Eng.2 LM Unit 3 v.1 PDF

English
Learners Material
Department of Education
Republic of the Philippines
This book belongs to:
Name: ____________________________________________________
Grade and Section: ___________________________________
School: ___________________________________________________
2
This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and
other education stakeholders to email their feedback,
comments, and recommendations to the Department of
Education at [email protected].
We value your feedback and recommendations.
Unit 3
ii
English Grade 2
Learners Material
First Edition, 2013
ISBN: 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 efort 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 Philippines
DepEd Secretary: UnionBank Chairman/CEO:
Br. Armin A. Luistro FSC Justo A. Ortiz
DepEd Undersecretary: UnionBank President:
Yolanda S. Quijano, Ph.D. Victor B. Valdepeas
DepEd Assistant Secretary: UnionBank Executive Director:
Elena R. Ruiz Maria Gonzalez-Goolsby
Developmental Team of the Learners Material
Chairman: Luz S. Almeda, Ph.D.
Assistant Chairman: Rizalino Jose T. Rosales
Team Leader: Victoria R. Mayo
Writers: 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. Esteban
Contributors: Leah N. Bautista, Ana Lou N. Caspi, Ivy M. Romano and Praxedes
F. Mendoza
Editors: Victoria R. Mayo and Violeta M. Gonzales
Consultant: Norma A. Adamos, Ph.D.
Encoders: Eduardo A. Abutal and Christianne C. Quemado
Illustrator: Jose Miguel T. Tejido
Layout Artist: Ernanie S. Gonzales
Printed in the Philippines
Department of EducationInstructional Materials Council Secretariat
(DepEd-IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: [email protected]
iii
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-Goolsby
Written by: Adalia D. Soriano
Illustrations and Activity Pages by: Jose Miguel T. Tejido
Layout by: Ernanie S. Gonzales
Copy Editing by: Nancy Pe-Rodrigo
Almario, Ani Rosa
Almeda, 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. Manoling
Hael, 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, Therese
Niega, Josephine C.
Acknowledgment
Novido, Dolores G.
Pado, Felicitas E.
Pilor, Socorro A.
Quemado, Christianne C.
Quijano, Yolanda S.
Reyes, Lourdes C.
Reyes, Neil
Rosales, Rizalino Jose T.
Ruivivar, Ilene R.
Ruiz, Elena R.
Ruiz, Jean Marie E.
Salvaa, Josefina Atienza
Santos, Daisy O.
Soto, Cornelia C.
Tang, Elizabeth C.
Tay, Dexter A.
Teves, Gerard Jude F.
Tirado, Kenneth C.
Tolentino, Maria Teresa A.
Torrevillas, Zonito
Valarao, Carlos V.
Valencia, Joven M.
Varela, Francisco M.
Vidanes, Hector A.
Villanueva, Roberto P.
Villanueva, Victor A.
Villaruel, Othello T.
Vispo, Marilou G.
iv
FOREWORD
I
n our quest to make a diference 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 eforts 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 efective 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, mans principal resource is
man himself, for the transformation of each individual.
JUSTO A. ORTIZ
Chairman and CEO
UnionBank of the Philippines
v
INTRODUCTION
THE JOURNEY
T
his 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 banks corporate creed To Make a Diference 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 thats 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 Teachers Handbook using the Four-Pronged Motivational
Approach and a corresponding Students 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.
vi
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
teachers 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 programs efectiveness, UnionBank commissioned Dr. Cornelia
C. Soto of the Ateneo de Manila Universitys 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 towards
Love 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 afective 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
vii
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 childrens 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 Students WorkText for every pupil, a Teachers Edition of the
WorkText 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 efectively a nationwide program.
Coverage expanded in school year 2008-2009 to the Visayas and Mindanao, and
ATCs 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 ATCs 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 Students
WorkText and Students WorkText Teachers 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
viii
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
students 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
Learners Material (LM) and Teachers 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 [UnionBanks]
advocacy on reading and good citizenship spread throughout the land.
ix
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 UnionBanks
Goolsby and other DepEd officials, among them Undersecretary for Finance and
Administration Francisco M. Varela, Undersecretary for Legal and Legislative
Afairs Alberto T. Muyot, Instructional Materials Council Secretariat Director
Socorro A. Pilor, Adopt-A-School Program Operations Manager Merlie J. Asprer,
BEEs Dimaano, and NCRs Almeda and Mayo (the latter serving as team leader of
the DepEd-NCR LRWT), the integration of the UBLS in DepEds Grade 2 English
LM and TG and its institutionalization in the public school curriculum was
assured.
At this point, the final chapter of UnionBanks 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 Students WorkText, Students WorkText
Teachers 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
x
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 Learners Material.
According to Secretary Luistro, The LM is like a students 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 [DepEds] vision of creating a
better Philippines through the commitment of a better educational system.
This is UnionBanks 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
xi
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'#($ = + &>?332 (@ ;A- ............................................................................................................................................................................................................................241
Lesson 1: Noting Betails * .............................................................................................................................................................................................................................242
Lesson 2: Things Beie * .........................................................................................................................................................................................................................................247
Lesson S: Things Theie * ..................................................................................................................................................................................................................................2Su
Lesson 4: Consonant ClusteisBlenus * ................................................................................................................................................2S2
Lesson S: A Piouu Filipino Boy * .......................................................................................................................................................................................2S6
Lesson 6: Which Woiu. * .................................................................................................................................................................................................................................26u
Lesson 7: Talenteu Too ..........................................................................................................................................................................................................................................26S
Lesson 8: Tell Ne Who, What, Wheie, When, Why, anu Bow * ....................266
Lesson 9: I Love Ny Family anu Eveiyone in School * ...................................................................269
Lesson 1u: Wiiting a Simple Stoiy * ............................................................................................................................................................................271
Lesson 11: Real oi Naue-up *................................................................................................................................................................................................................274
Lesson 12: Fiction oi Non-Fiction ........................................................................................................................................................................................278
Lesson 1S: Aujectives * ....................................................................................................................................................................................................................................................279
Lesson 14: What Sounu. *...................................................................................................................................................................................................................................282
Lesson 1S: Wiiting a Simple Stoiy 0sing Aujectives * ..........................................................................28S
Lesson 16: What Bo You Nean. *............................................................................................................................................................................................287
Lesson 17: uoou Stuuy Babits .............................................................................................................................................................................................................291
Lesson 18: Let's uive a Cleaiei Pictuie .............................................................................................................................................................292
Lesson 19: }ust 0ne Sounu ................................................................................................................................................................................................................................294
Lesson 2u: Nemoiy uame * ..........................................................................................................................................................................................................................296
Lesson 21: I Can Follow Biiections * .........................................................................................................................................................................299
Lesson 22: I Can Peifoim ........................................................................................................................................................................................................................................Su6
Lesson 2S: I Can 0bey ..........................................................................................................................................................................................................................................................Su8
Lesson 24: I Can Natch Lettei Patteins * .................................................................................................................................................S1u
Lesson 2S: I Can Shoiten Woius * ........................................................................................................................................................................................S1S
Lesson 26: I Can Retell Stoiies *
..........................................................................................................SSu
Lesson S2: I Can Bo Things * ....................................................................................................................................................................................................................SS4
..................................................................................................................................................................................................S1S
xii
.........................................................................................................................................................S19
Lesson 28: I Can Besciibe Pictuies ..................................................................................................................................................................................S2u
Lesson 29: I Can Reau uiaphs ..............................................................................................................................................................................................................S2S
Lesson Su: I Can Connect Sounus * ..................................................................................................................................................................................S27
Lesson S1: I Can Peifoim Simple Instiuctions * ..........................................................................................................SSu
Lesson S2: I Can Bo Things * ....................................................................................................................................................................................................................SS4
Lesson 27: I Can Responu to Situations
Lesson SS: I Can Wiite * ..............................................................................................................................................................................................................................................SS6
Lesson S4: I Can Neet Fiienus............................................................................................................................................................................................................S4u
Lesson SS: I Can Tell What Is Impoitant ....................................................................................................................................................S42
Lesson S6: I Can Tell the Sounu * ............................................................................................................................................................................................S46
Lesson S7: I Can Tell What Is Next * ............................................................................................................................................................................SSu
Lesson S8: I Can Shaie Things ............................................................................................................................................................................................................SS7
Lesson S9: I Can 0se a Nap ............................................................................................................................................................................................................................SS8
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UNIT 3
School 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 lets join the fun.
So we can be good citizens
of our dear motherland.
242
UNIT 3
School Is Fun
Lesson 1: Noting Details
Lets 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. __ __ ass
6. __ __ og
9. __ __ own
8. __ __ uck
10. __ __ ush
243
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.
Lets Aim
Read the sentences. Choose the meaning of the
word in boldface.
1. Jose Rizals patriotism was the reason he died
for our country.
a. love of neighbors
b. love of country
c. 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 places
b. fruit that grows in places with warm
temperature
c. fruit that grows anywhere
244
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 fnal
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 fag below by following the
color assignment of each number. You can use
crayons or colored pencils.
red yellow blue red blue yellow
On the squares below, mix the assigned
colors and discover the new colors you can
create.
COLOR
CODE
1 Blue
2 Red
3 Yellow
3
3
3
3
2 2
1
1
247
Lesson 2: Things Here
Get Set
Recite the chant.

Lets 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 Far
By Elisa O. Cerveza
Near or far
Far or near
Here and there
There and here
One or two
Three or more
Want to know
Whats here
And there
This or that
These or those
Please let me know.
248
2. This is a carabao.
3. That is our fag.
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.
249
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.
250
Lesson 3: Things There
Get Set
Recite the chant Near or Far.
Lets 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.
251
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 sisters dolls.
She got them on her birthday.
5. _________ are small cars.
6. Oh, _________ are my fathers toy
car collection.
7. _________ are new cars.
8. _________ are my fathers favorite.
252
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?
Lets 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 Ill have a family,
Loving, helpful, and kind,
Ill raise my children to be good
Citizens of our dear motherland.
cr br gr spr tr
253
Lets 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 Boy
Get 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
Lets 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.
258
Lets 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 Im 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?
Lets Try
A. Complete the name of the picture with a
consonant blend from the box.
1. __ __ ock 2. __ __ ass
B. Write the correct wh- questions that will complete
the sentences.
9. _______ do you live?
sl f bl cl gl pl
3. __ __ ate
7. __ __ ue 8. __ __ ide
4. __ __ ass 5. __ __ anket 6. __ __ y
261
10. _______ is your favorite cartoon character?
11. _______ is your best friend?
12. _______ are you late?
13. _______ do you make a paper fower?
14. _______ will you pass your project?
15. _______ is the name of your English teacher?
C. Put a Jon the blank if the sentence shows love
for the members of the family or people in school
and L if it does not.
________16. Sara helps her mother in doing the
household chores.
________17. Rafael does not ask permission from
his parents whenever he leaves the
house.
________18. Dennis always prays for the safety of
his family.
________19. Sheryl often gets things of her
classmates without asking permission.
________ 20. Marie always greets her teachers
whenever she sees them.
Get Set
Today you will listen to the story of Wilma, a girl
who was crippled by polio when she was four
years old. Find out how she became a basketball
champion and Olympic winner in track and feld.
262
Wilmas Fight to Win
From Pat Nelsons Magic Minutes:
Quick Read-Alouds for Every Day
Retold by Dali Soriano
Wilma Rudolph was an Olympic runner. When
she was born, everyone did not think she would
live. She was a very small baby of four and a half
pounds.
When she was four years old, Wilma was crippled
by polio. The doctor told her parents that she
would never walk again. The whole family, all
19 of them, didnt believe it. Sixteen brothers
and sisters massaged and exercised her leg. Her
parents gave her heat and water treatments.
Everybody helped.
At eight years old, Wilma had a leg brace. Even
when she had a limp, she played basketball with
her brothers and sometimes, by herself. When she
was 11 years old, she played basketball on her
bare feet. Everyone was amazed. At 15 years old
she became a basketball champion.
Wilma was excellent in track and feld. When
she joined the Olympics in Melbourne, Australia,
she got a bronze medal as a member of the US
Olympic relay team. In the Summer Olympics in
Rome, she won three gold medals in track and
feld events. She was voted US Female Athlete of
the Year, Worlds Fastest Woman. The little girl
whom doctors said would never be able to walk
Lets Listen
263
got a bronze and three gold medals. Every athlete
that participated admired and respected her.
But more than that, a loving family transformed
Wilma into a real winner.
Lets Answer
1. How did Wilma become crippled?
______________________________________________
2 What did Wilmas family do to make her walk?
______________________________________________
3. What made Wilma a real winner?
______________________________________________
4. How did Wilmas family show their love and
concern for her?
______________________________________________
5. If you were Wilma, how would you feel about
yourself?
______________________________________________
6. Is there any member of your family who is like
Wilma who needs your love and concern? How
do you show your love to him or her?
______________________________________________
7. In school, how do you show your love and
concern to your classmates? To your teacher?
______________________________________________
264
We Can Do It
Put this graphic organizer on a manila paper and
present your work in front of the class.
Who is the main character in the story?
Describe her using the following timeline.
Newborn At eight At eleven At ffteen
Beyond
ffteen
I Can Do It
Retell the story by recalling the important events
using the completed timeline.
Track
and feld
champion
265
Lesson 7: Talented Too
We Can Do It
Match the picture of the important event with the
appropriate age level of Wilma.
I Can Do It
Retell the story using the series of pictures
in We Can Do It.
Beyond 15
At ffteen
At eight
At four
A B C D E
266
Lesson 8: Tell Me Who, What, Where,
When, Why, and How
Lets Aim
Read the following statements and questions.
Underline the word or phrase in the sentence that
answers each question.
1. Wilma was crippled by polio.
(Who was crippled by polio?)
2. The doctor told her parents that she would never
walk again because she was crippled by polio.
(Why did the doctor say that she would never
walk again?)
3. Her parents gave her heat and water treatment.
(What did her parents give her?)
4. When she was 11 years old, she played basketball.
(When did she play basketball?)
5. She won three gold medals in the Summer
Olympics in Rome.
(Where did she win the Summer Olympics gold
medals?)
6. She became a real winner through the love
and concern of her family.
(How did she become a real winner?)
Lets Answer
What words/ interrogatives are we going to use if
we want to ask about a person? A thing or idea?
Time? Place? Reason?
267
What specifc details do we use to answer the
following questions?
Who? ________________
What? ________________
Where? ________________
When? ________________
Why? ________________
How? ________________
We Can Do It
Choose a partner. Get to know more about him or
her by asking and answering questions that begin
with who, what, where, when, why, and how.
Remember This
We use interrogatives in asking for information.
Who is used when asking about persons.
What is used when asking about things, ideas,
or events.
Where is used when asking about places.
When is used when asking about time.
Why is used when asking about reasons or
causes.
How is used when asking about the way the
thing is done.
268
I Can Do It
1. Answer the following questions.
Sample Your
Answers Answers
a. Who are you? Henry __________
(person)
b. Where are you? in school __________
(place)
c. When do you
come here? every day __________
d. What is in your
hand? (thing) pencil __________
e. What are you
thinking? winning medals
f. Why? I want to be __________
a champion
like Wilma.
2. Write a story using your answers.
Example: I am Henry. I am in school. I have a
pencil. I am thinking of winning medals. I want to
be a champion like Wilma.
Your story:
_________________________________________________
_________________________________________________
_____________________________________________________
_____________________________________________________
3. Read your sentences aloud one at a time. Your
classmates should guess the question word for
each answer.
269
Lesson 9: I Love My Family
and Everyone in School
Get Set
How do you show your love and concern for your
family and classmates?
Lets Aim
My Family, My Treasure
By Amcy M. Esteban
I truly love my family
For guiding and loving me.
They give me love and happiness,
Like a treasure chest flled with riches.
Lets Answer
Use the poem to answer the following questions.
1. What is the author telling us about her family?
2. What kind of a person is she?
3. How can you show love and concern for your
family?
4. Do you also love your family? Your classmates?
Your teachers? How do you show it?
5. If you feel that your classmate does not like
you, would you still like him? Why? Why not?
Love
270
We Can Do It
List all the persons you love and the persons who
love you.
Think of the common things you do to show your
love for each other. Use the Venn Diagram below
to present your answer.
I Can Do It
Read the words in the box. Write the correct word
below the picture.
swing stop spill star scout
snake skirt stick swim
I
Things
We Both
Do
The Person
I love
271
Lesson 10: Writing a Simple Story
Get Set
Show your love for one of your relatives. Around
the letters, draw or write down the things you
love about this person. This person could be your
mother, your father, cousins, brothers, or sisters.
You may also choose your classmate or friend.
Enjoy!
I Can Do It
Write a simple story based on the following
questions:
1. Who are you?
I am _________________________________________.
Dear ______________________________________,
(Write the name of your loved one here.)
Look after your loved one.
Make sure he or she is always safe.
272
2. Who is your loved one?
My loved one is_______________________________.
Or
My loved ones are ____________________________.
3. Why do you love her or him?
I love him or her because _____________________.
4. How do you show your love for him or her?
I show my love for him or her by________________.
Remember This
Show your love for your parents by helping
in the household chores. Show also your
concern for your teacher and classmates
by helping clean your classroom.
Measure My Learning
Write a short story or paragraph about your family.
Use the previous activity in I Can Do It as your
guide. (10 pts.)
I am _____________________________. I love my
______________________ because _____________
____________________________________________
I show my love to my ________________________
by _________________________________________.
273
Agreement
Make a surprise pop-up card for someone special
using the pattern below.
Materials
coloring
materials
scissors
glue
Step 1: Cut out the
box. Follow the
thick black lines.
Step 2: Cut out
each pattern.
Follow the black
outlines.
Step 3: Fold along
all the broken lines.
Step 4: Glue all the
tabs so that the
numbers and gray
tabs match.
Step 5: Write the
name of the
special person on
the heart.
Step 6: See
how it pops up
whenever you
open the card!
274
Lesson 11: Real or Made-up
Lets Try
I. 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 Beanstalk
10. The Story of Manny Pacquiao
11. 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
275
The Pixies and the Lazy Housewife
By Mary Calhoun
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 didnt want to wash the dishes.
She never swept the foor 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 feld. Bessy
pretended to be sick. She groaned, saying, Oh, I
am too sick to clean my house. Please help me.
Whats the matter? said a pixie. Bessy said,
Who is that? A pixie replied, Its Willy. Ill help
you. Thank you, please come home with me,
Bessy said. Willy and the pixies jumped into Bessys
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 foor and swept away the cobwebs.
The next day, Willy went to Bessys bed and asked,
Can you get up today? Bessy just groaned and
said, Im 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,
Lets Listen
276
take this. Willy pinched Bessys 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 Ill 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 Bessys 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 (fction).
Write the fction 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-Fiction
Lets Try
Tell whether the event is a fction or non-fction.
1. Bessys 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: Adjectives
We Can Do It
Give names of persons, places, things, animals,
or events that may be described by the given
adjectives in the frst 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
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
281
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!
Lets 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? ______________________________________ bees
4. What kind of nest is there in the grassy area?
______________________________________ nest
5. What kind of birds tweet? ______________________________________ birds
282
Lesson 14: What Sound?
Lets 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 frst one was done for you.
A
B
C
D
E
F
G
H
__ 1. __ __ oe
__ 2. __ __ eet
__ 3. di __ __
__ 4. __ __ irt
__ 5. __ __ ell
__ 6. lea __ __
__ 7. __ __ orts
__ 8. f __ __
s A 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 Adjectives
Measure 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.
___________ ___________
___________ ___________ ___________
286
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?
Lets Try
I. Look at the pictures and fll in the chart with the
appropriate adjectives.
6. Leo is independent. He
does his work without
asking help from others.
7. Our new pillows are soft.
8. The young swimmer
reached the bottom
of the sea.
9. Riding on a jeepney is
usual to most Filipinos.
10. Lola Bulay often tells
weird stories.
II. Draw a line to connect the word in column A with
its meaning in column B.
A B
a. strange
b. the lowest part
c. common
d. self-reliant
e. not hard
Object/s Adjective
1.
2.
3.
4.
5.
288
III. Write the initial consonant digraph of the each
word below.
11. ___ ___ ine 14. ___ ___ at
12. ___ ___ op 15. ___ ___ arp
13. ___ ___ eel
Get Set
Do you want to get a medal and be proud of
yourself?
Find your way out from your school to reach the
top and get your medal.
289
Lets Listen
Listen as your teacher reads the story of Lot-Lot.
Find out what she does to be bright.
We Can Do It
Match the sentence in Column A with the correct
meaning of the underlined word in Column B.
The frst one was done for you.
a toy
the highest
place
on the
surface
A B
diffcult
not soft
put more
effort
without
paying
nothing to do
enjoying
freedom
1. We celebrate
Independence
Day because
we are an
independent
country.
2. This rock is
hard.
3. Ill help my
country get to
the top.
290
Measure My Learning
Each pair of sentences below shows two different
meanings of the word in dark letters. On the
blank below each picture, write the letter of the
sentence that tells about the picture. The frst one
was done for you.
A. The box is heavy, not
light.
B. The boy turns on the
light.
A. Please close the door
before you leave.
B. We are close to the
end of the road.
A. Im glad you are taking
some rest.
B. There are seven baskets of
mangoes. Leave one for
me and take home the rest.
A. Turn right at the next
corner.
B. Go join them. You have
the right to play.
__________________________ __________________________
B A
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
A. The telephone rings.
B. The lion jumps through
the rings.
291
Lesson 17: Good Study Habits
Lets Read
Read the short poem silently.
I Study Hard
By Amcy M. Esteban
I study hard in school every day.
I do my homework before I play.
I follow my teachers when they say,
Just do your best and have a successful day.
Lets Answer
1. When does the child study hard?
______________________________________________
2. Do you fnish your homework before you play?
Why or why not?
_______________________________________________
3. What does the teacher say in the poem?
_______________________________________________
4. Why do you need to follow your teacher?
______________________________________________
5. Why does a child need to study hard?
______________________________________________
292
Lesson 18: Lets Give a Clearer Picture
Get Set
Look at the two pictures of a library.
Identify the differences.
(Do this activity by group. The frst group which will
be able to spot all the differences wins.)
Lets Aim
Lot-lot is a bright pupil because she always comes
to the library to read books. Let us read what she
says about them.
1. I read interesting books.
2. I read two books every day.
3. Books take me to beautiful places.
4. I meet new friends in the library.
5. I see small and big books there.
6. I read stories about wild and tame animals.
7. I see pictures of red fowers and green plants.
8. I see pictures of colorful fsh.
Lets Answer
1. What does Lot-lot do in the library?
2. How many books does she read every day?
3. What does she see in the library?
293
We Can Do It
Read each sentence again and identify the
adjective used and the word it describes. Write
your answers in the proper column.
Remember This
Adjectives give us a clearer picture of a
person, place, thing, animal, idea, or event.
It also tells us the number or quantity.
I Can Do It
Coming to school does not only make us learn. It
gives us fun, too. Choose and describe one from
the following that makes you excited in coming to
school. Use appropriate adjectives.
1. important person in school who inspires you
(e.g., teacher, principal, classmate, librarian)
2. favorite place in school (classroom, library,
reading corner, canteen, computer room,
science laboratory, home economics room)
Adjectives Word Described
1.
2.
3.
4.
5.
6.
7.
8.
294
3. favorite school activity (experiment, reciting
poems, reading stories, group work, art
activities, P.E. activities, sports, Music, etc.)
4. your best friend
Lesson 19: Just One Sound
Get Set
Box all the words that are related to school or
study. Then, write them on the board.
Lets Aim
Read the words you have written on the board
and notice the underlined letters.
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
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We Can Do It
Add more words with consonant digraph to the
list. The group with the most number of words listed
wins.
Remember This
Consonant digraphs may be found in the
beginning, middle, and fnal positions.
Examples:
chain (beginning)
pocket (middle)
lunch (fnal)
Group 1
/sh/
shoulder
Group 2
/th/
thick
Group 4
/wh/
white
Group 5
/ck/
clock
Group 3
/ch/
chalk
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I Can Do It
Write the name of each object.
Lesson 20: Memory Game
Lets Try
What are the good study habits of Lot-lot that you
should also practice to be a good pupil like her?
Get Set
Look at the pictures.
Now close your book.
Name the pictures in their proper sequence
starting from the left.
1. 4.
2. 5.
3.
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Lets Aim
Studying well is a good habit to develop.
Memorizing important details is very helpful. Here
is a memory game to help you have fun while
memorizing things.
Ready!
Step 1: Color the cards above. Make sure you use
the same color on the same pictures.
Step 2: Cut out the whole
big box. Follow the thick black outline.
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Step 3: Spread glue on the back of the whole box
and glue it on an old folder or cardboard.
Step 4: When it dries, cut the small cards along the
dotted lines.
The object of the game is for a player to get the
most number of matching cards.
We Can Do It
Set!
Lay the cards upside down on the table in a grid
form.
Go!
Player 1 upturns two cards. If they are not the
same picture, they must be placed back upside
down. If the pictures are the same, Player 1 keeps
them.
Then its player 2s turn. Player 2 upturns two cards
and tries to see if the cards match.
The players take turns upturning the cards. The
player with the most number of matching cards
wins.
Measure My Learning
Lets try to test your memory again.
Recall all the words with consonant digraphs that
you have learned.
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Lesson 21: I Can Follow Directions
Lets Try
A. How many syllables are there?
Write your answer on the blank.
B. Can you follow directions?
Follow the directions given.
Draw them in the box
1. Draw a straight line.
2. Write your name on the line.
3. Write your teachers name below the line.
C. Do you know how to use on and in?
Write on or in on the blank.
The doll is _____ the
chair.
The ball is _____ the box.
___ 1. bag ___ 2. pencil
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D. Is it oi or oy?
Write the missing letters to complete the word.
E. Which is the correct contraction? Encircle it.
1. it is its its its
2. are not arent arent arent
3. they are theyre there theyre
F. Which is 1, 2, and 3 when arranged in order?
Write 1, 2, or 3 before the word.
Mat is a good
b_____.
Mother uses
cooking _____l.
___ hen
___ cow
___ pig
Draw
hen
Draw
cow
Draw
pig
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Get Set
These are some of the symbols of our country.
Lets Aim
This is the number 1 symbol of our country.
The Philippine fag
The barot saya
and barong tagalog
are our national
costume.
The carabao is
our national animal.
Sampaguita is
our national fower.
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Lets Aim
Do you respect the Philippine fag? How do
you show your respect for the Philippine Flag?
Let us read the story.
Lampin
By Filipina T. Villapando
Retold in English by Dali Soriano
Fa...ll in!
Attennn... tion!
Readyyyy...
March!
shouted
Antonio, the
boy soldier
every time he
played with
his fellow boy
soldiers.
Antonios
favorite game
when he
was a boy
was playing
the role of a
soldier. He
wanted to
become a
general when he grew up. Every day after school,
and on weekends too, he would assemble his
troops at the park near their barangay to play
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the soldier. They used guns and swords made of
bamboo. They used aluminum pots as helmets.
What fag can we use? asked Antonio. Thats
easy. I know where to get one, replied Jose. He
ran home and pulled one nice, rectangular white
sheet from his mothers clothes line. Where did
you get this? Its perfect for a fag, Antonio asked.
From my mothers laundry, answered Jose.
Wont your mother get upset? asked the worried
Antonio. Dont worry. I asked permission to use my
little brothers lampin for our game, laughed Jose.
Fa...ll in! Attennn... tion! Readyyyy... March!
commanded little general Antonio. Jose marched
in front carrying the fag on a bamboo pole.
When the little soldiers got tired, they stopped
to buy taho. Jose rushed to eat his taho.
Unfortunately, he spilled it on his feet. He quickly
picked up the lampin and wiped his sticky feet.
Jose! Why did you put dirt on our fag? shouted
the angry Antonio.
What fag? This is nothing but a lampin! replied
Jose.
Yes, its a lampin but we made it our fag,
answered Antonio.
A lampin fag, huh! Jose threw the lampin on the
ground. He stepped on it repeatedly as if to crush
it.
This angered Antonio all the more. He ordered his
troop to circle Jose and watch him do 10 push-ups.
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Lets Answer
Answer the questions correctly.
1. Did the boys show respect for the Philippine
fag?
2. Who played the role of the general?
3. As general, what did Antonio ask his troops to do?
4. Why did Antonio get angry?
5. If you were Antonio, would you also feel the
same?
Remember This
Be exact in following directions so that you
will not go wrong.
Jose shouted. His mother heard this and rushed to
see what happened. After listening to Antonios
story, Joses mother picked up the dirty lampin.
Looking Jose straight in the eyes, Joses mother
frmly said, Learn to respect what the fag stands
for. Now do 10 more push-ups! Im sorry, was all
that Jose could say.
Comprehension Questions:
1. What did the lampin stand for?
2. How do you show respect for our fag?
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B. Write the letters of each word in reverse order. The
frst one was done for you. The letters of tar in
reverse order is rat.
tar pan
tap part
spot peels
on pot
pit gut
rat
I Can Do It
A. Do the following directions.
1. Draw a circle. Inside the circle, draw a star.
Write your name below the circle.
2. Draw a square. Inside the square, draw a
vertical line. Color or shade the left side.
3. Draw a letter Y. Put the letter Y inside a standing
rectangle. Draw 3 stars in each corner and a
sun in the middle. The sun should have 8 rays.
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Lesson 22: I Can Perform
Lets Aim
Read the short poem.
I Am Proud of My Country
By Rose Ann B. Pamintuan
I am a Filipino, my teacher said to me.
Wherever I may go, wherever I may be
I should tell others of my countrys beauty.
I am a Filipino, my teacher said to me.
Whoever I may meet, whoever I may see
Proud of the Philippines, I should always be.
Lets Answer
Think of words that begin with each letter.
The words should make you think of our country.
Write the words in the box.
P H I
I L P
P I N
E S
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We Can Do It
Let us do the action shown in the pictures.
I Am Proud of My Country
I am a Filipino, my teacher
said to me
Wherever I may go,
wherever I may be
I should tell others of my
countrys beauty
I am a Filipino, my teacher
said to me
Whoever I may meet,
whoever I may see
Proud of the Philippines,
I should always be.
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Lesson 23: I Can Obey
Lets Aim
Read and study the sentences.
1. Jose threw the lampin
on the ground.
Picture of lampin
in the cabinet
2. Mother keeps the lampin
in the cabinet.
Where did Jose throw the lampin?
on the ground
Where does Mother keep the lampin?
in the cabinet
What are the underlined words?
on and in
Lets Answer
Draw what is asked.
1. The bat is on the bed.
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2. The pencil is in the pencil case.
Remember This
On and in are prepositions. They show exactly
where an object is.
I Can Do It
Complete the sentences with on or in.
The cat is _____ the mat.
The ball is _____ the chair.
The shoes are _____ the box.
1.
2.
3.
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The vase is _____ the table.
The bag is _____ the cabinet.
4.
5.
Lesson 24: I Can Match Letter Patterns
Lets Aim
Antonio is a boy.
His favorite toy is a bamboo gun and sword.
What are the underlined letters?
/oy/ is a diphthong.
A diphthong is a sound made when two vowel
sounds are put together.
Lets Practice
A. Lets practice reading the following words with
/oi/ or /oy/.
oil spoil toy ploy
boil joint joy enjoy
coil point boy destroy
soil voice coy loyal
broil choice soy royal
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B. Connect the picture with the /oy/ or /oi/.
Remember This
/oy/ is a diphthong.
A diphthong is a sound made when two
vowel sounds are put together.
oi oy
oi oy
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I Can Do It
Complete the sentence with the word that has
the same vowel sound like toy.
1. The ___________ puts all the books
on the table.

2. Will you ___________ our team?

3. Please ___________ to the sign.

4. Another name for dirt is ___________ .

5. I hear a loud ___________ .
6. Frank spoke in a loud ___________ .

boy, joy, toy
join, joy, coin
oil, toil, point
coil, soil, oil
foil, boil, noise
joys, voice, noise
draw
point to the sign
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Measure My Learning
Write () if you hear the diphthong /oy/.
1. __________ join 6. __________ coin
2. __________ story 7. __________ point
3. __________ noisy 8. __________ train
4. __________ boy 9. __________ stick
5. __________ foor 10. _________ boil
Lesson 25: I Can Shorten Words
Lets Aim
Dont worry. Its perfect for a fag.
Do not worry. It is perfect for a fag.
Wont your mother get upset?
Will not your mother get upset?
Thats, dont, its, and wont are examples of
contractions.
Lets Answer
Let us practice writing contractions.
1. will not wont __________________
2. do not dont __________________
3. are not arent __________________
4. is not isnt __________________
5. cannot cant __________________
6. I am Im __________________
7. did not didnt __________________
8. was not wasnt __________________
9. they will theyll __________________
10. let us lets __________________
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Remember This
Contractions are the short form of two words.
We use an apostrophe () in place of the
letters we removed.
I Can Do It
On the blanks below each sentence, write the two
words that make up each contraction. The frst
one was done for you.
1. Im going to help my father in
the store tomorrow.
________ ________
2. The teacher didnt see Mario
come in.
________ ________
3. The mango wasnt good
enough to eat.
________ ________
4. Theyll try to fnish their work
this afternoon.
________ ________
5. Lets send our sick classmate
a get-well-soon card.
________ ________
I am
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Lesson 26: I Can Retell Stories
Lets Try
A. Write under or over to complete the sentence.
1. The bus is passing _______ the
bridge.
bl __ __ se 6. pl __ __ 7.
c __ __ 4. h __ __ se 5.
B. Is it ow or ou? Write ow or ou.
2. The bus is passing _______ the
bridge.
3. The dog jumped ________ the
fence.
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C. Study the graph then answer the questions.
10
8
6
4
2
Boys Girls
Grade 2 Magalang Enrolment
8. How many are the boys?
9. How many are the girls?
10. What is the total number of pupils?
Lets Aim
The Old Man and His Sons
From Pat Nelsons Magic Minutes:
Quick Read Alouds for Every Day
Once there was an old man who had many sons.
They always quarrelled with one another. They
quarrelled over who should use the bathroom frst.
At meal time, they would fght over who got to the
table frst. The old man had often begged his sons
to live together in peace, but without success.
One day, he called them together. He showed
them a bundle of barbecue sticks. He asked
each one of them to break the bundle. Each one
317
tried with all his strength but the bundle did not
break. Then cutting the cord that bound the sticks
together, the old man gave his sons a stick each.
Then he told his sons to break it. This was done with
the greatest ease. The old man exclaimed, See,
my sons, the power of unity! If you bind yourselves
together with brotherly love, you can win any
fght.
Divided you will fall, united you will stand.
Lets Answer
1. What did the sons quarrel over always?
2. What happened when they fought?
3. What did the father tell them when they fought?
4. How do you show unity in your family?
5. How do you show unity in the classroom?
6. Is unity important in our country? Why or why not?
318
We Can Do It
Number the pictures 1 to 3. Write a sentence about
each picture.
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
319
Lesson 27: I Can Respond to Situations
Lets Read
Read the verse.
To Be Honest, To Be True
I promise to be honest; I promise to be true
I will not tell a lie; I hope you wont, too.
I will say I am sorry if I do something wrong
To speak the truth always will be my hearts song.
I will tell you the truth you can always trust me
Its best to be honest, dont you agree?
Lets Answer
Study the situation, then act it out.
Ben and Ted are playing catch ball in the house.
Ben throws the ball so hard that Ted is not able
to catch it. The ball hits and breaks the favorite
vase of Nanay. When Nanay arrives home, what
do you think should Ben and Ted do?
We Can Do It
Study the situation, then act it out as a group.
Joel, Mark, Jane, Seth, and Dave are classmates.
They are also neighbors. That is why they go to
school together. One morning, on their way to
school, they decide to play in the playground.
They are having so much fun that they forget the
time. When their teacher asks them why they are
late, what should they say and do?
320
Lesson 28: I Can Describe Pictures
Get Set
Study the sentences.
1. The blue car is passing over the bridge.
2. The red boat is passing under the bridge.
Where is the car passing? over the bridge
Where is the boat passing? under the bridge
Remember This
Over is a preposition which means on top of.
Under is a preposition which means below or
beneath.
I Can Do It
Study the pictures.
Complete the sentences by writing under or over.
The boy is __________ the bed.
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The slippers are __________
the chair.
The man is walking in the
__________ pass.
The cars are passing through
the __________ pass.
The helicopter is fying _________
the building.
Measure My Learning
Study the pictures.
Answer the questions using under or over.
Where is the plane fying? 1.
322
Where is the boy sleeping? 2.
Where is the mouse hiding? 3.
Where are the shoes? 4.
Where is the submarine? 5.
323
Lesson 29: I Can Read Graphs
Lets Aim
Read the story. Then, study the graph below.
One day, my family and I visited the farm of Mang
Pedro. I saw lots of animals there. There were
cows, pigs, dogs, ducks, and cats. Mang Pedro
helped me count the animals.
Here is the number of animals in Mang Pedros farm.
Number of Mang Pedros Animals
5
4
3
2
1
1. What were the animals in Mang Pedros farm?
2. How many cows were there in Mang Pedros
farm?
3. How many pigs were there in Mang Pedros
farm?
4. How many dogs were there in Mang Pedros
farm?
5. How many ducks were there in Mang Pedros
farm?
6. How many cats were there in Mang Pedros
farm?
324
Lets Answer
Read the story. Then study the graph.
Beside Mang Pedros farm is the vegetable farm
of Mang Jose. Mang Jose sells his vegetables just
along the road.
Mang Joses Vegetable Stand
5 kilograms
4 kilograms
3 kilograms
2 kilograms
1 kilograms
1. How many kilograms of petsay are there in
Mang Juans vegetable stand?
2. How many kilograms of ampalaya are there in
3. How many kilograms of eggplant are there in
4. How many kilograms of tomatoes are there in
5. How many kilograms of onions are there in
325
I Can Do It
Across the street of Mang Pedros vegetable
stand is Mang Pablos fruit stand.
Mang Pablos Fruit Stand
5 baskets
4 baskets
3 baskets
2 baskets
1 basket
1. How many baskets of oranges are there in
Mang Pablos fruit stand?
2. How many baskets of pineapples are there in
3. How many baskets of mangoes are there in
4. How many baskets of watermelons are there in
5. How many baskets of apples are there in Mang
Pablos fruit stand?
Measure My Learning
Aling Flora is the wife of Mang Pablo. While Mang
Pablo sells fruits, Aling Flora sells fowers.
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Aling Floras Flower Shop
1. How many dozens are the roses?
There are __________ dozens of roses.
2. How many dozens are the sunfowers?
There are __________ dozens of sunfowers.
3. How many dozens are the mums?
There are __________ dozens of mums.
4. How many dozens are the daisies?
There are __________ dozens of daisies.
5. How many dozens are the carnations?
There are __________ dozens of carnations.
5 dozens
4 dozens
3 dozens
2 dozens
1 dozen
327
Lesson 30: I Can Connect Sounds
Lets Aim
Recite the rhyme.
A doggie on the street
I found.
Its running crazily around.
Sniffng the grass and the
ground;
And making loud barking sound.
Bow-wow-wow!
From such a small doggie I asked how
It can make a loud sound;
Youd think its a big cow.

Lets Answer
Answer the following questions correctly.
1. What did I fnd on the street?
2. What was it sniffng and making?
3. Why would you think its a big cow?
4. What are the underlined letters?
5. What sound do they make together?
Lets Practice
A. Read the following words with diphthong /aw/.
bow wow foul hour
cow plow house four
how owl louse loud
now fowl mouse shout
down howl stout mouth
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B. Match the drawing with ou or ow.
ou
Drawing
owl
Drawing
mountain
ow
Remember This
/aw/ is a diphthong.
I Can Do It
A. Read the poem. Circle each word that has the
same vowel sound as house. Then write the words
where they belong. Can you think of other words?
Write them down, too.
The little brown doggie
I found down the street,
Would run around
And sniff the ground.
How hed dance around
With a little barking sound
My little doggie Brown.
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Spelled like cow
_______________________
_______________________
_______________________
_______________________
Spelled like house
_______________________
_______________________
_______________________
_______________________
cr __ __ n
m __ __ ntain
m __ __ se
B. Complete the name of each picture. Write ou or
ow on the blanks.
st __ __ t
Measure My Learning
Check if you hear /aw/.
Cross if you do not hear /aw/.
1. crown _____ 4. brown _____
2. road _____ 5. home _____
3. fower _____
330
Lesson 31: I Can Perform Simple Instructions
Lets Try
I. Do the following inside the box.
1. Draw a circle.
2. Draw a star inside
the circle.
3. Write the frst letter
of your name inside
the star.
II. Draw a line to connect the synonyms.
4. hot little
5. small warm
6. happy glad
III. Match the drawing with the steps.
Write 1 to 4 in the box.
How to draw a star:
7. Draw an upside
down V.
8. Draw a straight line
upward to the left.
across to the right.
downward to the right
to your starting point.
331
Lets Aim
Museum Tour
It was a bright Friday morning. All the girls and
boys of Grade 2-Mabait were all excited. It was
the day they were going to the museum. It was
their frst time.
At 7 oclock, their teacher, Miss Nora, told them
to line up. Fall in line by twos. The girls and boys
lined up.
Miss Nora led them to the bus. Watch your step,
she said as each girl and boy climbed up the
steps of the bus.
Once inside the bus, the teacher reminded the
class, Do not stand while the bus is moving. Do not
open the windows. Put your trash in the trash bag.
At the museum, the girls and boys lined up again
at the entrance. Before entering, the museum
guide told them, Do not touch the exhibit.
Inside, the children saw many interesting things.
The museum guide told them what the exhibit
was about. The children asked questions and the
guide answered them patiently.
After their museum tour, the children went back
to the bus. They were again told by Miss Nora
to remain on their seats and not to open the
windows.
The children were tired but they enjoyed the
museum tour very much.
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Lets Answer
1. Why were the girls and boys of
Grade 2-Mabait excited?
2. Why did Miss Nora ask them to line up?
3. What did Miss Nora remind the children
when they were inside the bus?
4. Were the reminders important? Why or
why not?
5. What did the museum guide tell the children
before they entered the museum?
6. Why do you think touching the exhibit was
not allowed?
7. How did the children feel about the
museum tour?
333
Agreement
One way of appreciating Gods gifts is to take
good care of nature. Wild animals must be set free
so that they will live happily. For example, owls
make great pets, but it is not right to keep an owl
in a cage. So lets just make a paper owl toy.
You will need: the pattern below, coloring
materials, scissors, and glue or tape.
Step 1: Color the
pattern.
Step 2: Cut out
the pattern.
Follow the thick
black lines.
Step 3: Fold
along the broken
lines.
Step 4: Curl the
body part to form
a cylinder. (Fig. 1)
Step 5: Glue the
gray tab to keep
it in place.
Step 6: Curl the
top part and
glue to the main
body. (Fig. 2)
Step 7: Glue the
wings to the gray
circles L and R.
(Fig. 3)
Wait for it to dry and play with your new paper pet!
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Lesson 32: I Can Do Things
Get Set
Lets talk about the pictures.
They show some of your rights as a child.
Right to be alive
Right to be with parents
Right to choose friends
Right to quality education
Right to a name
Right to choose religion
Right to basic needs
Right to play and rest
335
Lets Aim
One of the rights of a child is the right to play.
Create a pinwheel using the pattern. Enjoy!
MATERIALS
scissors
coloring materials
1 thumb tack
pencil with an
eraser at the end
Step1: Cut out
the square at
the right. Follow
the thick black
outline.
Step 2: Cut along
the dotted lines to
make four slits.
Step 3: Using the tip
of a pencil, gently
punch a hole on the
areas of the square
marked with an
X. Dont make the
holes too large.
Step 5: With the
corner faps still bent
Step 6: Blow on
your pinwheel and
watch it spin!
to the center, stick
a thumbtack into it
so it stays put, and
stick it to the pencil
eraser. Step 4: Gently bend
the paper so all
corners with holes
reach the center
hole.
336
Lesson 33: I Can Write
Lets Recite
Let us recite the rap.
Different
Lets Aim
Let us read the underlined words and their
synonyms.
Different color, cant you see? unlike
Different size; Let me see. measure
Different shape, Oh! I see. form
Boy or girl; lad miss
young or old, tender age elderly
We are all Filipinos true. real
Lets study more synonyms.
a. Lisa is a good friend. Lisa is a nice friend.
b. Lita is a beautiful girl. Lita is a pretty girl.
c. Don is a smart boy. Don is an intelligent boy.
d. Roy is quiet. Roy is silent.
e. The house of Amy is clean. The house of Amy
is neat.
Remember This
Synonyms are words with the same meaning.
From the North or from the South;
From the West or from the East
Boy or girl; young or old,
We are diffrent yet the same
And theres one thing Ill tell you
We are all Filipinos true.
You are you; I am me.
Different color, cant you see?
Different size, let me see.
Different shape, Oh! I see.
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We Can Do It
Lets use the synonyms in your sentences.
Complete the sentence.
Write the name of your friends or classmates.
a. _____ is a good friend.
_____ is a nice friend.
b. _____ is a beautiful girl.
_____ is a pretty girl.
c. _____ is a smart boy.
_____ is an intelligent boy.
d. _____ is quiet.
_____ is silent.
e. The house of _____ is clean.
The house of _____ is neat.
338
Measure My Learning
A. From the box, choose a word that has the same
meaning as the word above the picture. Write that
word on the line. The frst 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, fnd the synonym of the
underlined word in the sentence. Write it on the
line after the sentence.
1. We were in a large room.
__________
2. Some children screamed.
__________
3. Some were mad. __________
4. The teacher asked the small
children to sit down. __________
5. The children were all silent.
_____________
angry big little shouted quiet
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Lesson 34: I Can Meet Friends
Lets Aim
The Frowning Flower
There was a Flower
a fower that had
a frown on its face. It
was frowning because
it was sad. It was sad
because it had no
friend.
It looked and looked
for a new friend. But it
could not fnd one.
The Flower with a frown sat down. It looked at the
clouds. The frowning Flower was surprised to see a
cloud with a smile on its face.
Hello, Flower! said the Cloud.
Oh! Hello, too, Cloud, said the Flower.
The Cloud smiled brighter and said, Can I be your
friend?
Of course! said Flower. A smile slowly appeared
on her face.
So the Flower and the Cloud shook hands. And
Flower said, Now I have a new friend.
From then on, the frowning Flower became the
smiling Flower.
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Comprehension Check:
1. In our story, how was the fower feeling?
2. Why was the fower feeling that way?
3. What changed the frown into a smile?
4. What must you do so that you can have a friend?
Diphthong /ow/ or /ou/
fower frown down cloud
What is the sound of the underlined letters?
Remember This
/ow/ or /ou/ is also a diphthong.
Lets Practice
Lets read more words with diphthongs /ow/ or /ou/.
cow wow out found
bow plow shout hound
how fowl house pound
now howl mouse round
I Can Do It
Write ow or ou to complete the words.
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 Important
Lets Try
A. Read the paragraph. Answer the questions next.
Kids are often happy to see birds that they would like
to have one as a pet. The three kinds of birds that
are good for pets are the fnches, parakeets, and
cockatiels. The fnches make good pets because
they are beautiful and they make beautiful sound.
The parakeets are colorful, small, easy to care, and
can learn to talk. And the cockatiels can also learn
to talk, whistle, and do cute tricks.
1. Which birds are beautiful and can make
beautiful music?______________________________
2. Which birds can learn to talk and whistle?
______________________________________________
B. Encircle the word with diphthong /ow/ in each
number.
3. brow clue blew
4. four fow draw
C. Connect the opposites.
5. day
6. sad
night
happy
343
D. Read then check the box that tells what will
happen next.
7. Eve gets her notebooks and books.
She will study her lesson.
She will watch TV.
8. Pat gets her soap and towel.
She will take a bath.
She will clean the yard.
344
E. Study the graph, then answer the questions.
Dans Pet Shop
5
4
3
2
1
9. How many parakeets are there in Dans Pet
Shop? ___________
10. How many cockatiels are there in Dans Pet
Shop? ___________
Lets Aim
Look for the answers in the paragraph.
Questions:
1. How long have farmers been making
scarecrows?
2. What is a scarecrow?
3. What is it shaped like?
4. Where is it placed?
5. What kinds of birds do scarecrows scare away?
6. Why is it a farmers best friend?
345
Scarecrow
Farmers have been making
scarecrows for more than three
thousand years. A scarecrow or
hay-man is a trap. It is shaped
like a human dressed in old
clothes and placed in felds
by farmers to scare away birds
such as crows or sparrows from
eating the seeds or crops. A
scarecrow is truly a farmers
best friend.
I Can Do It
Know the important details of the next paragraph
by answering the questions below.
Questions:
1. What is the color of the crows?
2. Where do they feed?
3. What do they eat?
4. When trained, what can they copy?
5. Up to what number can they count?
Crows
Crows are glossy black birds.
They feed mostly on the
ground, where they walk about
purposefully. They eat meat,
grain crops, insects, and eggs of
other birds. Crows are intelligent
birds. They can be trained to
copy their owners voice or to
count aloud up to seven.
346
Measure My Learning
Answer the questions to know the important
information about the paragraph.
Questions:
1. What is the size of sparrows?
2. What is the shape of their bill?
3. What do they eat?
4. What is their color?
5. Where are they found?
Sparrows
Sparrows are small birds with
bills shaped like cones. They
eat seeds and insects. Some
sparrows are brown. Some are
gray. They are found around
homes and on farms worldwide.
Lesson 36: I Can Tell the Sound
Get Set
Recite this rhyme.
Cock crows in the morn For early to bed
To tell us to rise, And early to rise,
And he who lies late; Is the way to be healthy
Will never be wise And wealthy and wise.
347
Lets Aim
Lets study the sentences.
The scarecrow is a bird trap.
Crows are black birds.
Sparrows are small birds.
What are the underlined letters?
What is the sound of the underlined letters?
Lets read the words with the diphthong /ow/
as in crow.
blow grow row stow
bow know show throw
fow low slow tow
glow mow snow arrow
Remember This
/ow/ is also a diphthong.
348
I Can Do It
Read the words in the box. Use the words to
complete the sentences below.
1. I will put out the candlelight;
I will __________ the fame out.

2. I am going to __________ the
ball to my teammate.
3. I __________ how to spin
the ball.
4. I eat a lot of vegetables
and drink milk. I am going
to __________ tall.
5. That black bird looks like
a __________.
6. This turtle is __________.
grow crow know blow throw slow
349
Measure My Learning
Read the words in the box. Complete each
sentence below with the correct word from the box.
My best friend sits in the last ____________.
Her favorite color is ____________.
Her birthday is ____________. She will
have some candles to ____________.
After her party, we will watch
a ____________..
show tomorrow
slow yellow
fow row
blow grow
350
Lesson 37: I Can Tell What Is Next
Get Set
Read the story silently.
The King Kalapati (Dove King)
Adapted by Rose Ann B. Pamintuan
One day, the fock of doves few low to look for
food led by King Kalapati. They found some rice
scattered beneath a tree. So all the doves landed
and began to eat.
(What do you think happened next?)
Without warning a huge net fell over them
and they were all trapped. They saw a hunter
approaching them carrying a cage.
The doves wildly fapped their wings trying to get
out, but they could not. King Kalapati got an idea.
He told all the doves to fy up together. Each dove
picked up a part of the net and together they
few off carrying the net with them.
The hunter was surprised. He tried to follow them,
but they were fying high over the trees and over
the feld. They few to a nearby farm where there
lived a small mouse under a tree who was a
faithful friend of King Kalapati.
351
When the mouse heard the loud fapping of wings,
he was afraid and went into hiding. King Kalapati
gently called out to him and then the mouse
was happy to see him. The dove king explained
that they were caught in a net and needed the
mouses help.
The mouse chewed the net with his teeth and set
the doves free. They all thanked the mouse and
few away together.
Answer the following questions:
1. What kind of birds few together?
2. Why did they fy together?
3. Who led the fock of doves?
4. How and where did they fnd their food?
5. What happened while the doves were eating?
6. What did they do when they were caught
in the net?
7. How did the birds escape the hunter?
8. How did the birds get out of the net?
352
Lets Aim
Antonyms are words that have opposite meanings.
Let us study the sentences.
1. The building
is high.
2. The tree is low.
3. The elephant
is huge.
4. The mouse
is small.
draw
mouse
5. The bird is fying
over the tree.
6. The mouse is
hiding under
the tree.
We Can Do It
Demonstrate the following antonyms:
1. up down
2. near far
3. loud soft
4. happy sad
5. frst last
353
I Can Do It
I. Read each paragraph. Then answer the questions
in complete sentences.
1. When school is over, we
do many things in the
playground. Roy brings out
his ball. He goes to the court
with his friends. One of the
boys checks the hoop.
What will the boys do?
____________________________
____________________________
2. Joe stops at the library. He
comes out with a book. He
fnds a bench under a big
tree. He sits down.
What will Joe do?
____________________________
____________________________
3. Annie is digging a hole for
her fower seeds. She puts in
the seeds. She sees that the
soil is dry. She looks around
and fnds a can of water.
What will Annie do?
____________________________
____________________________
354
II. Complete each sentence. Choose a word from
the box that means the opposite of the word
under the line.
1. We feel very _______________.
sad
lost
big
in front of
a few
found small happy behind many
2. We _______________ this picnic place.
3. It has a _______________, grassy lawn.
4. It is_______________ a hill.
5. We are sure to see
_______________ things in this place.
355
Measure My Learning
Read each sentence. Check the square beside
the best prediction. Then circle the picture that
matches your answer.
The boy put on his uniform.
He will go swimming.
He will go to school.
The woman wrote a letter
to a friend.
She will call her friend on
the phone.
She will drop the letter in
the mailbox.
A player asked for a glass
of water.
She will drink.
She will water the plants.
A boy turned on the
television.
He will watch a
television show.
He will listen to music.
The students went
to the library.
They will read books.
They will have snacks
with their friends.
356
1. The fsh pond is __________.
The fshes swimming in the
pond are small.
2. Robin looks short next to the
__________ tree.
3. When I am happy, I _________.
When I am sad, I cry.
4. The turtle is slow, while the
rabbit is __________ ..
5. I always bring an umbrella.
My brother __________ does.
clean, large, deep
run, study, laugh
tall, fre, fruit
cant, never, sometimes
big, fast, nice
Agreement
Complete the sentence with a word that has
the opposite meaning of the underlined word.
Choose the correct answer from the words below
the sentence.
357
Lesson 38: I Can Share Things
Lets Aim
Let us recite the prayer.
Prayer for Other Children
Dear God, I pray not only for myself but also for
other boys and girls.
As you give me the things that I need, may I learn
to share them with other children. If other children
have more toys than I, may I not feel bad about it.
And may I learn to think frst of what others need
before I think about what I need. Amen.
We Can Do It
Study the cartoon.
Think and answer the following:
1. What do you understand about this picture?
__________________________________________
2. What does the man stand for?
__________________________________________
3. Why do you think he is hugging the big piggy
bank?
__________________________________________
358
Lesson 39: I Can Use a Map
Get Set
Draw a line to connect symbol with its meaning.
Hospital zone
Drinking station
Restrooms
Bicycle parking
Telephone station
359
Lets Aim
Lets help King Kalapati fnd the mouses house.
Use the symbols to guide King Kalapati.
1. Fly across the bridge.
2. Turn left towards the feld.
3. Turn left towards the town.
4. Draw a mouse on the fourth house.
360
Lets Answer
Lets study the school map below.
Bettys classroom is near the computer room. Her
next class is music. How will she get there? Lets
guide Betty.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
361
I Can Do It
Study the city map below and do the activity.
1. Color the map as follows:
Blue water Red fre station
Orange houses Yellow school
Green park Pink city hall
Purple hospital Brown community center
2. Draw a green X at the intersection of Orosa
Street and 2nd Avenue.
3. Draw a black X where Rivera Street meets
Carlos Bridge.
4. Draw a blue X at the address 180 Rivera Street.
5. What city building is located along 1st Avenue?
______________________________________________
362
Measure My Learning
Study the city map, then do the activity.
1. Which bridge is closest to the museum?
______________________________________________
2. What park is located in A2?
______________________________________________
3. When you look north, you see the river.
When you look east, you see the High School.
Where are you?
______________________________________________
4. What building is across the hospital?
______________________________________________
5. What is the park along Estrella Street?
______________________________________________

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