Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV – A CALABARZON
Division of Laguna

LEARNING MATERI A L S

WEEK 2 – DAY 1
Identifying Conclusions
(Listening Skills)

A. THINK AND TELL

Directions: Sing the song
“Every single cell of my body is happy
Every single cell of my body is well. (2x)
Thank you Lord, I feel so good
Every single cell of my body is well. (2x)”

B. FIND AND LEARN

Directions: Look at the picture. Listen as the teacher reads the paragraph. Answer the following
questions in paragraph form.
 1. What kind of accidents usually happen to commuters of LRT?
2. How can we avoid getting hurt or meeting an accident on the LRT?
3. What safety precautions should be observed?

C. TRY AND LEARN

Directions: Draw conclusions
1. My friend did not come to my party.
Thus, _____________________________________________________
2. I did not study for my test.
Therefore, _________________________________________________
3. I prepared well for the basketball game.
Thus, _____________________________________________________
4. My parents said I did well in school.
Therefore, _________________________________________________
5. I saved a lot of money.
Thus, _____________________________________________________

D. DO AND LEARN
Directions: Choose the appropriate conclusion
1. It was my turn to bring candy to our club meeting. I put different types of candy bars into a
bag. I put 10 Snickers bars, 15 Milky Way bars, and 5 Three Musketeers bars into the bag.
When I got to the meeting, each person had to pick a candy bar without looking.
You can guess that .
a. No one picked Milky Way bars
b. Three Musketeers bars were picked the most
c. Three Musketeers bars were picked the least
2. Yoshi was in her room reading a book. Her mom called her to come downstairs and help. As
Yoshi entered the kitchen, her mom handed her a pile of plates. Yoshi put them on the table and
went to get the silverware and glasses.
You can conclude that it is .
a. dinnertime
b. bedtime
c. time for school

3. Sam and his brother Tim each have their own rooms. Sam likes to make his bed every
morning, but Tim never makes his bed. Sam folds all his clothes before putting them away, but
Tim leaves all of his clothes on the floor.

After reading the sentences above, I can conclude that Sam is very messy. Which clues
from the story most likely helped me draw that conclusion? Check ALL that apply.
a. Sam and Tim have their own rooms
b. Tim leaves all of his clothes on the floor
c. Sam likes to make his bed every morning
d. Tim never makes his bed

E. LEARN SOME MORE

Directions: Draw conclusions from each situations
Group 1 - Lucy was furious about her spelling grade. She kicked her desk and ran out of
the classroom.
Group 2 - Jessie is going to read a story about a hungry lion and a hungry lamb who
become friends. While reading, Jessie concludes that the lion is …
Group 3 - "O Captain! My Captain!" what has the trip been like for the sailors?
Group 4 - The wind blew through the rigging as the boy watched the clouds roll in. As
the waves grew bigger and bigger, he decided it was time to head home. What is the boy
doing?
Group 5 - Shanay had never seen so many fish before. She looked around at the huge
tanks and could see hundreds of fish, crabs, shrimp, and all other amazing creatures completely
surrounding her. She never thought she could feel like she was completely underwater, yet still
be completely dry.

F. READ AND LEARN

Directions: Read the given paragraph and answer the following questions.

G. WRITE ABOUT IT
Directions: Draw a conclusion from the text read by your teacher

H. REMEMBER
*Drawing conclusions refers to information that is implied or inferred. This means that
the information is never clearly stated. • Writers often tell you more than they say directly. They
give you hints or clues that help you "read between the lines."
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV – A CALABARZON
Division of Laguna

LEARNING MATERI A L S

WEEK 2 – DAY 2
Affixes
(Vocabulary Development)

A. THINK AND TELL

Directions: Form words using three cards as for prefix, root word and a suffix.

B. FIND AND LEARN

Directions: Group the words having the suffix or prefix. Write it on the table below
Prefix Suffix

untoward kingdom
employment supermarket
interact action
attendance pre-school
heroism renew
 C. TRY AND LEARN
Directions: Name the prefix of each word. Tell the meaning of the base. And use it in a
sentence.
Prefix Base Word Meaning Sentence

impossible
transplant
misbehave
invisible
disagree

D. DO AND LEARN
Directions: Make new words. Add a suffix to the base. Write the new word.
-ness
happy
polite
kind

-tion
promote
expand
create
 E. LEARN SOME MORE
Group Activity
Directions: Add prefix and suffix to the base to form a new word.
Group 1: humble, able, stable, active, human
Group 2: hunt, govern, operate, paint, write
Group 3: employ, perform, engine, appear
Group 4: correct, write, agree, possible
Group 5: word, grade, spell, join

F. READ AND LEARN

 G. WRITE ABOUT IT
Directions: Use the following words in a sentence
1. rewrite
2. superstar
3. invisible
4. action
5. acceptance

H. REMEMBER
*Affix - an additional element placed at the beginning or end of a root, stem, or word, or
in the body of a word, to modify its meaning.
*Prefix – letters/syllables added before a word
*Suffix – letters/syllables added after a word
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV – A CALABARZON
Division of Laguna

LEARNING MATERI A L S

WEEK 2 – DAY 3
Proofreading
(Oral Reading Fluency)

A. THINK AND TELL

Directions: Pick out the errors and determine how to fix them.

At the start of school Dora was afrad of her new Teacher. Mrs. Davis
seamed nice, but she had so manny rules for the class to folow. Scare
someone to pieces. As the school year cotinued, Dora begun to understan
how the Teacher come up with the rules The rules were their so students
would be respecfulof theyselves and each other. By the end of the year,
Dora though Mrs. Davis was the best Teacher she evere had!

B. FIND AND LEARN

Directions: Listen to the teacher as he/she explains the tips in proofreading
 C. TRY AND LEARN
Directions: Underline the errors
 D. DO AND LEARN
Directions: Apply the proofreading marks to correct the paragraph.

E. LEARN SOME MORE

Group Activity
Directions: Write a faulty paragraph or short story. Exchange works with other groups and
proofread
 F. READ AND LEARN

G. WRITE ABOUT IT
Directions: Proofread

H. REMEMBER
*Proofreading - examining your text carefully to find and correct typographical errors and
mistakes in grammar, style, and spelling
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV – A CALABARZON
Division of Laguna

LEARNING MATERI A L S

WEEK 2 – DAY 4
Text Types – Problem-Solution
(Reading Comprehension)

A. THINK AND TELL

Directions: Tell to the class the latest news you have heard/watched.

B. FIND AND LEARN

Directions: Read and analyze the passage below. Take note of the problem solution text
structure

“In the early 1800s, the United States needed room to grow. The problem was most
people lived in the East. The cities were crowded. New land was expensive. Young families
couldn’t afford to buy farms.
Then, as a solution, the United States government purchased land from France. The
government also acquired land from Mexico. Soon the country stretched all the way to the
Pacific Ocean. People looked to the setting sun with outstretched arms and said, “Go west!”
Settlers rode in wagons or on horses. They followed long, dusty trails across hot plains for
thousands of miles. There was no shelter. People slept in tents on the ground. They had to
watch out for wild animals like wolves and snakes. The trip west could take months.
 Then a railroad was built that stretched from the East Coast almost to the West Coast.
The railroad made travel faster. More people poured into the new lands. The settlers quickly
built small towns where the farming, fishing, and mining were good.”

C. TRY AND LEARN

Directions: Place in the graphic organizer, the problems and solutions present in the selection
above

D. DO AND LEARN
Directions: Write an example of a problem and the solutions. Follow this format

PROBLEM

Event

Event

Event

SOLUTION
 E. LEARN SOME MORE
Group Activity
Directions: Choose one Problem-Solution text from one of your members and act them out in
the class.

F. READ AND LEARN

Directions: Analyze and read the text
“The type of government created after the American Revolution included the ideals of
protecting individual liberties while at the same time preserving the collective order of society.
To that end, a government based on combining popular consent, separation of powers, and
federalism was created.”

G. WRITE ABOUT IT
Directions: Write a problem-solution text with regards to the present situation of our country.

H. REMEMBER
*Signal words provide hints that help you make sense of what you are reading.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV – A CALABARZON
Division of Laguna

LEARNING MATERI A L S

WEEK 2 – DAY 5
Prepositional Phrases
(Grammar)

A. THINK AND TELL

Prepositional Phrase Poem Game
Directions: Pick only one prepositional phrase that inspires you (this will be provided by your
teacher.)Write a short poem that uses this phrase creatively in the first and last lines. You
cannot simply repeat the first and last lines. The game helps the you become familiar with
different ways to use a prepositional phrase. When you complete your prepositional phrase
poems, read the poems aloud.

B. FIND AND LEARN

Directions: Listen and identify the prepositional phrase to be read by the teacher.

C. TRY AND LEARN

Directions: Fill in with the correct prepositional phrase
 D. DO AND LEARN
Directions: Write a sentence using the following prepositional phrases
1. about the book
2. over the river
3. on Tuesday
4. by the chair
 E. LEARN SOME MORE
Directions: From the prepositional phrases studied, write songs/ poems containing them.
Read/perform it to the class.

F. READ AND LEARN

Directions: Underline the prepositional phrases in the poem below and the poem on the other
side of the sheet.

A Fire-Truck

Right down the shocked street with a siren-blast

That sends all else skittering to the curb,
Redness, brass, ladders and hats hurl past,
Blurring to sheer verb,

Shift at the corner into uproarious gear

And make it around the turn in a squall
of traction, The headlong bell maintaining sure and clear,
Thought is degraded action!

Beautiful, heavy, unweary, loud, obvious thing!

I stand here purged of nuance, my mind a blank.
All I was brooding upon has taken wing,
And I have you to thank.

As you howl beyond hearing I carry you into my mind,

Ladders and brass and all, there to admire
Your phoenix-red simplicity, enshrined
In that not extinguished fire.

Richard Wilbur
 F. WRITE ABOUT IT
Directions: Underlinethe prepositional phrase in each sentence. Circle the preposition.
1) The strange man parked his car next to the tall trees.
2) The confused foreign exchange student walked through the school halls.
3) My cousin Jesse wore a bandage on his nose to cover the wound.
4) Our crazy dog escaped and wandered all around the neighborhood.
5) Your little brother had surgery and must stay in the hospital.

G. REMEMBER
*A prepositional phrase begins with a preposition and ends with a noun or pronoun.
Other words may be in between the preposition and the noun or pronoun, which is also
known as the object of the preposition.
Some prepositional phrases are used as adjectives. They describe nouns.
Other prepositional phrases are used as adverbs. They describe a verb and answer the
questions how, why, or when.