:Spreadglueonthebackofthewholebox andglueitonanoldfolderorcardboard.

Step 4:Whenitdries,cutthesmallcardsalongthe dottedlines.

Theobjectofthegameisforaplayertogetthemostnumberofmatchingcards.

We Can Do It

Set!

Laythecardsupsidedownonthetableinagridform.

Go!

Player1upturnstwocards.Iftheyarenotthesamepicture,theymustbeplacedbackupsidedown.Ifthepicturesarethesame,Player1keepsthem.

Thenit’splayer2’sturn.Player2upturnstwocardsandtriestoseeifthecardsmatch.

Theplayerstaketurnsupturningthecards.Theplayerwiththemostnumberofmatchingcardswins.

Measure My Learning

Let’strytotestyourmemoryagain.

Recallallthewordswithconsonantdigraphsthatyouhavelearned.

299

Lesson 21: I Can Follow DirectionsLet’s Try

A.Howmanysyllablesarethere?Writeyouranswerontheblank.

B. Canyoufollowdirections?Followthedirectionsgiven.Drawtheminthebox1.Drawastraightline.2.Writeyournameontheline.3.Writeyourteacher’snamebelowtheline.

C.Doyouknowhowtouseonandin? Writeonorinontheblank.

Thedollis_____thechair.

Theballis_____thebox.

___1.bag ___2.pencil

300

D.Isitoioroy? Writethemissingletterstocompletetheword.

E. Whichisthecorrectcontraction?Encircleit.

1. it is it’s i’ts its’

2.are not are’nt aren’t ar’ent

3. they are the’yre the’re they’re

F. Whichis1,2,and3whenarrangedinorder? Write1,2,or3beforetheword.

Matisagoodb_____.

Motherusescooking_____l.

___hen

___cow

___pig

Drawhen

Drawcow

Drawpig

301

Get Set

Thesearesomeofthesymbolsofourcountry.

Let’s Aim

Thisisthenumber1symbolofourcountry.

The Philippine flag

Thebaro’tsayaandbarongtagalogareournationalcostume.

Thecarabaoisournationalanimal.

Sampaguitaisour national flower.

302

Let’s Aim

Do you respect the Philippine flag? How do youshowyourrespectforthePhilippineFlag?

Letusreadthestory.

LampinBy Filipina T. Villapando

Retold in English by Dali Soriano

“Fa...llin!Attennn...tion!Readyyyy...March!”shoutedAntonio,theboysoldiereverytimeheplayedwithhisfellowboysoldiers.

Antonio’sfavoritegamewhenhewasaboywasplayingtheroleofasoldier.Hewantedtobecomeageneralwhenhegrewup.Everydayafterschool,andonweekendstoo,hewouldassemblehistroopsattheparkneartheirbarangaytoplay

303

thesoldier.Theyusedgunsandswordsmadeofbamboo.Theyusedaluminumpotsashelmets.“What flag can we use?” asked Antonio. “That’s easy.Iknowwheretogetone,”repliedJose.Heranhomeandpulledonenice,rectangularwhitesheetfromhismother’sclothesline.“Wheredidyou get this? It’s perfect for a flag,” Antonio asked. “Frommymother’slaundry,”answeredJose.“Won’tyourmothergetupset?”askedtheworriedAntonio.“Don’tworry.Iaskedpermissiontousemylittlebrother’slampinforourgame,”laughedJose.

“Fa...llin!Attennn...tion!Readyyyy...March!”commandedlittlegeneralAntonio.Josemarchedin front carrying the flag on a bamboo pole.

Whenthelittlesoldiersgottired,theystoppedtobuytaho.Joserushedtoeathistaho.Unfortunately,hespilleditonhisfeet.Hequicklypickedupthelampinandwipedhisstickyfeet.

“Jose! Why did you put dirt on our flag?” shouted theangryAntonio.

“What flag? This is nothing but a lampin!”repliedJose.

“Yes,it’salampin but we made it our flag,” answeredAntonio.

Alampin flag, huh!” Jose threw the lampinontheground.Hesteppedonitrepeatedlyasiftocrushit.

ThisangeredAntonioallthemore.HeorderedhistrooptocircleJoseandwatchhimdo10push-ups.

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Let’s Answer

Answerthequestionscorrectly.

1. DidtheboysshowrespectforthePhilippineflag?

2. Whoplayedtheroleofthegeneral?3. Asgeneral,whatdidAntonioaskhistroopstodo?4. WhydidAntoniogetangry?5. IfyouwereAntonio,wouldyoualsofeelthe

same?

Remember This

Beexactinfollowingdirectionssothatyouwillnotgowrong.

Joseshouted.Hismotherheardthisandrushedtoseewhathappened.AfterlisteningtoAntonio’sstory,Jose’smotherpickedupthedirtylampin.LookingJosestraightintheeyes,Jose’smotherfirmly said, “Learn to respect what the flag stands for.Nowdo10morepush-ups!”“I’msorry,”wasallthatJosecouldsay.

ComprehensionQuestions:

1.Whatdidthelampinstandfor?2. How do you show respect for our flag?

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B. Writethelettersofeachwordinreverseorder.Thefirst one was done for you. The letters of “tar” in reverseorderis“rat.”

tar pan

tap part

spot peels

on pot

pit gut

rat

I Can Do It

A.Dothefollowingdirections.

1. Drawacircle.Insidethecircle,drawastar.Writeyournamebelowthecircle.

2. Drawasquare.Insidethesquare,drawaverticalline.Colororshadetheleftside.

3. DrawaletterY.PuttheletterYinsideastandingrectangle.Draw3starsineachcornerandasuninthemiddle.Thesunshouldhave8rays.

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Lesson 22: I Can PerformLet’s Aim

Readtheshortpoem.

I Am Proud of My Country By Rose Ann B. Pamintuan

“IamaFilipino,”myteachersaidtome. WhereverImaygo,whereverImaybe Ishouldtellothersofmycountry’sbeauty.

“IamaFilipino,”myteachersaidtome. WhoeverImaymeet,whoeverImaysee ProudofthePhilippines,Ishouldalwaysbe.

Let’s Answer

Thinkofwordsthatbeginwitheachletter. Thewordsshouldmakeyouthinkofourcountry. Writethewordsinthebox.

P – H – I –

I – L – P –

P – I – N –

E – S –

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We Can Do It

Letusdotheactionshowninthepictures.

I Am Proud of My Country By Rose Ann B. Pamintuan

“IamaFilipino,”myteachersaidtome

WhereverImaygo,whereverImaybe

Ishouldtellothersofmycountry’sbeauty

“IamaFilipino,”myteachersaidtome

WhoeverImaymeet,whoeverImaysee

ProudofthePhilippines,Ishouldalwaysbe.

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Lesson 23: I Can ObeyLet’s Aim

Readandstudythesentences.

1. Josethrewthelampinontheground.

Pictureoflampininthecabinet

2. Motherkeepsthelampininthecabinet.

WheredidJosethrowthelampin? ontheground

WheredoesMotherkeepthelampin? inthecabinet

Whataretheunderlinedwords?onandin

Let’s Answer

Drawwhatisasked.

1. Thebatisonthebed.

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2. Thepencilisinthepencilcase.

Remember This

Onandinareprepositions.Theyshowexactlywhereanobjectis.

I Can Do It

Completethesentenceswithonorin.

Thecatis_____themat.

Theballis_____thechair.

Theshoesare_____thebox.

1.

2.

3.

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Thevaseis_____thetable.

Thebagis_____thecabinet.

4.

5.

Lesson 24: I Can Match Letter PatternsLet’s Aim Readandstudythesentences.

Antonioisaboy. Hisfavoritetoyisabamboogunandsword.

Whataretheunderlinedletters?/oy/isadiphthong.

Adiphthongisasoundmadewhentwovowelsoundsareputtogether.

Let’s PracticeA.Let’spracticereadingthefollowingwordswith

/oi/or/oy/.

oil spoil toy ployboil joint joy enjoycoil point boy destroysoil voice coy loyal

broil choice soy royal

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B. Connectthepicturewiththe/oy/or/oi/.

Remember This

/oy/isadiphthong. Adiphthongisasoundmadewhentwo

vowelsoundsareputtogether.

oi oy

oi oy

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I Can Do It

Completethesentencewiththewordthathasthesamevowelsoundliketoy.

1. The___________putsallthebooksonthetable.

2. Willyou___________ourteam?

3. Please___________tothesign.

4. Anothernamefordirtis___________.

5. Ihearaloud___________.

6. Frankspokeinaloud___________.

boy, joy, toy

join, joy, coin

oil, toil, point

coil, soil, oil

foil, boil, noise

joys, voice, noise

drawpointtothesign

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Measure My Learning

Write(ü)ifyouhearthediphthong/oy/.

1. __________join 6.__________coin2. __________story 7.__________point3. __________noisy 8.__________train4. __________boy 9.__________stick5. __________ floor 10. _________ boil

Lesson 25: I Can Shorten WordsLet’s Aim

Readandstudythesentences.

Don’tworry. It’s perfect for a flag. Do notworry. It is perfect for a flag. Won’t yourmothergetupset? Will notyourmothergetupset?

That’s, don’t, it’s,andwon’tareexamplesofcontractions.

Let’s Answer

Letuspracticewritingcontractions.

1. willnot won’t __________________2. donot don’t __________________3. arenot aren’t __________________4. isnot isn’t __________________5. cannot can’t __________________6.Iam I’m __________________7.didnot didn’t __________________8. wasnot wasn’t __________________9. theywill they’ll __________________10.letus let’s __________________

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Remember This

Contractionsaretheshortformoftwowords.Weuseanapostrophe(’)inplaceofthelettersweremoved.

I Can Do It

Ontheblanksbeloweachsentence,writethetwowords that make up each contraction. The first onewasdoneforyou.

1. I’m goingtohelpmyfatherinthestoretomorrow.________________

2. Theteacherdidn’tseeMariocomein.________________

3. Themangowasn’t goodenoughtoeat.________________

4. They’ll try to finish their work thisafternoon.________________

5. Let’s sendoursickclassmateaget-well-sooncard.________________

I am

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Lesson 26: I Can Retell StoriesLet’s Try

A.Writeunderorovertocompletethesentence.

1.Thebusispassing_______thebridge.

bl____se6. pl____7.

c____4. h____se5.

B. Isitoworou?Writeoworou.

2.Thebusispassing_______thebridge.

3.Thedogjumped________thefence.

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C.Studythegraphthenanswerthequestions.

108642

Boys Girls

Grade 2 – Magalang Enrolment

8.Howmanyaretheboys?9.Howmanyarethegirls?10.Whatisthetotalnumberofpupils?

Let’s Aim

Letusreadthestory.

The Old Man and His SonsFrom PatNelson’sMagicMinutes:QuickReadAloudsforEveryDay

Retold by Dali Soriano

Oncetherewasanoldmanwhohadmanysons.Theyalwaysquarrelledwithoneanother.Theyquarrelled over who should use the bathroom first. At meal time, they would fight over who got to the table first. The old man had often begged his sons tolivetogetherinpeace,butwithoutsuccess.

Oneday,hecalledthemtogether.Heshowedthemabundleofbarbecuesticks.Heaskedeachoneofthemtobreakthebundle.Eachone

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triedwithallhisstrengthbutthebundledidnotbreak.Thencuttingthecordthatboundthestickstogether,theoldmangavehissonsastickeach.Thenhetoldhissonstobreakit.Thiswasdonewiththegreatestease.Theoldmanexclaimed,“See,mysons,thepowerofunity!Ifyoubindyourselvestogetherwithbrotherlylove,youcanwinanyfight.”

“Divided you will fall, united you will stand.”

Let’s Answer

Answerthequestionscorrectly.1. Whatdidthesonsquarreloveralways?2. Whathappenedwhentheyfought?3. Whatdidthefathertellthemwhentheyfought?4. Howdoyoushowunityinyourfamily?5. Howdoyoushowunityintheclassroom?6. Isunityimportantinourcountry?Whyorwhynot?

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We Can Do It

Numberthepictures1to3.Writeasentenceabouteachpicture.

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

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Lesson 27: I Can Respond to SituationsLet’s Read

Readtheverse.To Be Honest, To Be True

By Rose Ann B. Pamintuan

Ipromisetobehonest;IpromisetobetrueIwillnottellalie;Ihopeyouwon’t,too.

IwillsayIamsorryifIdosomethingwrongTospeakthetruthalwayswillbemyheart’ssong.

IwilltellyouthetruthyoucanalwaystrustmeIt’sbesttobehonest,don’tyouagree?

Let’s Answer Studythesituation,thenactitout.

BenandTedareplayingcatchballinthehouse.BenthrowstheballsohardthatTedisnotabletocatchit.TheballhitsandbreaksthefavoritevaseofNanay.WhenNanayarriveshome,whatdoyouthinkshouldBenandTeddo?

We Can Do It Studythesituation,thenactitoutasagroup.

Joel,Mark,Jane,Seth,andDaveareclassmates.Theyarealsoneighbors.Thatiswhytheygotoschooltogether.Onemorning,ontheirwaytoschool,theydecidetoplayintheplayground.Theyarehavingsomuchfunthattheyforgetthetime.Whentheirteacherasksthemwhytheyarelate,whatshouldtheysayanddo?

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Lesson 28: I Can Describe PicturesGet Set

Studythesentences.

1. Thebluecarispassingoverthebridge.2. Theredboatispassingunderthebridge.

Whereisthecarpassing? overthebridgeWhereistheboatpassing? underthebridge

Remember This

Overisaprepositionwhichmeansontopof.Underisaprepositionwhichmeansbeloworbeneath.

I Can Do It

Studythepictures. Completethesentencesbywritingunderorover.

Theboyis__________thebed.

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Theslippersare__________thechair.

Themaniswalkinginthe__________pass.

Thecarsarepassingthroughthe__________pass.

The helicopter is flying _________ thebuilding.

Measure My Learning

Studythepictures. Answerthequestionsusingunderorover.

Where is the plane flying?1.

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Whereistheboysleeping?2.

Whereisthemousehiding?3.

Wherearetheshoes?4.

Whereisthesubmarine?5.

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Lesson 29: I Can Read Graphs Let’s Aim Readthestory.Then,studythegraphbelow. Oneday,myfamilyandIvisitedthefarmofMang

Pedro.Isawlotsofanimalsthere.Therewerecows,pigs,dogs,ducks,andcats.MangPedrohelpedmecounttheanimals.

HereisthenumberofanimalsinMangPedro’sfarm.

Number of Mang Pedro’s Animals

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1.WhatweretheanimalsinMangPedro’sfarm?2.HowmanycowswerethereinMangPedro’s

farm?3.HowmanypigswerethereinMangPedro’s

farm?4.HowmanydogswerethereinMangPedro’s

farm?5.HowmanyduckswerethereinMangPedro’s

farm?6.HowmanycatswerethereinMangPedro’s

farm?

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Let’s Answer

Readthestory.Thenstudythegraph.

BesideMangPedro’sfarmisthevegetablefarmofMangJose.MangJosesellshisvegetablesjustalongtheroad.

Mang Jose’s Vegetable Stand

5kilograms

4kilograms

3kilograms

2kilograms

1kilograms

1. HowmanykilogramsofpetsayarethereinMangJuan’svegetablestand?

2. HowmanykilogramsofampalayaarethereinMangJuan’svegetablestand?

3. HowmanykilogramsofeggplantarethereinMangJuan’svegetablestand?

4. HowmanykilogramsoftomatoesarethereinMangJuan’svegetablestand?

5. HowmanykilogramsofonionsarethereinMangJuan’svegetablestand?

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I Can Do It

Readthestory.Thenstudythegraph. AcrossthestreetofMangPedro’svegetable

standisMangPablo’sfruitstand. Mang Pablo’s Fruit Stand

5baskets4baskets3baskets2baskets1basket

1. HowmanybasketsoforangesarethereinMangPablo’sfruitstand?

2. HowmanybasketsofpineapplesarethereinMangPablo’sfruitstand?

3. HowmanybasketsofmangoesarethereinMangPablo’sfruitstand?

4. HowmanybasketsofwatermelonsarethereinMangPablo’sfruitstand?

5. HowmanybasketsofapplesarethereinMangPablo’sfruitstand?

Measure My Learning Readthestory.Thenstudythegraph. AlingFloraisthewifeofMangPablo.WhileMang

Pablo sells fruits, Aling Flora sells flowers.

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Aling Flora’s Flower Shop

1. Howmanydozensaretheroses? Thereare__________dozensofroses.2. How many dozens are the sunflowers? There are __________ dozens of sunflowers.3. Howmanydozensarethemums? Thereare__________dozensofmums.4. Howmanydozensarethedaisies? Thereare__________dozensofdaisies.5. Howmanydozensarethecarnations? Thereare__________dozensofcarnations.

5dozens

4dozens

3dozens

2dozens

1dozen

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Lesson 30: I Can Connect SoundsLet’s Aim

Recitetherhyme.

AdoggieonthestreetIfound.

It’srunningcrazilyaround. Sniffing the grass and the

ground; Andmakingloudbarkingsound. Bow-wow-wow! FromsuchasmalldoggieIaskedhow Itcanmakealoudsound; You’dthinkit’sabigcow.Let’s Answer

Answerthefollowingquestionscorrectly.

1. What did I find on the street?2. What was it sniffing and making?3. Whywouldyouthinkit’sabigcow?4. Whataretheunderlinedletters?5. Whatsounddotheymaketogether?

Let’s Practice

A.Readthefollowingwordswithdiphthong/aw/.

bow wow foul hourcow plow house flourhow owl louse loudnow fowl mouse shout

down howl stout mouth

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B. Matchthedrawingwithouorow.

ou

Drawingowl

Drawingmountain

ow

Remember This

/aw/isadiphthong.

I Can Do It

A.Readthepoem.Circleeachwordthathasthesamevowelsoundashouse.Thenwritethewordswheretheybelong.Canyouthinkofotherwords?Writethemdown,too.

Thelittlebrowndoggie Ifounddownthestreet, Wouldrunaround Andsnifftheground. Howhe’ddancearound Withalittlebarkingsound— MylittledoggieBrown.

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Spelled like “cow”____________________________________________________________________________________________

Spelled like “house”____________________________________________________________________________________________

cr __ __ n m __ __ ntain

m __ __ se

B.Completethenameofeachpicture.Writeouorowontheblanks.

st __ __ t

Measure My Learning

Checkifyouhear/aw/. Crossifyoudonothear/aw/.

1. crown_____ 4.brown _____2. road _____ 5.home _____3. flower _____

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Lesson 31: I Can Perform Simple InstructionsLet’s Try

I. Dothefollowinginsidethebox.

1.Drawacircle.2.Drawastarinside

thecircle.3. Write the first letter

ofyournameinsidethestar.

II. Drawalinetoconnectthesynonyms.

4. hot •little5. small •warm6. happy •glad

III.Matchthedrawingwiththesteps.

Write1to4inthebox.

Howtodrawastar:

7. DrawanupsidedownV.

8. Drawastraightlineupwardtotheleft.

9. Drawastraightlineacrosstotheright.

10.Drawastraightlinedownwardtotherighttoyourstartingpoint.

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Let’s Aim

Letusreadthestory.

Museum Tour By Rose Ann B. Pamintuan

ItwasabrightFridaymorning.AllthegirlsandboysofGrade2-Mabaitwereallexcited.Itwasthedaytheyweregoingtothemuseum.Itwastheir first time.

At7o’clock,theirteacher,MissNora,toldthemtolineup.“Fallinlinebytwos.”Thegirlsandboyslinedup.

MissNoraledthemtothebus.“Watchyourstep,”shesaidaseachgirlandboyclimbedupthestepsofthebus.

Onceinsidethebus,theteacherremindedtheclass,“Donotstandwhilethebusismoving.Donotopenthewindows.Putyourtrashinthetrashbag.”

Atthemuseum,thegirlsandboyslinedupagainattheentrance.Beforeentering,themuseumguidetoldthem,“Donottouchtheexhibit.”

Inside,thechildrensawmanyinterestingthings.Themuseumguidetoldthemwhattheexhibitwasabout.Thechildrenaskedquestionsandtheguideansweredthempatiently.

Aftertheirmuseumtour,thechildrenwentbacktothebus.TheywereagaintoldbyMissNoratoremainontheirseatsandnottoopenthewindows.

Thechildrenweretiredbuttheyenjoyedthemuseumtourverymuch.

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Let’s Answer

Answerthequestionscorrectly.

1. WhywerethegirlsandboysofGrade2-Mabaitexcited?

2. WhydidMissNoraaskthemtolineup?3. WhatdidMissNoraremindthechildren

whentheywereinsidethebus?4. Weretheremindersimportant?Whyor

whynot?5. Whatdidthemuseumguidetellthechildren

beforetheyenteredthemuseum?6. Whydoyouthinktouchingtheexhibitwas

notallowed?7. Howdidthechildrenfeelaboutthe

museumtour?

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Agreement

OnewayofappreciatingGod’sgiftsistotakegoodcareofnature.Wildanimalsmustbesetfreesothattheywilllivehappily.Forexample,owlsmakegreatpets,butitisnotrighttokeepanowlinacage.Solet’sjustmakeapaperowltoy.

Youwillneed:thepatternbelow,coloringmaterials,scissors,andglueortape.

Step 1:Colorthepattern.Step 2:Cutoutthepattern.Followthethickblacklines.Step 3:Foldalongthebrokenlines.Step 4:Curlthebodyparttoformacylinder.(Fig.1)Step 5:Gluethegraytabtokeepitinplace.Step 6:Curlthetoppartandgluetothemainbody.(Fig.2)Step 7:GluethewingstothegraycirclesLandR.(Fig.3)

Waitforittodryandplaywithyournewpaperpet!

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Lesson 32: I Can Do ThingsGet Set

Let’stalkaboutthepictures. Theyshowsomeofyourrightsasachild.

Righttobealive

Righttobewithparents

Righttochoosefriends

Righttoqualityeducation

Righttoaname

Righttochoosereligion

Righttobasicneeds

Righttoplayandrest

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Let’s Aim

Oneoftherightsofachildistherighttoplay.Createapinwheelusingthepattern.Enjoy!

MATERIALS•scissors•coloringmaterials•1thumbtack•pencilwithan eraserattheend

Step1:Cutoutthesquareattheright.Followthethickblackoutline.

Step 2:Cutalongthedottedlinestomakefourslits.

Step 3:Usingthetipofapencil,gentlypunchaholeontheareasofthesquaremarkedwithanX.Don’tmaketheholestoolarge.

Step 5:Withthecorner flaps still bent

Step 6:Blowonyourpinwheelandwatchitspin!

tothecenter,stickathumbtackintoitsoitstaysput,andstickittothepencileraser.Step 4:Gentlybend

thepapersoallcornerswithholesreachthecenterhole.

336

Lesson 33: I Can WriteLet’s Recite Letusrecitetherap.

Different By Rose Ann B. Pamintuan

Let’s Aim Letusreadtheunderlinedwordsandtheir

synonyms. Differentcolor,can’tyousee?unlike Differentsize;Letmesee. measure Differentshape,Oh!Isee. form Boyorgirl; lad–miss youngorold, tenderage–elderly WeareallFilipinostrue. real Let’sstudymoresynonyms.

a.Lisaisagoodfriend.Lisaisanicefriend.b.Litaisabeautifulgirl.Litaisaprettygirl.c. Donisasmartboy.Donisanintelligentboy.d.Royisquiet.Royissilent.e. ThehouseofAmyisclean.ThehouseofAmy

isneat.

Remember This

Synonymsarewordswiththesamemeaning.

FromtheNorthorfromtheSouth;FromtheWestorfromtheEast

Boyorgirl;youngorold,Wearediff’rentyetthesame

Andthere’sonethingI’lltellyouWeareallFilipinostrue.

Youareyou;Iamme.Differentcolor,can’tyousee?

Youareyou;Iamme.Differentsize,letmesee.

Youareyou;Iamme.Differentshape,Oh!Isee.

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We Can Do It

Let’susethesynonymsinyoursentences. Completethesentence. Writethenameofyourfriendsorclassmates.

a._____isagoodfriend. _____isanicefriend.

b._____isabeautifulgirl._____isaprettygirl.

c. _____isasmartboy._____isanintelligentboy.

d._____isquiet. _____issilent.

e. Thehouseof_____isclean.Thehouseof_____isneat.

338

Measure My Learning

A.Fromthebox,chooseawordthathasthesamemeaningasthewordabovethepicture.Writethatword on the line. The first one was done for you.

dine huge halt build automobile picture

eat

dine______________

photo

______________

car

______________

make

______________

large

______________

stop

______________

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B. From the word in the box, find the synonym of the underlinedwordinthesentence.Writeitonthelineafterthesentence.

1.Wewereinalargeroom. __________

2.Somechildrenscreamed. __________

3.Someweremad.__________

4.Theteacheraskedthesmallchildrentositdown.__________

5.Thechildrenwereallsilent. _____________

angry big little shouted quiet

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Lesson 34: I Can Meet FriendsLet’s Aim Letusreadthestory.

The Frowning Flower By Rose Ann B. Pamintuan

TherewasaFlower–aflowerthathadafrownonitsface.Itwasfrowningbecauseitwassad.Itwassadbecauseithadnofriend.

Itlookedandlookedforanewfriend.Butitcould not find one.

TheFlowerwithafrownsatdown.Itlookedattheclouds.ThefrowningFlowerwassurprisedtoseeacloudwithasmileonitsface.

“Hello,Flower!”saidtheCloud.

“Oh!Hello,too,Cloud,”saidtheFlower.

TheCloudsmiledbrighterandsaid,“CanIbeyourfriend?”

“Ofcourse!”saidFlower.Asmileslowlyappearedonherface.

SotheFlowerandtheCloudshookhands.AndFlowersaid,“NowIhaveanewfriend.”

Fromthenon,thefrowningFlowerbecamethesmilingFlower.

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ComprehensionCheck:

1. In our story, how was the flower feeling?2. Why was the flower feeling that way?3. Whatchangedthefrownintoasmile?4. Whatmustyoudosothatyoucanhaveafriend?

Diphthong/ow/or/ou/ flowerfrowndowncloud Whatisthesoundoftheunderlinedletters?

Remember This

/ow/or/ou/isalsoadiphthong.

Let’s Practice

Let’sreadmorewordswithdiphthongs/ow/or/ou/.

cow wow out found bow plow shout hound how fowl house pound now howl mouse round

I Can Do It

Writeoworoutocompletethewords.

1.t____el 6.br____n 11.c____nt 2.v____el 7.cr____n 12.p____er 3.h____r 8.cl____n 13.sh____er 4.l____d 9.m____th 14.m____ntain 5.____ch 10.t____er 15.th____sand

342

Lesson 35: I Can Tell What Is ImportantLet’s Try

A.Readtheparagraph.Answerthequestionsnext.

Kidsareoftenhappytoseebirdsthattheywouldliketohaveoneasapet.Thethreekindsofbirdsthatare good for pets are the finches, parakeets, and cockatiels. The finches make good pets because theyarebeautifulandtheymakebeautifulsound.Theparakeetsarecolorful,small,easytocare,andcanlearntotalk.Andthecockatielscanalsolearntotalk,whistle,anddocutetricks.

1.Whichbirdsarebeautifulandcanmakebeautifulmusic?______________________________

2.Whichbirdscanlearntotalkandwhistle?______________________________________________

B. Encirclethewordwithdiphthong/ow/ineachnumber.

3. brow clue blew4. flour flow draw

C.Connecttheopposites.

5.day

6.sad

night

happy

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D.Readthenchecktheboxthattellswhatwillhappennext.

7. Evegetshernotebooksandbooks.

Shewillstudyherlesson.

ShewillwatchTV.

8. Patgetshersoapandtowel.

Shewilltakeabath.

Shewillcleantheyard.

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E. Studythegraph,thenanswerthequestions.

Dan’s Pet Shop

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9.HowmanyparakeetsarethereinDan’sPetShop?___________

10.HowmanycockatielsarethereinDan’sPetShop?___________

Let’s Aim

Lookfortheanswersintheparagraph.

Questions:

1. Howlonghavefarmersbeenmakingscarecrows?

2. Whatisascarecrow?3. Whatisitshapedlike?4. Whereisitplaced?5. Whatkindsofbirdsdoscarecrowsscareaway?6. Whyisitafarmer’sbestfriend?

345

Scarecrow

Farmershavebeenmakingscarecrowsformorethanthreethousandyears.Ascarecroworhay-manisatrap.Itisshapedlikeahumandressedinoldclothes and placed in fields byfarmerstoscareawaybirdssuchascrowsorsparrowsfromeatingtheseedsorcrops.Ascarecrowistrulyafarmer’sbestfriend.

I Can Do It

Knowtheimportantdetailsofthenextparagraphbyansweringthequestionsbelow.

Questions:

1. Whatisthecolorofthecrows?2. Wheredotheyfeed?3. Whatdotheyeat?4. Whentrained,whatcantheycopy?5. Uptowhatnumbercantheycount?

Crows

Crowsareglossyblackbirds.Theyfeedmostlyontheground,wheretheywalkaboutpurposefully.Theyeatmeat,graincrops,insects,andeggsofotherbirds.Crowsareintelligentbirds.Theycanbetrainedtocopytheirowner’svoiceortocountalouduptoseven.

346

Measure My Learning

Answerthequestionstoknowtheimportantinformationabouttheparagraph.

Questions:

1. Whatisthesizeofsparrows?2. Whatistheshapeoftheirbill?3. Whatdotheyeat?4. Whatistheircolor?5. Wherearetheyfound?

Sparrows

Sparrowsaresmallbirdswithbillsshapedlikecones.Theyeatseedsandinsects.Somesparrowsarebrown.Somearegray.Theyarefoundaroundhomesandonfarmsworldwide.

Lesson 36: I Can Tell the SoundGet Set

Recitethisrhyme.

Cockcrowsinthemorn ForearlytobedTotellustorise, Andearlytorise,Andhewholieslate; IsthewaytobehealthyWillneverbewise Andwealthyandwise.

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Let’s Aim

Let’sstudythesentences.

Thescarecrowisabirdtrap. Crowsareblackbirds. Sparrowsaresmallbirds.

Whataretheunderlinedletters? Whatisthesoundoftheunderlinedletters?

Let’sreadthewordswiththediphthong/ow/asincrow.

blow grow row stow bow know show throw flow low slow tow glow mow snow arrow

Remember This

/ow/isalsoadiphthong.

348

I Can Do It

Readthewordsinthebox.Usethewordstocompletethesentencesbelow.

1. Iwillputoutthecandlelight; I will __________ the flame out.

2. Iamgoingto__________the

balltomyteammate.

3. I__________howtospintheball.

4. Ieatalotofvegetablesanddrinkmilk.Iamgoingto__________tall.

5. Thatblackbirdlookslikea__________.

6. Thisturtleis__________.

grow crow know blow throw slow

349

Measure My Learning

Readthewordsinthebox.Completeeachsentencebelowwiththecorrectwordfromthebox.

Mybestfriendsitsinthelast____________.Herfavoritecoloris____________.Herbirthdayis____________.Shewillhavesomecandlesto____________.Afterherparty,wewillwatcha____________..

show tomorrowslow yellowflow rowblow grow

350

Lesson 37: I Can Tell What Is NextGet Set

Readthestorysilently.

The King Kalapati (Dove King) Adapted by Rose Ann B. Pamintuan

Oneday,theflockofdovesflewlowtolookforfoodledbyKingKalapati.Theyfoundsomericescatteredbeneathatree.Soallthedoveslandedandbegantoeat.

(What do you think happened next?)

Withoutwarningahugenetfelloverthemandtheywerealltrapped.Theysawahunterapproachingthemcarryingacage.

(What do you think happened next?)

Thedoveswildlyflappedtheirwingstryingtogetout,buttheycouldnot.KingKalapatigotanidea.Hetoldallthedovestoflyuptogether.Eachdovepickedupapartofthenetandtogethertheyflewoffcarryingthenetwiththem.

(What do you think happened next?)

Thehunterwassurprised.Hetriedtofollowthem,buttheywereflyinghighoverthetreesandoverthefield.TheyflewtoanearbyfarmwheretherelivedasmallmouseunderatreewhowasafaithfulfriendofKingKalapati.

(What do you think happened next?)

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Whenthemouseheardtheloudflappingofwings,hewasafraidandwentintohiding.KingKalapatigentlycalledouttohimandthenthemousewashappytoseehim.Thedovekingexplainedthattheywerecaughtinanetandneededthemouse’shelp.

(What do you think happened next?)

Themousechewedthenetwithhisteethandsetthedovesfree.Theyallthankedthemouseandflewawaytogether.

(What do you think happened next?)

Answerthefollowingquestions:

1. Whatkindofbirdsflewtogether?2. Whydidtheyflytogether?3. Wholedtheflockofdoves?4. Howandwheredidtheyfindtheirfood?5. Whathappenedwhilethedoveswereeating?6. Whatdidtheydowhentheywerecaught

inthenet?7. Howdidthebirdsescapethehunter?8. Howdidthebirdsgetoutofthenet?

352

Let’s Aim

Antonymsarewordsthathaveoppositemeanings. Letusstudythesentences.

1.Thebuildingishigh.

2.Thetreeislow.

3.Theelephantishuge.

4. Themouseissmall.

drawmouse

5.Thebirdisflyingoverthetree.

6.Themouseishidingunderthetree.

We Can Do It

Demonstratethefollowingantonyms:

1. up–down 2. near–far 3. loud–soft4. happy–sad5. first–last

353

I Can Do It

I. Readeachparagraph.Thenanswerthequestionsincompletesentences.

1.Whenschoolisover,wedomanythingsintheplayground.Roybringsouthisball.Hegoestothecourtwithhisfriends.Oneoftheboyschecksthehoop.

Whatwilltheboysdo? ____________________________ ____________________________

2.Joestopsatthelibrary.Hecomesoutwithabook.Hefindsabenchunderabigtree.Hesitsdown.

WhatwillJoedo? ____________________________ ____________________________

3.Annieisdiggingaholeforherflowerseeds.Sheputsintheseeds.Sheseesthatthesoilisdry.Shelooksaroundandfindsacanofwater.

WhatwillAnniedo? ____________________________ ____________________________

354

II.Completeeachsentence.Chooseawordfromtheboxthatmeanstheoppositeofthewordundertheline.

1.Wefeelvery_______________.sad

lost

big

in front of

a few

found small happy behind many

2.We_______________thispicnicplace.

3.Ithasa_______________,grassylawn.

4.Itis_______________ahill.

5.Wearesuretosee_______________thingsinthisplace.

355

Measure My Learning

Readeachsentence.Checkthesquarebesidethebestprediction.Thencirclethepicturethatmatchesyouranswer.

Theboyputonhisuniform. Hewillgoswimming. Hewillgotoschool.

Thewomanwrotealettertoafriend.

Shewillcallherfriendon thephone.

Shewilldroptheletterin themailbox.

Aplayeraskedforaglassofwater.

Shewilldrink. Shewillwatertheplants.

Aboyturnedonthetelevision.

Hewillwatcha televisionshow.

Hewilllistentomusic.

Thestudentswenttothelibrary.

Theywillreadbooks. Theywillhavesnacks

withtheirfriends.

356

1. Thefishpondis__________.Thefishesswimminginthepondaresmall.

2. Robinlooksshortnexttothe__________tree.

3. WhenIamhappy,I_________.WhenIamsad,Icry.

4. Theturtleisslow,whiletherabbitis__________..

5. Ialwaysbringanumbrella.Mybrother__________does.

clean, large, deep

run, study, laugh

tall, fire, fruit

can’t, never, sometimes

big, fast, nice

Agreement

Completethesentencewithawordthathastheoppositemeaningoftheunderlinedword.Choosethecorrectanswerfromthewordsbelowthesentence.

357

Lesson 38: I Can Share ThingsLet’s Aim

Letusrecitetheprayer.

Prayer for Other Children

DearGod,Ipraynotonlyformyselfbutalsoforotherboysandgirls.

AsyougivemethethingsthatIneed,mayIlearntosharethemwithotherchildren.IfotherchildrenhavemoretoysthanI,mayInotfeelbadaboutit.AndmayIlearntothinkfirstofwhatothersneedbeforeIthinkaboutwhatIneed.Amen.

We Can Do It

Studythecartoon.

Thinkandanswerthefollowing:

1. Whatdoyouunderstandaboutthispicture? __________________________________________2. Whatdoesthemanstandfor? __________________________________________3. Whydoyouthinkheishuggingthebigpiggy

bank? __________________________________________

358

Lesson 39: I Can Use a MapGet Set

Drawalinetoconnectsymbolwithitsmeaning.

Hospitalzone

Drinkingstation

Restrooms

Bicycleparking

Telephonestation

359

Let’s Aim

Let’shelpKingKalapatifindthemouse’shouse. UsethesymbolstoguideKingKalapati.

1. Flyacrossthebridge.2. Turnlefttowardsthefield.3. Turnlefttowardsthetown.4. Drawamouseonthefourthhouse.

360

Let’s Answer

Let’sstudytheschoolmapbelow.

Betty’sclassroomisnearthecomputerroom.Hernextclassismusic.Howwillshegetthere?Let’sguideBetty.

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

361

I Can Do It

Studythecitymapbelowanddotheactivity.

1. Colorthemapasfollows:

Blue–water Red–firestation Orange–houses Yellow–school Green–park Pink–cityhall Purple–hospital Brown–communitycenter

2. DrawagreenXattheintersectionofOrosaStreetand2ndAvenue.

3. DrawablackXwhereRiveraStreetmeetsCarlosBridge.

4. DrawablueXattheaddress180RiveraStreet.

5. Whatcitybuildingislocatedalong1stAvenue?

______________________________________________

362

Measure My Learning

Studythecitymap,thendotheactivity.

1. Whichbridgeisclosesttothemuseum? ______________________________________________

2. WhatparkislocatedinA2? ______________________________________________

3. Whenyoulooknorth,youseetheriver.Whenyoulookeast,youseetheHighSchool.Whereareyou?

______________________________________________

4. Whatbuildingisacrossthehospital? ______________________________________________

5. WhatistheparkalongEstrellaStreet? ______________________________________________