English Gr.2 LM Sept 5 Final

2

Learner’s Material

Department of Education

Republic of the Philippines

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.

mailto:[email protected]

Let’s Begin Reading in English – Grade 2 Learner’s Material First Edition, 2013 ISBN: 978-971-0468-21-8 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D.

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

Office Address: 2nd Floor Dorm G, Philsports Complex Meralco Avenue, Pasig City Philippines 1600

Telefax: (02) 634-1054 or 634-1072 E-mail Address: [email protected]

Development Team of the Learner’s Material

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

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

Layout Artist: Aro R. Rara

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Table of Contents

Unit 1 – I Am Special ....................................................... 1

Week 1: I Have a Birthday ............................................ 2

Week 2: A New Friend ................................................. 16

Week 3: I Get Ready for School ................................ 30

Week 4: My Things ....................................................... 47

Week 5: I Have Wishes ................................................ 62

Week 6: I’m Growing! .................................................. 76

Week 7: I Have a Grandmother ................................ 87

Week 8: I Get Gifts ....................................................... 96

Unit 2 – I Love My Family ........................................... 109

Week 1: I Have a Family ........................................... 110

Week 2: I Share with My Brothers and Sisters ......... 127

Week 3: I Have a Home ............................................ 144

Week 4: Grandparents Are Great ........................... 159

Week 5: Welcome Home ......................................... 176

Week 6: A New Baby ................................................ 193

Week 7: A Different Family ....................................... 211

Week 8: Brothers for Life ............................................ 229

iv

Unit 3 – I Love Going to School .................................. 247

Week 1: School Is My Second Home ...................... 248

Week 2: Meet My Teacher ....................................... 262

Week 3: Happy Times in School ............................... 278

Week 4: I Have Friends in School ............................. 294

Week 5: Other People Who Help Me in School ..... 309

Week 6: Books Are My Friends .................................. 322

Week 7: I Learn Many Things in School ................... 336

Week 8: My Favorite Place in School ...................... 350

Unit 4 – I Am Part of a Community ............................ 365

Week 1: People in Our Community ......................... 366

Week 2: More Community Helpers All Around ...... 387

Week 3: Sights in Our Community ........................... 403

Week 4: In the City and in the Country .................. 439

Week 5: People I Admire in the Community.......... 455

Week 6: Gifts All Around ............................................ 471

Week 7: Care for Mother Earth ................................ 486

1

I have a brother,

and a sister dear.

A loving father and mother,

friends here and there,

I may be a bit like them,

but I know . . .

No one is exactly like me,

Because . . . I am special!

Unit 1

I Am Special

2

Week 1: I Have a Birthday

Let’s Try

Introduce yourself. Say your complete name.

Tell us how old you are.

Say: “My name is ______.

I am _____ years old.”

Word Study

I will read each word. Connect the word

to the correct picture.

barked

yelled

Let’s Recall

When is your birthday?

What does your family do for you on your birthday?

Lesson 1

3

Let’s Aim

In the story that I will read, find out:

When is Ana’s birthday?

What did her family do for her?

Listen as I read the story.

Ana’s Birthday

Ana woke up early. “It’s June 15! It’s

my birthday today,” she yelled. She ran

to the kitchen. Mother is not there.

She ran to the backyard. Father is not

there!

She went to her brother’s room.

His brother Miko is not there.

“Bow, wow, wow!” barked Bingo.

“Bingo, where is everybody?” Ana

asked.

“It’s my birthday and nobody is

around to greet me.”

“Happy birthday, Ana!” yelled Miko.

“Happy birthday, Ana!” shouted

Mama and Papa.

Mama, Papa, and Miko are in the

garden. There is a table and a mat.

On the table there is food!

“We wanted to surprise you,” said

Miko. “Here is my gift.”

4

“Lollipops! My favorite! Thank you

Miko.”

“I cooked pansit,” said Mother.

“And I bought ensaymada,” said

Father.

“And I have a cake with six candles

because I am six years old!”

“Let’s sit on the mat and eat!”

“Bow,wow, wow!”

“Oh, Bingo. You can join us!”

We Can Do It

Listen to my questions about the story

and try to answer them.

1. When is Ana’s birthday?

2. Who was she looking for in the kitchen?

3. What do you think did she feel when she did not

find her mother?

4. If you were Ana, would you feel sad too?

5. Where did she go next?

6. Who was she looking for in the backyard?

7. Where did she go next?

8. Who was she looking for in the room?

9. Who barked at her?

10. Where did she find Papa, Mama, and Miko?

11. What was their surprise for Ana?

12. What did Ana feel at the end?

13. Would you feel the same?

5

Let’s Recall

In our story yesterday, who had her birthday?

When was her birthday?

I Can Do It

Your classmate will ask you a question.

Try to answer it. Then ask another classmate

the question.

“When is your birthday?”

“My birthday is on _______.”

Let’s Aim

Naming Words

Listen as I read each sentence.

1. Ana woke up early.

2. Mother cooked pansit.

3. Father bought ensaymada.

4. Miko gave Ana some lollipops.

We Can Do It

Write in your notebook and underline the answer

to my questions.

1. Who woke up early?

2. Who cooked pansit?

3. Who bought ensaymada?

4. Who gave some lollipops to Ana?

Lesson 2

6

Read the underlined words. What do you notice?

Ana, Mother, Father, and Miko are names of persons.

They are called naming words.

We Can Do It

I will ask Who questions. Answer me with a name

of a person.

Let’s Recall

It is Ana’s birthday. She is six years old. Her father put

a table and a mat in the garden. Mother prepared

the food. Miko gave Ana some lollipops.

Let us name the pictures.

Remember This

Names of persons are called naming words.

They answer the question Who.

7

We Can Do It

Reviewing the Letters

What letter sound do you hear at the beginning of:

food?

lollipop?

mat?

six?

table?

Let us read these letters.

Let us give their sounds.

I will show a picture. Name it. Then give

the beginning sound of its name.

(Give words that start in m, s, l, f, t such as monkey,

sun, fan, and ten. Be sure that the words start with

a single consonant. Flower and spoon are not

good examples).

m, s, l, f, t

8

Let’s Recall

Here are three pictures. Tell me what happened

in each picture.

Lesson 3

9

I Can Do It

Tell a story with the help of the pictures.

Naming Words: Persons, Things, and Animals

Let’s Answer

Answer the following Who questions.

1. Who were in the garden?

2. Who woke up early?

3. Who was not in the kitchen?

What answer do we get when we ask Who

questions?

Answering What Questions

Listen as I read these sentences.

1. Papa put a table in the garden.

2. Miko gave Ana a gift.

3. There were candles on the cake.

4. Our pet dog is in the garden too.

Listen to my question. Underline a word

in the sentence that gives the answer.

1. What did Papa put in the garden?

2. What did Miko give Ana?

3. What were on the cake?

4. What is our pet?

The words table, gift, and candles are names of

things. The word dog is a name of an animal. They

are naming words. They answer the question What.

10

We Can Do It

I will give some sentences. Then I will ask a question

starting with What. Write the answer in your

notebook.

1. Kim has a pencil.

What does Kim have?

2. Pat has a red bag.

What does Pat have?

3. Jim has a toy car.

What is Jim’s toy?

4. The bird is in the cage.

What is in the cage?

I Can Do It

Draw three objects that are names of things.

Try to think of a sentence for each of them.

We Can Do It

Reviewing Letters

Give the name of each letter. Then give its sound.

Remember This

Names of things and animals are called

naming words. They answer the question What.

Mm Ss Ll Ff Tt

11

Name each picture. Write the letter that begins

its name in your notebook.

m s f

t f s

f l m

s t f

f l m

f t l

Let’s Try

1. Pretend that you are Ana’s friend. Greet Ana

happy birthday. Say “Happy birthday, Ana!”

2. Pretend that you are Ana. Say “Thank you

________.”

3. You may also make a birthday card for Ana.

4. Draw something for her and write Happy

Birthday Ana!

Let’s Review

I will read some naming words. You may read

with me if you can. Then tell me if the word names

persons or things.

Lesson 4

sister eraser cousin ruler desk

grandmother cup box drum

12

Let’s Aim

Listen as I read the sentences. Try to answer

my questions.

1. Ana is in the room. Where is Ana?

2. Ana went to

the backyard.

Where did Ana go?

3. The family is in

the garden.

Where is the family?

The words in the room, to the backyard, and in the

garden answer Where questions. They name places.

We Can Do This

I will read each sentence. Write the words

that name places in your notebook.

1. My grandfather lives in the farm.

2. My uncle works in Saudi Arabia.

3. The children are in school.

4. Mother goes to the market.

5. Every Saturday, we play in the park.

I Can Do It

Draw your favorite place. Tell your classmates

about it.

Remember This

Names of places are called naming words.

They answer the question Where.

13

We Can Do This

The Letter Sounds

Name each picture. Write the beginning letter

of its name in your notebook.

I Can Do It

Draw something whose name starts with the letter

in the box. Do this in your notebook.

Mm

Ss Ll

Ff

Tt

14

Let’s Try

Listen to my short story. Then try to answer

my questions about it.

Sam and Mike are in the park. They are

riding a bike. Their pet dog is following them.

Their sister Lily is in the swing. She is holding

her doll.

“Bow-wow-wow!” barks Bantay. It is chasing

a kitten.

“Stop it Bantay,” yells Lily.

1. Where are Sam and Mike?

2. What are they riding?

3. Who is in the swing?

4. What is Lily’s toy?

5. What does Bantay chase?

Listen as I read the naming words.

park Mike kitten

bike Lily Bantay

doll swing Sam

Write the naming words in the correct column.

Do this in your notebook.

Person Place Thing Animal

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

Lesson 5

15

We Can Do It

Name the pictures. Then draw them in the correct

boxes.

16

Draw each picture in the correct row.


Mm

Ss

Ll

Ff

Tt

Week 2: A New Friend

Let’s Try

Who are your friends?

Tell your classmates about them.

Say: “My friends are ______ and _______.

They are ______.”

Learning a New Word

This is a tadpole. It is a baby frog.

Lesson 6

17

Let’s Aim

How do you find a new friend?

In the story that I will read to you, how did Dindo

find a new friend?

A New Friend

Dindo and his mother are going to

Laguna.

“Why are we bringing many clothes? Are

we staying in Laguna for long?”

“Maybe. Lola Ela is sick. We have

to visit her.”

“But I don’t have friends in Laguna.”

“You will find new friends. Your cousin

Anton is there.”

Soon they were in Laguna. He met his

cousin Anton. He is much bigger. And he

has big friends.

“I will see you later, Dindo,” he said.

Lola Ela is in bed. Dindo gave her

Skyflakes and a can of Milo.

“Thank you Dindo,” she said weakly.

“These are my favorite biscuits.”

He met Uncle Ernie and Aunt Betty.

18

They are happy to see Dindo. But they were

talking about things that he can’t understand.

He went to the yard. A boy was playing.

“Hi! What’s your name?” the boy asked.

“Dindo. What’s yours?”

“Jerry. And I have a pet tadpole.

Would you like to see it?”

“This is Kiko.”

We played with Kiko the whole afternoon.

“Mama, I have a new friend.

His name is Jerry.”

We Can Do It

Listen as I read the questions. Try to answer them.

1. Where did Dindo and his mother go?

2. Why did they go to Laguna?

3. What was Dindo worried about?


5. Who was his cousin?

6. Who were his aunt and uncle?

7. What did they feel when they saw Dindo?

8. Was Dindo happy when they reached

Laguna?

9. Who did he see when he went to the yard?

10. What did they play with?

19

11. What did Dindo tell his mother after playing

with Jerry?

12. What did Dindo feel at the end of the story?

Who Said?

The characters in the story tell us who are the people

in it. In the story, the characters are Dindo, Mother,

Anton, Jerry, and Lola Ela.

Write in your notebook the name of the character

who said the following lines:

1. “Would you like to see my tadpole?”

2. “You will find friends there.”

3. “I will see you later.”

4. “These are my favorite biscuits.”

5. “Mama, I have a new friend.”

I Learned These

1. Where will Dindo and his mother go?

a. to Laguna

b. to Bulacan

c. to Pampanga

2. What will they do in the province?

a. visit Lola Ela

b. attend a wedding

c. celebrate a town fiesta

3. Who is his cousin?

a. Jerry

b. Ernie

c. Anton

4. What did he give Lola Ela?

a. biscuits and Milo

20

b. cookies and milk

c. bread and cheese

5. Who is Kiko?

a. his cousin

b. the tadpole

c. his new friend

Let’s Review

Dindo found a new friend. His name is Jerry.

They played together.

Let’s Try

Talk about your friend. You may start

with these sentences:

My new friend is _____.

He / She is _______.

Let’s Aim

These are the names in the story:

Dindo, Mother, Aunt Betty, Uncle Ernie, Kiko, Anton,

Jerry, Laguna, Milo, and Skyflakes, aunt,

grandmother, uncle, cousin, friend, tadpole

Which of them are names of:

1. persons?

2. places?

3. things?

4. animals?

Lesson 7

21

You will notice that some names start in big letters,

while others do not.

For example:

cousin Anton

province Laguna

tadpole Kiko

biscuits Skyflakes

What do you notice about the naming words in the

first column?

Yes, they are written beginning in small letters.

They are common names of people, places,

things, and animals.

What do you notice about the naming words in the

second column?

Yes, they are written beginning in big letters.

They are called proper names.

We Can Do It

Find the proper name for the following

common names.

Common Names Proper Names

friend

chocolate drink

aunt

uncle

22

I Can Do It

Tell the proper name for the following

common names.

1. mother

2. classmate

3. school

4. cat

5. pencil

Let’s Try

A Review of Letter Names and Sounds

Can you name the pictures in the box?

23

I Can Do It

Read each letter. Then give its sound.

Name the pictures in each row. Write in your

notebook the letter that begins their name.

c r h

n c b

r n h

c r n

b c h

Hh Cc Rr Nn Bb

24

Recalling Details

After the teacher reads a story, she will ask questions

that start with Who, What, Where. Other questions

could be When, How, How many, or How much.

These questions ask for details.

Listen to the following short story.

Pam and Karen are sisters. Pam is eight

years old while Karen is six years old. They

are studying in Jose Rizal Elementary School.

Pam has a red school bag, while Karen has

a yellow school bag. They ride a school bus

in going to school.

Note the details in the story. Answer these questions.

1. Who are sisters?

2. How old is Pam?

3. How old is Karen?

4. Where do they study?

5. What is the color of Pam’s bag?

6. How do they go to school?

Lesson 8

25

We Can Do It

Giving the Proper Names

From the story, give the proper names of the

following.

1. sisters

2. school

Give the proper name for the following

common names.

1. teacher 6. hospital

2. juice drink 7. dog

3. city 8. mother

4. school 9. pencil

5. kitten 10. milk

Give the common name of the following

proper names.

1. Dr. Macario Maceda a. dog

2. Milaor Central School b. milk

3. Anlene c. doctor

4. Bantay d. book

5. My Math Book e. school

Reviewing Letters

Name each picture. Write the beginning letter of its

name in your notebook. Choose from the letters

in the box.

m s l f t

h c r n b

26

Let’s Review

Noting details answer the questions Who, What,

Where, When, How, How many, and How old.

Let’s Try

Take turns asking your classmates using one of the

questions above. The classmate who answers asks

the next question.

Example: Who is your cousin?

Lesson 9

27

Let’s Aim

Can you give a pair of common and proper nouns?

For example: boy - Carlo

We Can Do It

I will read the words in the box.

Pick a pair of common and proper names from

the list.

city singer Inquirer

Adidas cat Sarah

Geronimo

shoes doctor newspaper

Muning Marikina City Dr. Melchor

Prado

Beginning Sounds of Words

Name each picture. Write in your notebook

the beginning letter to complete its name.

____ag ____at ____et

____op ____at ____ug

28

____un ____en ____an

____eg ____op ____an

Let’s Review

I will read a short story.

Mang Ador is a carpenter. He is fifty years old.

He works in Mariano’s Shop.

Every day, he goes to work at seven o’clock.

He rides a tricycle.

He brings his hammer and saw.

We Can Do It

Ask a question that starts with:

1. Who _______? 4. What time ______?

2. How old ______? 5. What ______?

3. Where ______?

Lesson 10

29

Proper and Common Names

Read each naming word. Write C if it is a

common name or P if it is a proper name. Do this

in your notebook.

1. Mang Ador

2. carpenter

3. hammer

4. Mariano’s Shop

5. tricycle

I Can Do It

Write each proper name correctly.

1. Pasig city

2. Miss Carmen rosal

3. pepsi

4. Abad medical hospital

5. dr. Rizalino rosas

I Can Draw

Read and sound each letter in the box.

Draw an object that starts its name in this letter.


Mm Cc Rr

Bb Nn Hh

Ff Ll Ss

30

Week 3: I Get Ready for School

Learning New Words

1. Which among the pencils is sharpened?

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

3. Which is a barber shop?

Lesson 11

31

Let’s Aim

How did you get ready for the start of school?

In the story that I will read to you, find out.

How did Moses get ready for the start of school?

Listen to my story.

Moses Gets a Haircut

“Moses, school starts next week,” says

Father. “Are you ready for school?”

“Yes, Papa. My notebooks are all

covered. My pencils are sharpened,” says

Moses.

“But I think you need a new haircut,” says

Mother. “Your hair is long.”

“But I want a long hair, Mama,” says

Moses.

It is Monday morning. The children are

in the classroom.

“You are all neat and tidy,” says Miss Lara.

“Your uniforms are new. Your hair is well-

combed.”

Then Miss Lara looked at Moses. “Moses,

your hair is nice, but I think it is a bit long.

Will you ask your father to take you to the

barber shop this Saturday?”

“Please cut my hair, Mr. Cortes,” says

Moses. “Miss Lara says it is nice but long.”

“Yes, Moses,” says Mr. Cortes. “A short

hair will look neat.”

32

We Can Do It

Listen to my questions and try to answer them.

1. What did Moses do to get ready for school?

2. Did you do the same?

3. What did Mother say about the hair of Moses?

4. Did Moses want a haircut? Why not?

5. What did Miss Lara tell the children?

6. What did Miss Lara tell Moses?

7. Did Moses tell Miss Lara that he wanted long

hair?

8. Where did Moses and his father go

that Saturday?

9. What did Moses tell Mr. Cortes?

10. What did Mr. Cortes say?

11. What do you think will Mother feel when he sees

the new haircut of Moses?

12. What do you think will Miss Lara tell Moses?

I Can Do It

1. One girl will pretend to be Mother. A boy will

pretend to be Moses. Dramatize what Mother

told Moses and the answer of Moses.

2. One girl will pretend to be Miss Lara. A boy will

pretend to be Moses. Dramatize what Miss Lara

told Moses and the answer of Moses.

33

Let’s Try

Remembering the Details

Let’s answer some questions about the story I read

to you yesterday.

1. Who was getting ready for school?

2. What is Moses’ grade level?

3. Who was his teacher?

4. What did Miss Lara tell Moses?

5. Where did Moses and his father go

that Saturday?

6. Who was the barber?

We Can Do It

Proper Names

Listen as I read the sentences about yesterday’s

story.

1. Moses is a Grade 1 pupil.

2. His teacher is Miss Lara.

3. He studies in Mabini Elementary School.

4. The barber shop is Peter’s Barber Shop.

5. Mr. Cortes is a kind barber.

I Can Do It

Write in your notebook the answers to these

questions.

1. In sentence 1, who is a Grade 1 pupil?

2. In sentence 2, who is the teacher?

3. In sentence 3, where does Moses study?

Lesson 12

34

4. In sentence 4, what is the name of the barber

shop?

5. In sentence 5, who is the barber?

Read your answers. What do we call these words?

What kind of naming words are they?

We Can Do This

More Letters to Review

Let’s name these animals.

Read these letters: Gg Pp Dd

1. Can we sound them?

2. What is the beginning sound of dog? goat?

goose? pig? duck?

35

Name these pictures.

36

Read these letters. Then sound them.

Can you give the letter that begins the name

of each picture?

Gg Pp Jj Dd Ww

37

I Can Do It

Sound each letter. Name the pictures.

Choose the picture whose name begins with the

letter on the left.

Pp

Gg

Jj

Ww

Dd

38

Let’s Recall

I will read the sentences that happened in our story

last Monday.

Moses went to the barber shop.

Mother told Moses that his hair is long.

Miss Lara told Moses to go to the barber shop.

Let’s Aim

Today we will learn to arrange the events in a story

from the first to the last that happened.

Events tell what happened in the story.

Are the events arranged from the first to the last

that happened? Which is first? Number it 1.

Which is second? Which is third?

We Can Do It

Read this short story.

The events in this short story follow an order.

The words first, next, and then tell us

the correct order.

Lesson 13

First, Dan took a bath.

Next, he wore his pajama.

Then he went to bed.

39

I Can Do It

Read the short story.

Copy these sentences in your notebook.

Number these events 1, 2, and 3 to show

the correct order.

____ Then it laid an egg.

____ First the bird made its nest.

____ Next it sat on the nest.

Let’s Aim

Write in your notebook the proper name

in each sentence.

1. My grandfather is from Marikina.

2. Mr. Pascual is the principal.

3. I drink Milo every morning.

4. My sister has a Barbie doll.

5. I named my kitten Dana.

Copy the sentences in your notebook.

Write the proper names correctly.

1. My sister is fiona.

2. My uncle lives in cotabato.

3. My doctor is dr. mendoza.

Then it laid an egg.

First the bird made its nest.

Next it sat on the nest.

40

We Can Do These

More Letters to Sound

Sound these letters.

Copy these letters. Do this in your notebook.

Pp Gg Jj Dd Ww

Write the letter that begins the name of each

picture. Do this in your notebook.

41

I Can Do It

Name the pictures. Write the letter that begins

their name. Do this in your notebook.

42

Let’s Recall

Do you remember how we arranged three events

in the order that they happened? What words

do we use to tell about these events?

The words first, second, third, then, last, and

finally help in arranging the events in order.

We Can Do It

Tell about the three pictures. Use first, second,

and third.

I Can Do It

Number the events 1, 2, and 3. Then tell about

these sentences. Do this in your notebook.

Lesson 14

43

Try It

What do you do in the morning before going

to school? Tell about it. Use the words first, second,

then, and last to help you in telling them in order.

Let’s Aim

Common and Proper Names

Let us give a proper name for the following

common names.

1. town 6. street

2. father 7. girl

3. mayor 8. soap

4. volcano 9. biscuit

5. singer 10. classmate

We Can Do It

Let’s have a contest. I will say a common name;

the players will give a proper name. The first to give

a correct answer wins.

1. actress 6. city

2. president 7. principal

3. river 8. province

4. city 9. mountain

5. book 10. hospital

44

Let’s Try

Beginning Letter and Its Sound

I will give a word. Write its beginning sound

in your notebook.

1. ball 6. gift

2. wand 7. candle

3. ring 8. window

4. doctor 9. pillow

5. jet 10. hammer

We Can Do It

Name the pictures. Write in your notebook the word

with its beginning sound to complete the names.

____en

____at

____et

____oll

____un

____op

____eb

____op

____en

45

Let’s Try

Arrange the pictures in the correct order.

We Can Do It

Form a group of three. Think of three things that you

do before leaving school. Each pupil in the group

will say a sentence about it.

We Learned This

Listen as your teacher reads the sentences.

Number them 1, 2, and 3 according to the order

that they happened. Do this in your notebook.

I wear my

uniform.

I go to school.

I take a bath.

I Learned These

Write P if the underlined word or words

is a proper name. Write C if the underlined word

or words is a common name.

1. I have a red bag.

Lesson 15

46

2. My teacher is Miss Tan.

3. Grandma gave me a doll.

4. My father is in Cebu.

5. The children are in the park.

Write the proper names correctly.

1. mrs. cadiz

2. national supermarket

3. dr. maceda

4. davao city

5. blackie

Write in your notebook the beginning letter

for the pictures.

1. 4.

2. 5.

3. 6.

47

Week 4: My Things

Learning New Words

Listen as your teacher reads the words.

Look at the pictures for them.

a pair of shoes

a small boy and a grown man

a fitting shoe

Lesson 16

48

Let’s Aim

Have you tried wearing your father’s

or your mother’s shoes? What did you feel?

In the poem that I will read, find out:

What did the boy say about his father’s shoes?

Listen as I read the poem.

Shoes

by Tom Robinson

My father has a pair of shoes

So beautiful to see!

I want to wear my father’s shoes,

They are too big for me.

My baby brother has a pair

As pretty as can be!

My feet won’t go into that pair –

They are too small for me.

There’s only one thing I can do

Till I get small and grown.

If I want to have a fitting shoe,

I’ll have to wear my own.

We Can Do It

Try to answer my questions about the poem.

1. Who is talking in the poem?

2. What did he say about his father’s shoes?

3. Why can’t he wear his father’s shoes?

4. What do you think did he feel when he couldn’t

wear his father’s shoes?

49


6. Which shoes did he try wearing next?

7. Why can’t he use his brother’s shoes?

8. What must he do if he wants a shoe that fits

him?

I will read the poem again. Read it with me.

Let’s Try

Stanzas, Lines, and Rhyming Words

The poem has 3 stanzas. Each stanza has 4 lines.

I will read the first stanza again. Then let’s read

the words at the end of each line.

See and me sound the same.

We call them rhyming words.

We Can Do It

Listen as I read the second stanza. The words

at the end of the lines are:

Which word rhymes with be?

shoes

see

shoes

me

pair

be

pair

me

50

Listen to the third stanza. The words at the end

of the lines are:

Which word rhymes with do?

Yes, do and shoe rhyme.

Which word rhymes with grown?

More Letters to Sound

Let’s try to name the pictures.

Read and sound the letters.

Zz Yy Vv

do

grown

shoe

own

Zz Yy Vv

51

We Can Do It


the beginning letter of its name.

52

I Can Do It

Draw something whose name starts with the letter

below the box. Do this in your notebook.

Yy Zz Vv

Let’s Review

Let’s read together the poem Shoes.

Let’s do some action as we recite the poem.

Let’s Try

Do you remember our lesson on rhyming words?

Listen as I recite some rhymes.

Tell me the rhyming words that you hear.

Twinkle, twinkle little star

How I wonder what you are.

Up above the world so high.

Like a diamond in the sky.

What rhymes with star?

What rhymes with high?

Lesson 17

53

We Can Do It

Read with me the words in each line.

Write in your notebook the word that rhymes

with the word in the left box.

food foot nod hood

try night high tray

rain ran train ray

line slide pin mine

pen pan pin hen

I Can Do It

Read with me each pair of words. Put a after the

number if the two words rhyme; X if they don’t.


1. bat, hat 4. road, rode

2. pen, pet 5. smile, spin

3. line, shine 6. town, brown

Let’s Review

Write in your notebook these words with the

beginning sound of the name of each picture.

___an

___op

___en

___ot

___ar

___ug

54

___ell

___up

___uck

___ix

___un

___in

Get Set

Choose the girl who wears a uniform.

A pet is not allowed in school.

a. A pet may be in school.

b. A pet should not go to school.

c. A pet should attend class.

Let’s Aim

1. What does your pet do when you are leaving for

school? In the story that I will read, let’s find out.

2. What did Lida’s pet do when she was leaving for

school?

Lesson 18

55

Listen to the story that I will read.

Where Is Mingming?

“Mingming, I will go to school tomorrow,”

Lida said to her pet cat. “Be good while I’m

in school.”

“Meow,” answered Mingming.

“Look at my bag. I have three pencils

and two erasers. I have six notebooks. And

look, I have one long ruler and one book.”

“You better sleep early, Lida,” Mother said.

“The bus will come early tomorrow.”

“Let’s sleep, Mingming,” said Lida.

The next day, Lida woke up early. “Wow,

my uniform looks good,” she said.

“Yes, you are a big girl now,” Mama said.

“Come, eat your breakfast.”

She ate her breakfast: two eggs, two slices

of bread, and a glass of milk.

Poot, poot!

“Lida, the school bus is here,” Papa said.

“Goodbye.”

“Where is Mingming?” asked Lida. “I will say

goodbye to her.”

But Mingming was not in the room.

She was not in the kitchen. She was not

on the sofa.

When Lida reached the classroom,

she opened her bag to get her notebook

and pencil.

56

“Meow.”

“Oh, Mingming,” Lida said softly. “Why did

you come with me? Pets are not allowed

in school.”

We Can Do It

Answer my questions about the story.

1. Who is getting ready for school?

2. Who is Mingming?

3. What did Lida put in her bag?

4. Why should Lida sleep early?

5. What did she eat for breakfast?

6. How will Lida go to school?

7. Who did Lida look for before going to school?

8. What do you think did she feel when she did not

see Mingming?

9. Where did she find Mingming?

10. What do you think did she feel when she found

Mingming in her bag?

11. What do you think will she do with Mingming?

I Can Do It

Choose the word that answers each question.

Write them in your notebook.

1. Who? Lida book bus

2. What? mother eraser school

3. Where? bedroom uniform driver

4. Who? father eggs milk

5. Where? book Ming sofa

57

Let’s Try

I will begin part of the story that we had yesterday.

Add a sentence or two to complete the story.


Lida placed her things in the bag.

She placed ______, _______, _______,

______, and ______.

We Can Do It

Add words to complete the story. Do this

in your notebook.

Lida ate her breakfast. She ate ______

and ______ and she drank _____.

Lida could not find Mingming. She was not

in the _______. She was not in the _______.

And she was not on the _______.

Let’s Aim

Names That Mean More Than One

Read these sentences from the story.

1. Lida has three pencils.

2. She has six notebooks.

3. She has two erasers.

4. She has one ruler.

5. She has one book.

What school thing does Lida have in number 1?

In number 2? In number 3?

Lesson 19

58

Let’s read the words that you wrote: pencils,

notebooks, erasers.

What school thing does Lida have in number 4?

In number 5?

Let’s read the words that you wrote: ruler and book.

What do you notice at the end of pencil, notebook,

and eraser? Why?

Is there an s at the end of ruler and book? Why?

We Can Do It

Let’s have a game. I will show objects / pictures.

Tell me if you will add –s or not to their names.

(Teacher may show objects / pictures of marbles,

pins, erasers, pupils, . . .)

I Can Do It

Look at the picture in each box.

Write the correct name for it. Do this in your

notebook.

flower flowers cup cups dog dogs

Remember This

We add –s to the naming word if there is

more than one. We don’t add an –s to the

naming word if there is only one.

59

bag bags hen hens pig pigs

Let’s Try

Ending Sounds of Words

Listen as I say each word. Tell me the sound

that you hear at the end.

1. bus 6. red 11. buzz

2. rat 7. web 12. boy

3. ham 8. leaf 13. cow

4. car 9. bell 14. map

5. van 10. tag 15. pad

We Can Do It

Listen as I say each word. Complete its name

by adding the ending letter. Do this in your

notebook.

1. (big) bi___ 6. (mop) mo___

2. (cob) co___ 7. (rod) ro___

3. (men) me___ 8. (ram) ra___

4. (pet) pe___ 9. (toy) to___

5. (bow) bo___ 10. (mug) mu___

I Can Do It

Complete the name of each picture by adding

the ending letter. Do this in your notebook.

60

ca___ bu___ tu___

gu___ ba___ bi___

fa___ ca___ be___

Let’s Aim

Do you remember the story of Lida and her pet cat?

Let’s retell it using these questions as your guide.

We Can Do It

Who will go to

school? ______ will go to school.

What did she

place in her bag?

She placed ______, ______,

_____, and ____ in her bag.

Lesson 20

61

How did she go to

school the next

day?

She went to school by _____.

Where did she

look for

Mingming?

She looked for Mingming in the

_______, in the ______, and on

the ______.

Where did she find

Mingming? She found Mingming in _____.

I Can Do It

Now I will call some pupils to retell the story.

The questions that I will ask will be your guide.

I Learned

Beginning and Ending Sounds

Name each picture. Write its beginning letter.


___op

___at

___et

____en

____up

___eg

62

Name each picture. Write its ending letter.


ca____

ha____

bu____

bi___

pa____

to____

Week 5: I Have Wishes

Learning New Words

Listen as I read the sentences. Look at the picture

for each sentence.

My bag has a tag.

My skirt and blouse

match.

Lesson 21

63

My mother hugs me.

Let’s Aim

I wish that I will have many friends.

What is your wish?

In the poem, what is the speaker’s wish?


Wishes

What is your wish?

I wish to have a bag with

a pretty pink tag.

What is your wish?

I wish to have a watch

with a gold ring to match.

What is your wish?

I wish to have two dresses.

I will pay you with hugs

and kisses.

What is your wish?

I wish that you will be my

friend and our friendship

won’t end.

64

We Can Do It


1. What was the first wish of the speaker?

2. What should be on the bag?

3. What was her second wish?

4. What should match the watch?

5. What was her third wish?

6. What will she give if she gets two dresses?

7. What was her last wish?

8. Who do you think is making the wish?

9. Why did you say so?

10. Which among her wishes do you like best? Why?

We Can Do It

Listen as I read the poem again. You may follow

reading what I read.

Let’s Try

Rhyming Words

I listed down the pair of words at the end of the lines

of the poem. Let’s read them.

1. What do we call each pair of words?

2. Can you give another pair of rhyming words?

dresses

kisses

bag

tag

watch

match friend

end

65

We Can Do It

Read the poem again by groups.

Do some actions as you read the lines.

Let’s Try

One and More Than One

Read each pair of sentences.

1. The girl has one wish.

I have two wishes.

2. She wants one watch.

I will wish for two watches.

3. I want a dress.

She wants two dresses.

4. I will pay mother with a kiss.

She will pay with many kisses.

In pair 1, what did the girl have?

what did the “I” have?

In pair 2, what did she want?

what did the “I” wish for?

In pair 3, what did the “I” want?

what did she want?

In pair 4, what will the “I” pay mother?

what will she pay mother?

Read the pair of answers in the box.

wish wishes

watch watches

dress dresses

kiss kisses

Lesson 22

66

1. Which column has words that mean one?

2. Which column has words that mean many?

3. What are the letters that end the first word?

The second word? The third word?

The fourth word?

4. If the naming words end in -sh, -ch, and -ss,

what letters do we add to make them mean

more than one?

We Can Do It

Let’s have a game. I will say a word. Make it mean

more than one.

1. glass 4. patch

2. match 5. bench

3. dish

I Can Do It

Make each word mean more than one.

1. match 4. wish

2. kiss 5. bench

3. dress

Remember This

For the naming words that end in -ss, -sh, and

-ch, add -es if they mean more than one.

67

Reading Words

Name the pictures.

Sound the first letter of

each word.

Sound the ending –et.

Read the words.

We Can Do It

I will point a picture. Get the word card that

names it.

net

jet

pet

vet

met

get

yet

wet

68

I Can Do It

Draw a line to connect the picture to its name.

wet

pet

met

jet

net

Let’s Try

Look at the copy of the poem in the chart.

Let’s try to read it.

Each group will recite one stanza.

Lesson 23

69

We Can Do It

Can I call for a pair of children who will recite

the poem?

Let’s Try

Words That Mean More Than One

Listen as I read the sentence for each picture.

1. There are six boxes

on the table.

2. The farmer saw two

foxes in his farm.

What is the ending letter of box? fox?

What was added to the words to make them mean

more than one?

Remember This

For the naming words that end in x, add -es if it

means more than one.

70

Listen as I read the sentences for the pictures.

1. There is a fly on the food.

There are many flies in the trash can.

2. My teacher reads a story to us.

My mother reads two stories every night.

3. I ate a strawberry.

My sister ate several strawberries.

What is the ending letter of the words fly, story,

and strawberry?

How did these words change when there was

more than one?

71

We Can Do It

Write in your notebook the name of each picture.

box, boxes

fly, flies

strawberry, strawberries

lady, ladies

Let’s Try

Reading Words

Name these pictures.

Remember This

For the naming words that end in y, change y

to i and add -es.

72

We Can Do It

Read the names by sounding the beginning letter

and the ending –en.

I Can Do It

I will point a picture. Get the word card that

names it.

We Can Do It

Recite the poem with me.

Talk about your wish. Draw it in your notebook.

One or More Than One

Listen to my sentences. Tell me the correct

naming word.

1. I gave my mother three (kiss, kisses).

2. Myrna washed one (glass, glasses).

3. There were six (lady, ladies) in the room.

4. There is a (fox, foxes) in the zoo.

5. Father bought a (watch, watches) for my

brother.

6. I know three (story, stories).

7. There are many (butterfly, butterflies)

in the garden.

8. I will make three (wish, wishes) on my birthday.

Lesson 24

hen

men

pen

ten

73

9. There are many (bus, buses) on the road.

10. There is one (bench, benches) in the park.

Reading Words

Draw a line from the picture to the word.

1.

net

2.

wet

3.

jet

4.

pen

5.

ten

6.

hen

74

We Can Do It

More Rhyming Words

I will read three words. Write in your notebook

two words that rhyme.

1. ball bat fall

2. fine shine bright

3. best bend west

4. dry fly stay

5. bike bind alike

See What I Have Learned

Choose the pair of words that rhyme.

1. rain – again 6. seen – been

2. sun – fun 7. led – let

3. fat – hat 8. bug – rug

4. sky – by

5. book – look

We Can Do It

Naming Words That Mean More Than One

Give the word that means more than one.

1. candy 6. bench

2. fly 7. match

3. story 8. wish

4. butterfly 9. lady

5. sky 10. fox

Lesson 25

75

See What I Learned

Write the word that means more than one. Do this

in your notebook.

1. kiss

2. box

3. dish

4. baby

5. watch

I Can Do It

Reading Words

Read each word. Draw what it says. Do this

in your notebook.

pen net hen

jet ten men

Let’s Try

Read these words.

Look at each picture. Read the group of words

about it.

in the net

in on the has

76

the ten men

a wet net

has a pen

Week 6: I’m Growing!

Let’s Try

Learning New Words

Look at the pictures. Listen as your teacher reads

their names.

Lesson 26

77

Let’s Aim

What do you do with old dresses or pants that don’t

fit you anymore?

What did mother do with the old pants that did not

fit the boy anymore?

My Pair of Shorts

Jed wants to play in the park. He got

his bat and ball. He wore his rubber shoes.

He got his cap.

Mother gave him two shirts. “You may wear

the red one. Put the other shirt in your bag.

Change your shirt to this yellow one

after playing. And I prepared five sandwiches.

Share them with your friends.”

He was starting to wear his pants, but there

was a problem.

“Look Mama. My pants are short for me,”

said Jed.

“Oh, yes. You are growing taller. We can

give the pants to your brother Tom.”

“But I love my pants Mama. Can’t I still

use them?”

“Hmmm, let’s see. I need a pair of scissors,

thread, and needle.”

Rip, rip, rip. Cut, cut, cut.

“Look, Jed, you have a pair of shorts!”

“Oh. It looks good on me. Thank you

Mama. I will use this now while I play with

David, Benny, Ric, and Dan.”

78

Let’s Try

Listen to my questions about the story.

Try to answer them.

1. What will Jed do?

2. Where will he play?

3. What things did he prepare?

4. Why did Mother ask him to bring two shirts?

5. What was his problem with his pants?

6. What was Mother’s first solution to his problem?

7. Why didn’t Jed want to give it to his brother?

8. What was Mother’s second solution?

9. What happened to Jed’s pants?

10. What did he tell his mother?

11. What did Jed feel when he wore the shorts?

We Can Do It

What I will do with my old clothes:

1. Make two boxes in your notebook.

2. In the first box, draw a dress, pants, or shirt

that you don’t use anymore.

3. In the second box, draw what you will do with it.

Let’s Try

Words That Mean One or Many

Try reading the sentences with your teacher.

1. Jed has two shirts.

2. He has a cap.

3. Mother made five sandwiches.

Lesson 27

79

4. He has a bat and a ball.

5. He has four playmates.

We Can Do It

Write in your notebook the answer to each question.

1. How many shirts did Jed bring?

2. How many caps did he use?

3. How many sandwiches did his mother make?

4. How many bat and ball did he have?

5. How many playmates did he have?

I Can Do It

Listen as I read each sentence. Write in your

notebook the counter. Beside each word, write O if

it means one and M if it means many.

1. Grandma has ten grandchildren.

2. I have many cousins.

3. I have one sister.

4. Uncle Vic gave me a doll.

5. He gave my brother two puppies.

Remember This

The words two, four, five, and many are

called counters. They tell us that there is more

than one naming word.

The words a and one are also called counters.

They tell us that there is only one naming

word.

80

Let’s Try

Reading New Words

Study the pictures. Read their names.

bed

wed

fed

led

Sound the beginning letter and the ending –ed

to read the words.

bed Med

fed Ned

led Jed

red Ted

wed

Let’s Try

Thanking Mama

Jed wants to thank his Mama for fixing his shorts.

Let us help him. Do this in your notebook.

Lesson 28

81

We Can Do It

One or Many Naming Words

Listen to my sentences. Take note of the counters.

Tell if the counters mean one or many.

1. There are forty pupils in class.

2. There is a table in the room.

3. The janitor placed many desks.

4. There are three blackboards.

5. We have one teacher.

I Can Do It

Listen as I read the sentences. Write the counters

in your notebook. Beside each counter, write

the correct naming word.

1. Nan has two (flower, flowers).

2. Jed has a (bat, bats).

3. I have one (pencil, pencils).

4. Mother has many (dress, dresses).

5. There are six (glass, glasses) on the table.

Dear Mama,

Thank you for fixing my _______________.

I like wearing it.

Love,

__________

82

I Can Do It

Reading Words


the correct name.

bed

red

fed

wed

led

red

men

pen

ten

met

jet

net

hen

men

pen

pet

yet

wet

Let’s Try

Read the sentences.

1. Ben has a net.

2. Jed has a pen.

3. Den fed the hen.

4. Pet is in the den.

5. The men are in the jet.

Read and answer the questions that start with Who.

1. Who has a net?

2. Who has a pen?

3. Who fed the hen?

83

4. Who is in the den?

5. Who are in the jet?

I Can Do It

Read each sentence. Draw what it says. Do this

in your notebook.

1. Jen has a net.

2. Ben has a net.

3. Pet is on the bed.

We Can Do It

More Naming Words That Mean One or Many

I will group you into four. Each group will choose

a picture and make a sentence about it.

Lesson 29

84

I Can Do It

I will read each sentence.

Write in your notebook the correct naming word.

1. I have a pet (cat, cats).

2. Pat makes three (wish, wishes).

3. Mama has a (baby, babies).

4. Five (lady, ladies) are in the car.

5. There are ten (bug, bugs) in the jar.

Let’s Try

I Can Read

Read each sentence. Answer the What question.

The hen is on the bed.

What is on the bed?

The net is wet.

What is wet?

85

I Can Do It

Read each sentence. Answer the questions.

Ben has a pet hen.

Who has a pet hen?

What is Ben’s pet?

Den has a wet net.

Who has a net?

What is wet?

Ted has a red pen.

Who has a pen?

What is red?

Measure My Learning

One or Many

Read each word with your teacher.

Write in your notebook the word that means many.

1. bag 5. bed 9. watch

2. box 6. dish 10. bus

3. baby 7. animal

4. hen 8. fly

Lesson 30

86

Read each sentence. Write in your notebook

the correct counter for the naming word.

1. I have (one, two) dolls.

2. Father gave me (a, many) kiss.

3. There are (six, one) boxes in the cabinet.

4. Miss Tina tells us (a, many) stories.

5. Nena has (a, two) brother.

We Can Do It

I Can Read

Read each sentence and answer the Where

question.

1. The pen is on the bed.

Where is the pen?

2. The men are in the jet.

Where are the men?

3. The hen is in the net.

Where is the hen?

I Can Do It

Look at each picture. Answer the Where question.

Where is Ted?

Ted is _____.

87

Where are the men?

The men are _____.

Where are the hens?

The hens are _____.

Week 7: I Have a Grandmother

Let’s Try

Look at each picture as your teacher reads words

about it.

I love pancakes.

I spread butter

and put syrup on it.

I pour the flour in a cup.

Eggs, flour, sugar, and

milk are ingredients

in cooking pancakes.

Lesson 31

88

Let’s Aim

Do you like pancakes?

Do you know how to cook pancakes?


1. Who likes pancakes?

2. How are pancakes cooked?

Cooking Pancakes with Grandma

Grandma visits us once a month. When she

comes, she cooks many things.

One Saturday, I said “Lola, I like pancakes

for breakfast.”

“Okay, I will cook pancakes,” she said.

“May I help, Lola?” I asked.

“Yes you may, Jana. Let’s prepare the

things that we need.”

“I need a can of milk and a cup of flour,”

she said.

“Here, I got them from the grocery

cabinet,” I said.

“Do we have eggs?” she asked.

“There are ten eggs in the ref,” I answered

as I got six of them.

89

“I need several teaspoons of sugar.”

I got the jar of sugar.

Grandma showed me how to mix

the ingredients in a bowl. Then she heated

the pan and poured the mixture.

“Oh, I can see the round pancakes.

They smell good,” I said.

“Now, we need butter and syrup.”

My brother came to the kitchen.

“Something smells good!” And he ate

the pancake on my plate.

“Nick, that’s my pancake,” I said.

“Nick, you should have waited

for this other pancake,” said Grandma.

“Oh, I’m sorry. May I help in cooking

the other pancake?” said my brother.

We Can Do It


1. Who loves pancakes?

2. Who cooked pancakes?

3. Who helped Grandma cook pancakes?

4. What ingredients did Grandma use in cooking

pancakes?

5. What do you think did Jana feel when she saw

the cooked pancake?

6. Who came to the kitchen?

7. What did Nick do with the cooked pancake?

8. What did Jana feel when her brother ate

the pancake?

9. What did Grandma tell Nick?

10. What did Nick do at the end of the story?

90

Let’s Try

Writing a Thank You Letter

Jana would like to thank Grandma for cooking

pancakes for her. Continue her Thank You letter.


Dear Lola,

Thank you for _____________________.

Next time, let’s cook _________.

Love,

_______________

Learning Mass Nouns

Here is a list of ingredients for making pancakes.

Let’s read them.

1. What words were used before flour, sugar,

and milk?

2. Why do you think did we use a can of, a cup of,

and a jar of? Can we count flour, sugar,

and milk?

3. What word was used before eggs? Can we

count eggs?

Lesson 32

a cup of flour

a jar of sugar

a can of milk

three eggs

91

Reading Words

Let’s name these pictures.

Read the names of the pictures.

beg eggs legs peg

Write in your notebook the correct name

of each picture.

bed

beg

pen

peg

led

legs

Remember This

Naming words that cannot be counted

are called mass nouns. Naming words

that can be counted are called count nouns.

92

eggs

hens

wet

wed

pet

peg

I Can Do It

Listen as your teacher reads the sentences.

Put number 1 on the sentence that tells

what happened first, 2 on the sentence

that happened next, and 3 on the sentence

that happened last. Do this in your notebook.

A.

Jana got the flour, milk, eggs, and sugar.

Grandma gave Jana a cooked pancake.

Grandma poured the mixture in the pan.

B.

Nick helped Grandma cook the pancake.

Nick ate the pancake on the plate.

Nick said “I’m sorry” to Jana.

Let’s Recall

Naming Words: Count or Mass

1. What do we call the naming words that can

be counted?

2. What do we call the naming words that cannot

be counted?

Lesson 33

93

We Can Do It

I will say a group of words. Tell me if it is a mass

or count noun.

1. juice 6. books

2. bottles 7. chicks

3. girls 8. oil

4. water 9. rice

5. coffee 10. meat

Read each sentence. Draw a line to connect it

to the picture.

1. Pem has pegs.

2. My pet begs.

3. Ted weds Meg.

4. Den has wet legs.

5. Ben has ten eggs.

94

We Can Do It

Give an example of a mass noun.

Give an example of a count noun.

I Can Do It

Make two boxes in your notebook. In Box A, draw 5

count nouns; in Box B, draw 5 mass nouns.

I Can Do It

Reading Sentences and Answering Questions

Read each sentence. Write the answer

to each question.

1. The pegs are on the bed.

Where are the pegs?

2. Ben led the men.

Who led the men?

3. Meg is in the jet.

Who is in the jet?

4. The hen has eggs.

What does the hen have?

5. Jed and Den met.

Who met?

We Can Do It

Reading a Short Story

Read the following short story by groups.

Then answer my questions about them.

Lesson 34

95

Ben and His Hen

Ben has a hen.

His hen is red.

His hen sits in a basket.

“Oh, there is an egg in the basket.

Pet Hen, thank you for this egg.”

1. Who has a hen?

2. What is red?

3. Where did the hen sit?

4. What is in the basket?

5. What did Ben tell the hen?

I Have Learned Them

I will read the words in the big box. Copy the

following table. List in the first column the count

nouns. List in the second column the mass nouns.

eggs sugar

boys father

milk flower

bed gasoline

sand salt

Count Nouns Mass Nouns

Lesson 35

96

I Can Draw Them


in your notebook.

1. The pet hen is wet. 4. Jen has a red pen.

2. Pem met Den. 5. Ken has a net.

3. The peg is on the bed.

Week 8: I Get Gifts

Let’s Try

Look at the pictures. I will read their names.

Point the picture for the name that I will read.

a bag two books

a belt two bars of chocolates

a bag of nuts a pack of gums

Lesson 36

97

Let’s Aim

1. Who is your uncle?

2. What gifts does he give you?

3. In the story, what did the uncle send

the children?


Uncle Ed’s Gifts

Uncle Ed sent a big box. The box said

“For Timmy and Tina.”

What could be in this box?

“There are two bars of chocolates,”

says Tina. “I love chocolates.”

“There’s a bag and a belt,” says Timmy.

“I think the belt is for me. And look, the bag

has a tag. It says Tina.”

“There is a bag of nuts and a big pack

of gums,” says Mother.

98

“And there are two storybooks,” says Tina.

“I can read the first one, while you read

the other one. Then let’s exchange.”

“Good idea,” says Mother. “Both of you

will read the books.”

“Meow! Meow!”

“Oh, Muning is inside the box. She can’t

get out,” laughed Timmy.

“Oh Muning,” says Tina. “This box is not

your bed.”

“Let’s send a card to Uncle Ed. Let’s thank

him for all the goodies.”

We Can Do It

Answer my questions about the story.

1. Who sent a big box?

2. For whom did he send the box?

3. What were inside the box?

4. What do you think did Tina and Timmy feel

when they saw the things in the box?


6. What did they hear as they were getting

the goodies in the box?

7. How do you think did Muning get inside the box?

8. What will Tina and Timmy send Uncle Ed?

9. What do you think will they tell Uncle Ed?

10. If you were Tina and Timmy, what would you tell

Uncle Ed?

99

We Can Do It

Pretend that you are Tina and Timmy. What will you

write in the card for Uncle Ed?

I Can Do It

Make a card for Uncle Ed. On a sheet of paper,

draw something on the left side. Write your

Thank You letter on the right side.

We Can Do It

Count and Mass Nouns

Here are the things that Uncle Ed sent.

Which are count nouns? Which are mass nouns?

Make a list in your notebook similar to the one below.

a bag two books

a belt two bars of chocolates

a bag of nuts a pack of gums

Lesson 37

100

Let’s Try

Reading Words

Name the pictures in the box.

Read the words.

bell

fell

sell

tell

well

yell

101


in your notebook.

1. Nell fell into the well. 4. The pen is on the bed.

2. Del sells pens. 5. I yell at Sel.

3. The bell is on the bed.

Let’s Try

What Did They Feel?

Sometimes you are happy. Sometimes you are sad.

I will read what happened in the story. Tell me what

the character felt.

1. Tina got a bag from Uncle Ed.

2. The children got books.

3. Muning cannot get out of the box.

4. Uncle Ed got a card from Tina and Timmy.

5. Muning got out of the box.

We Can Do It

Tell me: When do you feel sad?

When do you feel happy?

Let’s Recall

What do we add to a naming word when it means

many?

Sometimes we add -s; sometimes we add -es.

For example, we say eggs, bags, wishes, boxes,

benches.

Lesson 38

102

Let’s Aim

Counters for Mass Nouns

Mass nouns cannot be counted. Instead of adding

-s or -es at the end, we use counters.

Read the following mass nouns found in our stories.

a bag of flour

a can of milk

a jar of sugar

a bar of chocolate

a pack of nuts

a teaspoon of syrup

We Can Do It

Write in your notebook the counters in the following

mass nouns.

1. a glass of juice

2. a teaspoon of sugar

3. a box of soap

4. a sack of rice

5. a liter of oil

To tell if the mass noun means many we add –s

to the counters. Read these mass nouns.

1. a gallon of water – two gallons of water

2. a kilo of meat – seven kilos of meat

3. a slice of cheese – two slices of cheese

4. a bottle of perfume – two bottles of perfume

5. a jar of cream – three jars of cream

103

We Can Do It

Listen as I read the following mass nouns.

Make them mean many. Do this in your notebook.

1. a can of sardines

2. a kilo of sugar

3. a slice of meat

4. a pot of kare-kare

5. a bowl of soup

We Can Do It

More Words That I Can Read

Read these words.

pen ten men hen den

net wet set get jet

bed red fed wed led

leg beg leg peg Meg

I Can Do It

Write in your notebook the name of each picture.

pen

pet

peg

bed

beg

bell

led

leg

let

wet

wed

web

104

bed

beg

bet 10

ten

tell

Ted

wet

wed

well

pet

pen

peg

We Can Do It

Listen to the sentences that I will read.

In your notebook, draw a happy () or a sad ()

face after the number of each sentence.

1. My dog bit the pages of my book.

2. Mother made a sandwich for me.

3. My friend and I played.

4. Grandma cooked hotdog for me.

5. My brother got my toy.

Let’s Aim

The counter of the mass noun should be correct.

For example, it is not correct to say:

a bottle of meat a sack of water

Lesson 39

105

I Can Do It

Listen as I read the mass nouns.

Write in your notebook the correct counter.

1. (a glass of, a sack of) juice

2. (a bar of, a bottle of) chocolate

3. (a kilo of, a liter of) gasoline

4. (a cup of, a box of) hot milk

5. (a can of, gallon of) water

I Can Read

Read the two sentences in each box.

Answer the questions about them.

Ben has a pet hen.

The hen fell into the well.

1. Who has a pet?

2. What is his pet?

3. Where is his pet?

Del has a red bell.

Her bell is on the bed.

1. Who has a bell?

2. What is red?

3. Where is the bell?

Ned has a wet net.

The net is in the well.

1. Who has the net?

2. What is wet?

3. Where is the net?

106

Let’s Try

Make two boxes in your notebook.

In the first box, draw when you feel sad.

In the second box, draw when you feel happy.

I am happy.

I am sad.

I Can Do It

Write One if the underlined mass noun means one;

Many if it means many. Do this in your notebook.

1. She bought a kilo of rice.

2. We ate two bars of chocolates.

3. Mother served six bottles of water.

4. I drank a cup of hot tea.

5. The visitors ordered two glasses of juice.

6. Mother cooked a bowl of soup.

7. She ate two slices of cake.

8. He drank a bottle of softdrinks.

I Learned These

Read the words in the box.

ten leg bed bell jet

pen egg fed well net

Lesson 40

107

Write the name of each picture in your notebook.

Choose from the words in the box.

10

Write a sentence for each picture. Do this

in your notebook.

108

Read the story.

Ted’s Pet

Ted has a pet.

His pet is a hen.

He feeds his pet hen.

“Red Hen, don’t go

to the well.”

But Red Hen runs.

“Red Hen,” Ted yells.

“Oh, Red Hen falls into the

well!”

Ted gets a net.

He gets Red Hen out of the

well.

Write the correct answer in your notebook.

1. Who has a pet?

a. Jed

b. Ted

2. Who is his pet?

a. Red Pet

b. Red Hen

3. Where did Red Hen go?

a. to the pen

b. to the well

4. What did Ted get?

a. a pen

b. a net

5. Did Ted get Red Hen out of the well?

a. Yes

b. No

109

We all have a family.

Some may be big,

Some may be small.

My family is just right for me.

I love my family.

Unit 2

I Love My Family

110

Week 1: I Have a Family

Let's Try

Introduce your family. Show your family picture

to your classmates. Say the name of each member

of your family.

“This is my family.”

“My father is ___________.” (Say this for every

member who is part of your family.)

“I love my family.”

Get Set

I will read each word. Check the picture that tells

about that word.

picnic

farm

Lesson 1

111

barrio

Let’s Recall

What do you like to do with your family?

Let's Aim


What Ben likes to do with his family.


The Picnic Surprise

I am Ben. I like to go out on picnic trips

with my family.

Nanay asked me, “What do you want me

to cook for the picnic tomorrow?”

I answered, “Well, Nanay, you know what

our favorite picnic foods are. I like spaghetti,

Kuya Ramon likes chicken sandwich, and Raya

likes hotdog on a stick.”

“Okay then,” Nanay answered, “that's what

I am going to prepare for the picnic.”

The next day, everybody was excited.

I saw my Kuya Ramon help Nanay prepare

the food basket. I saw my little sister, Raya

folding the table napkins.

112

I hope Tatay is here. Tatay needs to work

in the farm in the barrio. He has to live there

most of the time. He only comes home

every end of the month. Today is not the end

of the month, so I know that he is not coming.

Just before we were about to leave for the

picnic, I heard a loud voice call, “Ben! Can I

join you?”

I ran out to find out who it was. It was Tatay!

I was so happy to see him! I know this is

my happiest family picnic!

Listen to my questions about the story and try

to answer them.

1. What does Ben like doing with his family?

2. What did his mother ask about?

3. What did Ben ask his mother to prepare

for the picnic?

4. What was everybody feeling about the picnic?

5. What was Kuya Ramon doing?

6. What was Raya doing?

7. If you were the brother or sister of Ben, what

would you do to help prepare for the picnic?

8. Who did Ben think about?

9. What do you think was he feeling when he

remembered Tatay?

10. Where does Tatay work?

11. What was the picnic surprise?

12. What do you think Ben felt when he saw Tatay?

Why?

113

What is your favorite part of the story? Draw it

in your notebook.

Let's Recall

In our story yesterday, how many brothers and sisters

does Ben have?

I Can Do It

Listen to the question. Answer the question in front

of the class.

“How many brothers and sisters do you have?”

“I have ____________ brother/s and _________ sister/s.”

Let's Aim

The Pronoun I

Look at the pictures and listen as I read the

sentences in the dialogue bubble.

A

B

C

Lesson 2

My name

is Raya.

I am 4 years

old.

My name

is Ramon.

I am 13 years

old.

My name

is Ben.

I am 8 years

old.

114

1. Who is speaking in picture A?

2. Who is 8 years old?

3. What word did he use to talk about himself?

4. Who is speaking in picture B?



7. Who is speaking in picture C?


9. What word did she use to talk about herself?

We Can Do It

I will ask a question about you. You have to answer

using the pronoun I.

1. How old are you?

2. What do you like to do after class?

3. What do you bring to school?

Let's Aim

Word Attack Skills

Listen as I read the sentences.

Ben received a hat from Nanay.

Tatay gave Ben a bat.

Kuya Ramon has a cat for Ben.

Raya placed all the gifts on a mat.

Remember This

We use the pronoun I when the speaker talks

about himself or herself.

115

Let us name the pictures from the sentences.

What is the sound that you hear in all of the words?

Let us look at other words with -at.

-at

hat

mat

cat

sat bat

rat

fat

We Can Do It

Read the word cards. Choose the correct picture

of the word that you read from the board.

Word cards: hat, fat, cat, mat, bat, pat, sat, rat

116

I Can Do It

Choose the correct word for each picture.

1.

cat fat sat

2.

mat map man

3.

bet bat beg

4.

sat rat hat

5.

fat rat mat

Let's Answer

Group Game:

Each group will be given the letters a, e, h, t, r, s, n,

and m.

I will show you a picture one at a time. Spell the

word of each picture shown using the letters given

to you.

(Teacher will use words in the -at family as well as

short e words previously learned.)

117

Let's Recall

Look at the pictures as I read the dialogue bubble.

What do we use when the speaker talks

about himself?

We Can Do It

Group Sharing:

In a group, each member will be sharing the answer

to one question. Make sure you answer with

the pronoun I.

“What do you like to do with your family?”

Let's Aim

Word Attack Skills


Father likes to cook with a pan.

Mother likes to use a fan.

Brother likes to clean with a rag.

Sister likes to bring a pink bag.

Lesson 3

I am Ben.

I like going to picnics

with my family.

119

We Can Do It

Each one will get a word card. Read the word

aloud. Look for the picture that shows the word

in your card from the basket. If you found the

correct picture, post the picture on the board

together with the the word card.

Word cards: -at, -an, -ag words

I Can Do It

Write in your notebook the correct word

for each picture.

121

Let's Recall

When do we use the pronoun I?

I Can Do It

Draw a self-portrait in your notebook. You may use

a mirror.

Complete the following sentences.

___ am _______.

____ am _____ years old.

Let's Aim

Word Attack Skills


We will go on a picnic. Mother prepared

ham sandwiches. She also brought jam for me.

The jam is in a colorful jar. We all rode our car going

to the picnic.

Lesson 4

122

Let's name the pictures from the sentences.

What are the sounds that you hear in the words?

Let us look at other words with -am and -ar.

-am

ham

ram

jam

-ar

car

far

jar

We Can Do It

Let's try to spell!

I will show you the picture cards of the words

with short a. Spell the words out loud.

123

I Can Do It

Match the words with the correct picture.

1. jam

2. car

3. jar

4. ham

5. ram

124

Let's Answer

Look at the picture. List the names of things in the

picture with short e and short a.

Let's Try

Listen to my story.

Sam and Ram are twin sisters. They

both like to draw pictures. Yesterday, they

drew pictures for their brother Bam. It's his

8th birthday. Sam drew a cat on a mat with

a red hat. Ram drew a wet hen with eggs.

Bam was so happy with their pictures.

Lesson 5

125

Answer the questions about the short story.

1. Who are twin sisters?

2. What do they like to do?

3. Who did they draw for?

4. Why did they give Bam pictures?

5. What picture did Sam draw?

6. What picture did Bam draw?

7. What can you say about the twin sisters?

We Can Do It

Write the correct word for each picture. Do this

in your notebook.

126

I Can Do It

Look at the pictures. Write the name of the pictures

in your notebook. Choose your answer from the box.

mat fan bag hat

men fed beg hen

127

Week 2: I Share with My Brothers

and Sisters

Let's Try

Talk about your brother/s and sister/s. How many

do you have? What do you like doing with them?

“I like to ____ with my brothers and sisters.”

Get Set

Listen as I read the sentences. Listen to the questions

and choose the correct answer.

1. Yumi and Yana are twins. They are sisters born

on the same day and they look alike.

Choose the picture of twins.

2. Ana ate too much last night. This morning she

had a stomachache. Choose the picture

of Ana with a stomachache.

Lesson 6

128

Let’s Recall

Do you like the same things that your brother

or sister likes?

Let's Aim


What the twins like that are the same and different.


Tam and Ted

Tam and Ted are twins. They are both

seven years old. They are both in grade 2

and they both go to the same school.

There are a lot of things that they like

doing together. They like playing with toy trucks

together. They like catching frogs together.

They even like going to school together.

There are also a lot of things they like

that are the same. Green is both their

favorite color. Ms. Santos is both their

favorite teacher. Even their favorite shirt

is the same!

There is something that they like differently.

They don't like the same kind of food. Tam likes

129

to eat fruits and vegetables. He likes to drink

milk and juice too. Ted likes chips, candies,

and drinks a lot of cola.

Yesterday, Ted was brought to the

school clinic by Ms. Santos. He had a terrible

stomachache. The school doctor looked

at Ted and asked him many questions.

Finally, the doctor said, “Ted, you need

to learn how to eat healthy. Your body is not

getting enough vitamins from what you are

eating. If you don't, I'm afraid this

stomachache might not leave your body.”

“I don't like having a stomachache

anymore. It's hard for me to play and study,”

said Ted. “I want to get well!”

“I'll help you get well, Ted,” Tam said.

“From now on, you have to eat the same food

that I eat.”

“Try it, Ted,” Tam said while handing Ted

a ripe yellow banana. “It tastes good, and it's

healthy too!”

Ted tried it and he liked it!

130


to answer them.

1. Who are the twins in the story?

2. How old are they?

3. What grade are they both in?

4. What do they like playing together?

5. What do they like catching together?

6. Where do they like to go?

7. What is their favorite color?

8. Who is their favorite teacher?

9. What is something that they like differently?

10. What does Tam like?

11. What does Ted like?

12. Where did Ms. Santos bring Ted?

13. Why was he brought to the clinic?

14. What do you think caused the stomachache?

15. What did the school doctor say?

16. How do you think did Ted feel when he heard

what the doctor said?

17. What did Tam do after hearing what

the doctor said?

18. Why do you think he did that?

19. What do you do to show your brother or sister

that you love him / her? Draw this

in your notebook.

131

Let's Recall

Comparison and Contrast of Characters

In our story yesterday, what were the names

of the twins? What are the things that they both like?

What are the things that they like differently?

Let's Aim

Look at the following diagram. Listen as I read

the words. Look at where these words are written.

Tam

Ted

Lesson 7

132

1. What are the things that they both like?

Where are these written in the diagram?

2. What are the things that only Tam likes?


3. What are the things that only Ted likes?


This diagram is called a Venn diagram.

Remember This

A Venn diagram is used to show how

two characters are the same.

Same characteristics are written in

the middle part of the diagram. It also shows

how the characters are different from

each other. Different characteristics

are written on the left part and on the right

part of the diagram.

133

Let's Aim

The Pronouns You and I


sentences in the dialogue bubble.

A B

1. Who is speaking in picture A?

2. Who is he speaking to?

3. Who is his twin brother?


5. How about the word he used when he talked

about the one he is speaking to?

6. Who is speaking in picture B?

7. Who is he speaking to?

8. Who likes fruits?


10. What word did he use when he talked about

the one he is speaking to?

I am Ted.

You like fruits.

I like candies.

I am Tam.

You are Ted.

You are my twin

brother.

134

We Can Do It

Work with a partner. Think of something nice

you would like to say to your partner. Complete

this sentence:

“I like you because you are ______.”

Teacher will give you the signal to exchange

partners.

Let's Aim

Reading Phrases with Short a

Listen as I read the phrases. Look at the pictures

beside the phrases.

1. bag of Tam

2. has a rag

Remember This

The pronoun I is used when the speaker talks

about himself or herself. The pronoun you

is used when referring to the person spoken to.

135

3. in the van

4. hat of Ted

Try to read out loud the phrases on your own.

Were you able to read all the phrases?

We Can Do It

Read the phrases. Choose the correct picture

for each phrase.

1. ten bats

2. cat in the van

3. the wet pan

136

Let's Recall

1. What pronoun do we use when we refer

to the speaker?

2. What pronoun do we use when we refer

to the one spoken to?

We Can Do It

Work in pairs. Try to find out more about

your classmates by asking them questions.

Don't forget to use you in asking questions and I

in answering.

Sample questions:

“What do you like to play?”

“I like to play ______.”

“How do you go home?”

“I ______ going home.”

Let's Aim

Reading Phrases

Look at the picture. Complete the phrases

by giving the correct word on the blank.

Write the completed phrases in your notebook.

a fat ______

Lesson 8

137

a man in a _____

a wet _____

We Can Do It

Read the phrases. Match the correct picture

with each phrase.

1. bell on the

mat

2. ham in the

pan

3. the cat ran

138

4. sat on the

bed

5. the ten cans

I Can Do It

Read the phrases. Look for the picture

for each phrase. Write the letter of the phrase

of the correct picture. Do this in your notebook.

a. a set of cans d. a rat in the net

b. a tag on the bag e. ham in the pan

c. fell in the well f. fed the hen

1.

2.

3.

4.

5.

6.

139

Let's Answer

Read the phrases. Draw what it says

in your notebook.

a bat and a cat a red bell

a hat on a man a bag on a mat

Let's Recall

When do we use the pronoun I and you?

I Can Do It

Look at the pictures in the comic strip. Listen as I

read the dialogue to you. Write I or you on the

blanks.

Lesson 9

____ am Lana.

I am in grade 2.

What grade are

____ in?

___ am also

in grade 2!

Hi! ____ am new

in this school.

Do _____ study

here?

Yes. ____ am

Paul. Who are

____?

140

We Can Do It

Reading Phrases

Read out loud the phrases. Answer the question

I will ask about the phrase.

1. men in the van

Where are the men?

2. hat on the mat

Where is the hat?

3. ham in the pan

Where is the ham?

4. bat in the car

Where is the bat?

I Can Do It

Look at the pictures. Write a phrase about

each picture. Choose your answer from the box.


a fat cat a mad woman jam in a jar

ten bells a rat on the bed bat in a bag

141

Let's Answer

Look at each picture. Write a phrase about

each picture. Do this in your notebook.

Let's Try

Listen to my story.

Blackie and Brownie are puppies. They are

also brothers. Blackie is a small black puppy

with fluffy fur. Brownie is a big brown puppy

with shorter fur. They both like eating bones

and meat. They both like running after balls.

They are both loved by their mother dog,

Lassie.

Lesson 10

142


1. What kind of animals are Blackie and Brownie?

2. What does Blackie look like?

3. What does Brownie look like?

4. What do they like doing together?

5. Who loves them?

We Can Do It

Using the Venn diagram, show how the two puppies

are the same and different. I will read to you

the words and phrases that you can write

on the Venn diagram.

black brown big

small long fur short fur

likes bones and

meat

likes to run

after balls

puppies of

Lassie

Blackie Brownie

143

I Can Do It

Look at the pictures. Complete the phrases by

writing the missing words. Do this in your notebook.

a ____ and a ____

a ____ and a ____

a ____ and a ____

Let's Answer

Read the phrases. Look at the following pictures

and write the correct phrase for each. Do this

in your notebook.

a rat and a cat jam in a jar

a man and a pet fan on a mat

a bat on a car tag on a bag

144

Week 3: I Have a Home

Let's Try

Talk about your home. What kind of home do you

live in? Where is your home?

Say: “I am _______. I live in a _______.”

(house, apartment, nipa hut, building)

“My home is in ______.”

Lesson 11

146


Home by the Sea

Marlyn lives in a barrio near Catbalogan,

Samar. Her home is a nipa hut by the sea.

There is no electricity in her home because

their place is far from the city.

Marlyn's father is a fisherman. Every day,

he wakes up at 3:00 in the morning to ride

his fisherman's boat to catch fish and shells.

Her mother and Kuya Paeng leave the house

even before sunrise to sell the fish and shells

in the market. While waiting for them to come

back home, Marlyn takes care of Baby Sita,

while Lola Luisa cooks their meals.

Marlyn likes living by the sea. She likes

the cool breeze which is better than

the polluted air in the city. She likes the walls

of their home which is made of wood

and leaves.

147

One day while Marlyn's father, mother,

and Kuya Paeng were out of the house,

an unexpected storm disturbed the sea side.

The wind was so strong that it blew the roof

of their nipa hut away and slowly destroyed

the walls of the house. Marlyn with Baby Sita

and Lola Luisa were able to run to the nearest

house and were safe. The owner of the house

let them stay there until the storm was over.

Marlyn was worried about her parents

and brother who were still out in the storm.

A few minutes later, Marlyn heard from

their neighbors that her parents and brother

were looking for them. She went outside

the house and called out to them.

Marlyn was crying when she told her

parents what happened to their home. She

was so sad that they lost their home. Her

mother told her that even if something bad

happened, they should still be happy

because no one from their family got hurt.

They still have each other and they could still

build a new home together.


1. What kind of home does Marlyn's family live in?

2. Where do they live?

3. What can they see near their home?

4. What does her father do? What time does

he wake up?

148

5. What can you say about her father?

6. What does her mother do? Who goes with her?

7. What does Marlyn do while they are away?

8. What does Lola Luisa do?

9. What can you say about Marlyn's family?

10. What did the storm do to their house?

11. How do you think did that happen?

12. How did Marlyn feel when that happened?

13. Was anyone from her family hurt by the storm?

14. What did her mother say to comfort Marlyn?

15. What do you think will they do after the storm?

Draw it in your notebook.

Let's Recall

In our story yesterday, who were living in Marlyn's

home?

Let's Aim

The Pronouns He, She, and It

Listen as I read some sentences about the story.

a. Father is a fisherman.

b. He wakes up early to catch fish.

c. Mother is a vendor.

d. She sells the fish that Father catches.

e. The family lives in a nipa hut.

f. It is near the sea.

1. In sentence a, who is a fisherman?

Lesson 12

149

2. In sentence b, who wakes up early to catch

fish? Is Father a man or a woman? How many

persons is the sentence talking about? What

word was used to replace the word Father?

3. In sentence c, who is a vendor?

4. In sentence d, who sells the fish that Father

catches? Is Mother a man or a woman? How

many persons is the sentence talking about?

What word was used to replace the word

Mother?

5. In sentence e, where does the family live in?

6. In sentence f, what is near the sea? Is nipa hut

an object? How many objects is being talked

about in this sentence? What word was used

to replace the word nipa hut?

We Can Do It

Group Sharing:

Think about a member of your family that you would

want the class to know about. Think about one

object in your home that you would want to share.

Don't forget to use he, she, or it.

Remember This

The pronoun he is used to replace a name

of a person. He is only used for boys.

The pronoun she is used to replace a name

of a person too. She is only used for girls.

The pronoun it is used to replace a name

of an object or animal.

150

Example: My father is Jun. He is a taxi driver.

This is a spoon. It is used for eating.

Let's Aim

Reading Sentences with Short a

Let us see what are inside Marlyn's house.

Listen as I read the sentences. Look at the pictures

beside the sentences.

1. The bag is on the mat.

What is on the mat?

2. Dad has a hat.

Who has a hat?

3. The ham is on the pan.

Where is the ham?

4. Mama has a rag.

Who has a rag?

Try to read out loud the sentences on your own.

Were you able to read all sentences? Were you able

to answer all questions?

151

We Can Do It

Look at the pictures. Choose the correct sentence

for each picture.

1.

Sam has a fan.

Sam has a pan.

2.

The bat is in the net.

The bat is in the bag.

3.

Ram has a wet leg.

Ram has a wet bed.

4.

The man has a hat.

The man has a bat.

5.

Jed sat on a mat.

Jed sat on a bed.

152

Let's Recall

When do we use the pronouns he, she, and it?

We Can Do It

Look at these pictures in front (choose 2 famous

people and 1 popular object). Choose one picture

and say something about that person or object.

Don't forget to use he, she, or it.

We Can Do It

Reading Sentences

Look at the picture. Complete the sentences

by writing the missing words in your notebook.

The boy has a _____.

The bag is on the _____.

The egg is on the _____.

Lesson 13

153

I Can Do It

Read the sentences and choose the correct picture.

1. Ben sits on

a mat.

2. The man

is mad.

3. The cat is in

the car.

Let's Answer

Read the sentences. Answer the question about

each sentence.

1. The red bag has a tag.

What has a tag?

2. Pam is in the car.

Who is in the car?

3. The rat is fat.

What is fat?

4. The cat sat on the mat.

Where is the cat?

5. Len has a fan.

Who has a fan?

154

Let's Recall

When do we use the pronouns he, she, and it?

I Can Do It

Look at the pictures. Choose one picture

and construct 3 sentences about your chosen

picture. Don't forget to use he, she, and it.

We Can Do It

Reading Sentences

Read out loud the sentences. Answer the question

I will ask about the sentence.

1. The bats are in the van.

Where are the bats?

2. The cat is fat.

What is fat?

3. The pens are in the bag.

Where are the pens?

4. The rats are on the mat.

Where are the rats?

5. The men are mad.

Who are mad?

Lesson 14

155

I Can Do It

Read the sentences. Answer the questions that

follow each sentence. Write your answers in your

notebook.

1. The rags are in the bag.

Where are the rags?

What are in the bag?

2. The bats are in the van.

Where are the bats?

What are in the van?

3. Ted sells the cans.

Who sells the cans?

What does Ted sell?

Let's Answer

Look at each picture. Write a sentence about

each picture. Do this in your notebook.

156

Let's Try

Listen to my story.

Anton's Spider Lesson by Leah N. Bautista

Anton loves to play with spiders. He wants

to catch one to play with his sister, Ericka.

One Saturday morning, while Ericka

was playing in the garden, she saw a spider

spinning its web. She stayed there until the

spider finished its web. Ericka was so amazed

when she saw how the spider laid its eggs in

the spider egg sac.

Suddenly, Anton tried to catch the spider.

Ericka stopped him.

“Do you know, Kuya, that spiders spend

a long time spinning their web? The mother

spider made it for her eggs and for her food,”

Ericka said seriously.

“They are like our parents. They make our

home,” Ericka added.

Anton learned a lesson from the spiders.


1. Who loves to play with spiders?

2. What did Ericka see in the garden?

3. How did Ericka feel when she saw that?

4. What did Ericka do when Anton was about

to catch the spider?

Lesson 15

157

5. What did Ericka say?

6. What can you say about Ericka?

We Can Do It

Look at the pictures. Listen as I read the sentences.

Complete the sentences by writing he, she, or it.


This is Ericka. ____ is Anton's

sister. _____ saw the spider spin

its web.

This is Anton. _____ likes playing

with spiders. _____ is Ericka's

brother.

This is the spider in the garden.

_____ spins its own web. _____

lays eggs in the spider egg

sac.

158

I Can Do It

Look at the pictures. Arrange the jumbled words

to form a new sentence.

is The egg pan a on.

has tag. a The bag

mat. on The hen is the

the car. The men in are

bed. The fan on is the

159

Let's Answer

Read the sentences. Answer the question that

comes after each sentence. Write your final answers

in your notebook.

1. Tam has a map. Who has a map?

Tam Pam Ram

2. Jed ran to the van. Where did Jed run?

man van jam

3. The bag of Len is tan. What is tan?

bag hat pen

4. Ana has a hat. Who has a hat?

Tam Ana Bam

5. The bat is in the bag. What is in the bag?

rag hag bat

Week 4: Grandparents Are Great

Let's Try

Let's talk about your grandparents. How many of

you still have grandparents? Where do your

grandparents live? What do you do with your

grandparents?

Say: “I am _____. My grandparents live _____.

I _____ with my grandparents.”

Lesson 16

160

Get Set

Listen as I read the sentences. Choose the correct

answer.

1. Miguel likes eating chicken soup when it's cold

and raining. The hot soup really makes him

feel warm. Which of the following is a picture

of chicken soup?

2. Last night, Mateo wasn't feeling good.

He could not eat anything because he lost

his appetite. What don't you like to do when

you lose appetite?

sleep eat study

3. Lucas was brought to the hospital because

he was sick. He was bitten by a mosquito

that caused his sickness. The doctor said he had

dengue fever. What insect caused this sickness?

cockroach ant mosquito

Let’s Recall

Is there something that your grandparents do for you

that you really like?

161

Let's Aim


What Gab's Grandmother does for him.


Grandmother's Cooking

For Gab, Grandma Malou is the best cook

in the world! He loves it that Grandma asks him

what he wants her to cook before going

to the market. He could request anything

and Grandma can cook it – from lumpiang

shanghai, fried chicken, and porkchop,

to sinigang, bulalo, and ginisang munggo.

But his favorite of Grandma's cooking

is her special chicken soup. He can eat up to

five bowls of her soup!

Last August, Gab was brought to the

hospital because of dengue fever. It is an illness

brought by a certain kind of mosquito. His body

became so weak, and he also lost appetite.

The doctor told Gab that unless he started

eating and drinking, he wouldn't get well.

Gab's mother was so worried about what

the doctor said. She called up Grandma Malou

to tell her about it. Two hours later, Grandma

came with a whole container of Gab's favorite

chicken soup!

162

As soon as Gab smelled the soup,

it seems like his sickness disappeared. He

started eating the hot soup. He ate and ate

until he was so full.

When he finished eating the delicious soup,

Gab said to Grandma Malou, “Thanks for doing

this for me, Grandma.” And he gave her

three big kisses on her cheek.

“You're welcome, my dear,” answered

Grandma Malou. “I'll do anything

for my grandchildren.”


to answer them.

1. What does Gab's Grandma do for him?

2. What is the name of Gab's Grandma?

3. What are some of the food Gab requests

Grandma to cook?

4. What is his favorite among Grandma's cooking?

5. When did Gab get sick?

6. What did he get sick of?

7. Why can't Gab eat anything?

8. What did the doctor say?

9. How did Gab's mother feel when she heard

what the doctor said?

10. What did Gab's mother do?

11. What did Gab's Grandma do after talking

to Gab's mother?

12. Why do you think did she do that?

13. What does that say about Grandma Malou?

163

14. What did Gab do when he saw Grandma's

soup?

15. What did Gab say to Grandma?

16. Why do you think is saying “thank you”

important?

17. If you were Gab, what will you do to show how

thankful you are to Grandma? Draw your

answer in your notebook.

Let's Recall

In our story, do you remember where the story

happened in the beginning of the story and at the

end of the story?

Let's Aim

Sequencing Three Events

Listen as I read the sentences that happened

in the story. Look at the pictures beside

each sentence.

Gab requests Grandma

to cook his favorite food.

Lesson 17

164

Gab ate the chicken

soup that Grandma

brought to the hospital.

Gab got sick

of dengue fever.

1. Which of the pictures (sentences) happened first

in the story?

Write 1 beside the picture.

2. Which of these happened next?

Write 2 beside that picture.

3. Which of these happened last?

Write 3 beside that picture.

165

Let's Recall

In our story yesterday, who were in the hospital room

with Gab?

Let's Aim

The Pronouns We and They

Listen as I read some sentences that Mother said

when he talked to Gab.

Who is the one speaking here?

1. In sentence 1, who are worried about Gab's

condition?

2. In sentence 2, who are thinking that Gab should

start eating well to get stronger? How many

are they? What word was used to replace

Grandma and I?

1. Grandma and I are both worried

about your condition.

2. We think that you should start

eating well for you to get stronger.

3. The nurses work hard to help you.

4. They want you to get well too.

166

3. In sentence 3, who are working hard

to help Gab?

4. In sentence 4, who wants Gab to get well?

How many are they? What word is used

to replace the noun nurses?

Remember This

The pronoun we is used to replace names

of persons speaking when there is

more than one.

Example: Your father and I are going

to your school tomorrow.

We need to talk to your teacher.

The pronoun they is used to replace names

of the people being talked about in the

sentence, who are more than one too.

Example: Tina's classmates surprised her

on her birthday.

They all wrote birthday messages

for her.

The pronoun they could also be used

to replace names of objects and animals

being talked about.

Example: The sunflowers are now in bloom.

They are very pretty!

The pet puppies are very dirty.

They all need a bath.

167

We Can Do It

Group Sharing:

Work in small groups. Share about your family.

Choose one member of your family. Tell the group

things that you like to do with him / her. Don't forget

to use the pronoun we.

Example:

I like playing with my sister. We play hide

and seek during summer.

I like feeding the chickens with Tatay. We feed

the chickens in the morning.

Let's Aim

Reading Short Stories with Short a

Let's read the short story together.

Gab's Pet

Gab has a pet.

Gab's pet is a rat.

He has a fat rat.

Answer the following questions.

1. Who has a pet?

2. What is Gab's pet?

3. What is fat?

Try to read out loud the story on your own. Were you

able to read all sentences? Were you able to

answer all questions?

168

We Can Do It

Read the story aloud and answer the questions

orally.

The Pet Hen

Pat has a pet hen.

The hen is red.

The hen is fat.

Pat's hen has 10 eggs.

The eggs are in the nest.

1. Who has a pet?

2. What is his pet?

3. What color is the hen?

4. What is fat?

5. What does the hen have?

6. How many are the eggs?

Let's Recall

When do we use the pronouns we and they?

We Can Do It

Class Sharing:

I will show you pictures of different families

doing different things. Choose one picture and tell

something about what the members of the family

are doing. Don't forget to use the pronoun they.

Lesson 18

169

We Can Do It

Reading Short Stories

Read the short story. Answer the questions that

follow.

Dan's Bag

Dan has a bag.

The bag has a tag.

The tag is in the bag.

The bag is on the bed.

1. Who has a bag?

2. What does the bag have?

3. Where is the tag?

4. Where is the bag?

5. Draw Dan's bag in your notebook.

I Can Do It


follow. Write the letter of the correct answer

in your notebook.

The Fat Man

Dan is a man.

Dan is a fat man.

He has a hat.

Dan is in the car.

170

1. Who is the man?

a. Dan

b. Jed

c. Ram

2. What does Dan have?

a. ham

b. hat

c. hit

3. Where is Dan?

a. van

b. car

c. cat

4. Draw Dan in your notebook.

Let's Recall

When do we use the pronouns we and they?

How about he, she, or it?

I Can Do It

Look at the pictures. Complete the sentence

by adding we and they. I will read the sentences

for you.

The pupils are having

recess.

_____ are eating together.

Lesson 19

171

Rob and Red are brothers.

_____ like reading

together.

My sister and I like to

dance.

______ dance every

morning.

The kites are flying high.

______ are very colorful.

My friends and I like

walking by the beach.

_______ also like to play

there.

We Can Do It

Reading Stories

Read the stories aloud. Choose the correct answer.

Jack's Net

Jack has a net.

The net fell.

Jack's net fell in the well.

The net is wet.

172

1. Who has a net?

Jack

Len

Gran

2. Where did the net fall?

3. What happened to the net?

I Can Do It


follow. Write the answers in your notebook.

The Pens

Den has pens.

He has ten pens.

Den's pens are red.

The pens are in a bag.

1. Who has pens?

_____ has pens.

173

2. How many pens are there?

There are ____ pens.

3. What color are the pens?

The pens are _____.

4. Where are the pens?

The pens are in a ____.

Let's Try

Listen to my story.

Family Dinner

Mother prepared dinner. She is cooking

adobo, pinakbet, and rice. Mary helped her

mother in the kitchen. Michael helped set the

table. When Mother finished cooking, Mother

told Mary to call her father. Father, Mother,

Mary, and Michael sat at the table to eat

dinner. When dinner was over, Mary cleaned

up the table and Michael did the dishes.


1. Who cooked dinner?

2. What did she cook?

3. Who helped her in the kitchen?

4. Who ate dinner together?

5. What did Mary do after dinner?

6. How about Michael?

7. What can you say about their family?

Lesson 20

174

Look at the pictures as I read the sentences.

Write 1, 2, and 3 according to the correct sequence.

Michael washed the dishes after dinner.

Mother cooked adobo, pinakbet,

and rice.

The family ate dinner together.

We Can Do It

Read the story and answer the questions.

Ren's Cat

Ren has a cat.

The cat has a bell.

The cat is on the mat.

The cat ran after the rat.

175

1. Who has a cat?

a. Ren

b. Ben

c. Den

2. What does the cat have?

a. pen

b. hat

c. bell

3. Where is the cat?

a. van

b. car

c. mat

4. What did the cat do?

a. sat

b. ran

c. fell

Let's Answer

Look at the picture. Write 3 sentences about the

picture. Write your sentences in your notebook.

176

Week 5: Welcome Home

Let's Try

Let's talk about your older brother or sister.

How many of you have older brothers and sisters.

Do you want to be like them? Why?

Say: “I am _____. My older brother / sister is _____.

I want to be like him / her because ____.”

Get Set


answer.

1. My cousin Joshua studies in a university. It is

a big school with many buildings. You see a lot

of college students in a university.

What do you do in a university?

study play swim

2. Bambi is now a college student. One becomes

a college student after finishing high school.

When do you become a college student?

a. after grade school

b. after high school

c. after kinder

Let’s Recall

Do you know of somebody who is away from home?

Why is he / she away?

Lesson 21

177

Let's Aim


Who is away for a long time?


Welcome Home

Nanay Ester is busy preparing food for lunch

when I came home from school. It seems that

a visitor is coming because it looks like she

is preparing more food than our usual lunch.

“Do we have a visitor, Nanay?” I asked,

“Is somebody coming over for lunch?”

“Your Ate Adel is coming home!” Nanay

excitedly answered.

Ate Adel is my oldest sister. She studied

in a big university in the city after finishing

high school here in Pangasinan.

178

“Is school finished for her, Nanay?”

I asked again.

“Yes it is,” Nanay said. “She already

graduated from college, and she wants to go

back to work here in the province!”

“Yipee!” I shouted. “It seems like a long time

when she left home to study college.

I'm so excited to have her back home!”

A little later, there was a knock on the door.

I excitedly opened the door. When I opened

the door, I saw Ate Adel with a smile on her

face and holding a big bag.

“Ate!” I shouted, “I missed you! I'm so glad

you're back!”

“I missed you too, Tonio!” she said with a

hug, “I'm glad to be back home, too.”

“Congratulations, Ate!” I said, “Nanay said

you graduated from college. Is college hard,

Ate?”

“Thank you,” Ate Adel started, “College

is not easy, Tonio, but it sure was fun!”

“When I get bigger, I want to study college

in the city too!” I said. “And when I graduate,

I'm going back home to work here too!

Just like you!”

“That's nice, Tonio,” she answered back.

“You can sure do that if you study hard.”

179

“Hmmm!” Ate Adel said, “I think I smell

kare-kare! Is Nanay cooking my favorite food

for lunch?”

I nodded and we went straight

to the kitchen where Nanay was.


1. Who is coming home after a long time?

2. What's the name of the mother?

3. What was she doing?

4. Why is she cooking?

5. Why was she cooking kare-kare?

6. What does this say about Nanay?

7. Why was Ate Adel away for a long time?

8. Why is she back?

9. What can you say about her decision to work

in the province?

10. How did Tonio feel about his sister's decision?

11. What made you say that?

12. If you were Tonio, what graduation gift can you

give your big sister? Draw your answer in your

notebook.

Let's Recall

In our story yesterday, who owns the small school

bag? Who owns the big bag?

Lesson 22

180

Let's Aim

The Pronouns Mine and Yours

Listen as I read some sentences that Adel said.

Adel Tonio

Who is the one speaking here? Who is she speaking

with?

1. In sentence 1, to whom does the bag belong?

2. In sentence 2, what word was used to show that

the bag belongs to the speaker?

3. In sentence 3, to whom does the school bag

belong?

4. In sentence 4, what word was used to show that

the bag belongs to the one spoken to?

1. This bag belongs to me.

2. This bag is mine.

3. This school bag belongs to you.

4. This bag is yours.

181

We Can Do It

Work in pairs. Put four things that belong to you

on a table. Your partner will do the same. Each one

will speak one at a time by telling each other whom

each object belongs to.

Example: This notebook belongs to you. It is yours.

This ruler belongs to me. It is mine.

Let's Aim

Reading Words with Short i


1. Tonio has a pin on his bag.

2. Adel threw her trash in the bin.

3. Nanay gave the baby a bib.

4. There is a big bowl of kare-kare on the table.

5. The baby is sick.

Remember This

The pronoun mine is used to show that

something belongs to the speaker.

Example: The pencil belongs to me.

The pencil is mine.

The pronoun yours is used to show that

something belongs to the one spoken to.

Example: The eraser belongs to you.

The eraser is yours.

182

Answer the questions. Write your answers

in your notebook.

1. What does Tonio have in his bag?

2. Where did Adel throw the trash?

3. What did Nanay give the baby?

4. How does the bowl look like?

5. What happened to the baby?

What do you notice with the words you wrote?

What sound do you hear in the middle of the letters?

Let us read some more words with short i. Teacher

will discuss the meaning of the words with you.

-it -in -ip -ill -ig -ick -ib

bit bin rip bill dig sick rib

fit fin sip gill jig lick bib

sit pin tip mill pig pick

tin till wick

win kill kick

We Can Do It

Read the word cards. Choose the correct picture

of the word that you read from the board.

Word cards: kick, bib, bin, sip, rib, tip, fin

184

Let's Recall

When do we use the pronouns mine and yours?

We Can Do It

In front of the class, place two things that belong to

you. Each one will go in front and choose an object.

If the object belongs to you, make a sentence

stating that it belongs to you. Don't forget to use the

pronoun mine.

If the object does not belong to you, go to your

classmate and make a sentence stating that the

object belongs to your classmate. Don't forget to

use the pronoun yours.

I Can Do It

Listen as I read the sentences. Complete

the sentences by adding mine or yours.

1. The new book belongs to me. This is ____.

2. The sandwich is given to you. That sandwich

is _____.

3. I bought a red ballpen. This ballpen is ____.

4. Those socks belong to you. Those socks

are ____.

We Can Do It

Reading Words with i

Each one of you will get a word card with short i.

Read the word card aloud. Look for the picture on

the board that shows the word in your card.

Post the word card beside its correct picture.

Lesson 23

186

Let's Recall

When do we use the pronouns mine and yours?

I Can Do It


Complete the sentence by adding mine or yours.

My mother gave me this book.

This book is ____.

Nanay, this flower is for you.

This is ____.

This is my favorite dress.

This dress is _____.

This is my test yesterday.

This star is ____.

Lesson 24

187

This milk is for you.

This milk is _____.

We Can Do It

Reading Words with Short a, e, and i

Look at the pictures. Provide the missing letter

for each picture. Write the words in your notebook.

p__n

p__n

p__n

b__g

b__g

b__g

t__g

t__n

t__n

188

b__t

b__t

m__t

I Can Do It

Look at the pictures. Write the correct word

for each picture. Choose your answer from the box.


bag rat fin

bin rib fan

bell rip sick

189

Let's Try

Listen to my story.

Balikbayan Box

Last night, a big package was delivered to

our house. It's a balikbayan box! It came from

Kuya Caloy who works in Canada. It contained

lots of things that Kuya Caloy sent us. Mother

slowly opened the big box to find out what

were inside. Each object inside the box had a

tag with a name. Mother slowly looked at all

the things inside and read the names one by

one:

school bag: Peter perfume: Nanay

belt: Tatay lotion: Tita Puring

chocolates: Timmy wallet: Ate Nena


1. What was delivered to the house?

Lesson 25

190

3. Where did it come from?

4. Who opened the box?

5. What are inside the box?

Draw in your notebook the objects found in the

balikbayan box. Label the objects with the names

of the person who is getting the object.

We Can Do It

Listen as I read the sentences in the dialogue bubble.

Complete the sentences by writing mine or yours.

Don't forget to look at the name of the person

who is talking.

Nanay Tatay

Peter Timmy

This perfume is ______.

This belt is _________.

The chocolates are ____.

This bag is ______.

191

Tita Puring Ate Nena

I Can Do It

Look at the pictures. Provide the missing letters

of each word. Write the words in your notebook.

___a___

___e___

___i___

___e___

___i___

___a___

___i___

___a___

___e___

The lotion is ______.

This wallet is _______.

192

___a___

___e___

___i___

Let's Answer

Look at the pictures. Write the correct word

in your notebook.

193

Week 6: A New Baby

Let's Try

Do you have a younger brother or sister? What do

you do together?

Say: “I am ______. I have a younger brother / sister.

His / Her name is _____.

I like _____ with him / her.”

Get Set

Listen as I read the words. Match the word

with the picture on the right.

hospital

watch over

fold

Lesson 26

194

Let’s Recall

Do you remember how you felt when you saw

your younger brother / sister for the first time?

Let's Aim


What Mateo and Andrea felt when they met

the new baby.


A New Baby

Mang Paolo and Aling Sarah just came

home from the hospital today. They came

home with the new baby. They already have

two children, Mateo and Andrea, who are very

excited to see the new member of the family.

“It's so small!” was the first thing Mateo said

when he saw the baby for the first time.

195

“Were we that small when we were babies

too, Mama?” Andrea asked while curiously

checking out the small feet of the baby.

“Yes, anak,” Aling Sarah answered, “and in

time, Baby Mika will grow up just like you, too.”

“But we need to help Mama take care

of the baby,” Mang Paolo said. “She cannot

do it alone.”

“I can watch over her while she's sleeping,”

Mateo started, “Mama can do other things

while I watch over Mika.”

“I can help fold the clothes of Baby Mika

after Manang Nelda washes them,”

said Andrea. “Mama said I am very good

in folding clothes.”

“That's a very good start!” Aling Sarah

happily said. “I know I will not have a hard time

when I have little helpers like you.”

“They are more than just little helpers,”

Mang Paolo said. “They are Big Brother Mateo

and Big Sister Andrea.”


1. Who came home from the hospital?

2. Who did they come home with?

3. Who saw the baby for the first time?

4. How did they feel when they saw the baby?

5. What did Mateo say?

6. Why do you think he said that?

7. What did Mang Paolo say about taking care

of the baby?

196

8. Why do you think he said that?

9. How did Mateo want to help?

10. How did Andrea want to help?

11. Do you think they can do that?

12. Why is it important to help?

13. If you were the older brother or sister

of Baby Mika, how would you help Mother

take care of the baby? Draw your answer

in your notebook.

Let's Recall

In our story, do you remember how Mateo

and Andrea wanted to help take care of Baby Mika?

Let's Aim

Predicting Outcomes

Listen as I read the sentences that happened

in the story. Think of an answer to the question

that I will ask after every sentence.

Mateo will help by watching over Baby Mika

while she is sleeping.

1. What other things can his mother do while

Mateo is doing this?

2. What do you think will his father feel when

Mateo is doing this?

3. What made you give these answers?

Lesson 27

197

Andrea will help by folding the clothes

of Baby Mika.

1. How do you think will Baby Mika's clothes look

like when Andrea folds them?

2. What made you give this answer?

Let's Recall

In our story, who are the new big brother

and new big sister?

Let's Aim

The Pronouns His and Hers

Listen as I read some sentences.

Kuya Mateo has toys.

The toy truck is his.

Ate Andrea has books.

The red book is hers.

1. In sentence 1, to whom do the toys belong?

2. In sentence 2, to whom does the toy truck

belong? Is Kuya Mateo a boy or a girl?

What word was used to show that the toy

belongs to him?

Remember This

Predicting outcomes is telling / guessing what

will happen next in a story.

You can make a guess by:

1. Looking for clues in the story.

2. Understanding events in the pictures.

198

3. In sentence 3, to whom do the books belong?

4. In sentence 4, to whom does the red book

belong? Is Ate Andrea a boy or a girl?

What word was used to show that the toy

belongs to her?

We Can Do It

Work with a partner. Lend your pencil to your partner

as he / she does the same.

Group Sharing:

In front of the class, show your classmates the pencil

and tell the group to whom the pencil belongs.

Example: I am _____. This pencil belongs to ______.

It is his / hers.

Remember This

The pronoun his is used to show that

something belongs to a boy being talked

about in the sentence.

Example: Uncle Tony has a new shirt.

The blue new shirt is his.

The pronoun hers is used to show that

something belongs to a girl being talked

about in the sentence.

Example: Mrs. Martinez has a new plant.

The sampaguita plant is hers.

199

Let's Aim

Reading Phrases with Short e, a, and i

Listen as I read the phrases. Look at the picture

beside the phrases.

dig a pit

rip a bib

sick Tim

ten pins

On your own try to read out loud the phrases.

Were you able to read all the phrases?

200

We Can Do It

Read the phrases. Choose the correct picture

for each phrase.

six bibs

a fat pig

a big bib

201

wet lips

lid on a jar

Let's Recall

When do we use the pronouns his and hers?

We Can Do It

Class Sharing:

On a piece of paper, draw an object that your

father owns and an object that your mother owns.

Show it in class and construct a sentence about

each object. Don't forget to use the pronouns his

and hers.

Lesson 28

202

Example: This comb belongs to my father. It is his.

This apron belongs to my mother. It is hers.

We Can Do It

Reading Phrases

Look at the pictures. Complete the phrases by

writing the correct words in your notebook.

a big _____

six ______

a lid on a _____

203

a big ____

I Can Do It

Read the phrases. Match the correct picture

with each phrase.

set of six bibs

ten tin cans

lid on a bin

dig a pit

rip on a mat

204

Let's Recall

When do we use the pronouns mine, yours, his, and

hers?

What do these pronouns show?

I Can Do It

Reading Stories


sentences. Complete the sentences by writing

the correct pronoun (his, hers, mine, yours). Do this

in your notebook.

1. Mother bought me a nice

balloon. This balloon is _____.

2. Mang Hector caught a big fish.

That fish is _____.

Lesson 29

205

3. Kuya JR has a new favorite

book. That new book is _____.

4. Inay has a big pan that she

uses when she cooks. That

pan is ____.

5. I have a gift for you on your

birthday. This gift is _____.

We Can Do It

Reading Phrases

Read out loud the phrases. Answer the question

I will ask about the phrase.

1. six wet bibs

What is wet?

206

2. pig on the mat

Where is the pig?

3. red lips

What are red?

4. a red wig

What is red?

5. a mad kid

Who is mad?

I Can Do It

Look at the pictures. Write a phrase about

each picture. Choose your answer from the box.


tip of a pen in the pit sit on the bed

a big wig bib of the kid hit the bin

207

Let's Answer

Look at each picture. Write a phrase about

each picture. Do it in your notebook.

We Can Do It

Predicting Outcomes

Listen as I read the sentences on the left. Draw a line

to connect the idea on the left to the picture that

will most likely happen.

The sky is dark.

Ryan eats a lot.

The pupils study

their lesson well.

The children keep

their toys in proper places.

Lesson 30

208

I Can Do It

Listen as I read the sentences. Write the letter that

tells what will happen next.

1. Joel jumped out of bed and looked at the

clock. “Oh! I'm late,” he said. He dressed up as

fast as he could. Then he took his cap and

basketball and went out of the house.

a. Joel is late for the church.

b. Joel was going to watch a baseball game.

c. Joel was going to play basketball.

2. Dandy knew that they will have a quiz in

Science the next day. But instead of reviewing,

he watched TV until midnight.

a. Dandy forgot to turn off the TV.

b. Dandy failed the Science test.

c. Dandy invited his classmates to watch TV.

3. Isabel likes eating candy. She eats candies in

the morning and at noon. Before going to

sleep, she still eats candies.

a. Isabel has perfectly white teeth.

b. Isabel has a toothache.

c. Isabel is always hungry.

209

I Can Do It

Reading Phrases

Look at the pictures. Complete the phrases by giving

the missing words on the blanks. Write the complete

phrases in your notebook.

a _____ and a _____

a _____ and a _____

a _____ and a _____

210

Let's Answer

Read the phrases. Look at the pictures and write

the correct phrase for each. Do this in your

notebook.

a rat and a cat a sad kid ten tin cans

dig a pit bin with a lid a bib with a pin

211

Week 7: A Different Family

Let's Try

Draw and tell. What is something that makes

your family special? Draw it on a piece of paper.

Tell the class something about your drawing.

Say: “I am _____. My family is special

because _____.”

Get Set

Listen as I read the sentences. Choose the picture

of the correct answer.

1. We keep our pictures in a photo album.

Which of the following is a picture

of a photo album?

2. Randy broke his leg in a terrible car accident.

Which of the following is a picture

of a car accident?

Lesson 31

212

Let’s Recall

Do you know someone who has a different family

form? For example, the mother is out of the country

and the grandmother takes care of the children.

Let's Aim


How is Karlo's family different.


A Different Family

Aling Judy came home early from work

today. She was surprised to see her son, Karlo,

on the floor surrounded by pictures from his

photo album. Karlo seems to be looking for

a picture, and he also seems so sad.

“What's the matter, Karlo?” Aling Judy

asked.

“Ms. Cruz gave us an assignment. She told

us to bring a family picture tomorrow.”

answered Karlo.

213

“We have a lot of family pictures there,”

Aling Judy said. “All you have to do is choose.”

“Don't we have a picture with Papa?” Karlo

asked.

Aling Judy was a little surprised with Karlo's

question. Karlo's Papa died in an car accident

when Karlo was a baby.

“Karlo, we didn't get a chance to have

our picture taken when your father was still

alive,” Aling Judy simply said.

“But Ms. Cruz told us to bring a picture of our

whole family,” Karlo answered .

“Our family is still a whole family, Karlo.

We still have Ate Sam, Kuya Miguel, you, and

me. We live together and we love each other.

That's what a family is all about.”

Karlo now understood. He chose a picture

of his family taking a vacation in Bohol.


1. Who came home early?

2. Who did she see?

3. What is Karlo doing?

4. Why does he need it?

5. Why do you think Aling Judy asked the question,

“What's the matter?”

6. Why is Karlo sad?

7. What was he looking for?

8. Why don't they have a complete family picture?

9. What happened to Karlo's father?

10. How is Karlo's family different?

214

11. Do you still consider Karlo's family a whole

family? Why?

12. What does your family look like?

Paste your family picture in your notebook.

If you don't have a picture of your family,

draw the members of your family.

Let's Recall

In our story yesterday, do you remember what

Ms. Cruz asked the class to bring?

Let's Aim

Following Directions

Listen as I read the sentence from the story,

look at the picture.

Ms. Cruz: Bring a family picture tomorrow.

Lesson 32

215

Did the boy in the picture follow Ms. Cruz?

How can you tell?

Let's have a game and see if you can follow

my directions.

Everybody get your English book.

Line up by height.

Sit on the floor.

Stand beside your chair.

Keep your book inside your bag.

Let's Recall

In our story yesterday, who needs to bring a family

picture?

Let's Aim

The Pronouns Ours and Theirs

Listen as I read some sentences.

1. This is a picture of my family and me in Bohol.

2. This is our picture.

3. These other pictures belong to my friends.

4. These pictures are theirs.

Remember This

In school, it is very important to follow directions.

216

In sentence 1, to whom does the picture belong?

In sentence 2, to whom does the picture belong?

What word was used to show that the picture

belongs to them?

In sentence 3, to whom does the other pictures

belong?

In sentence 4, what word was used to show that the

other pictures belong to friends?

Remember This

The pronoun ours is used to show

that something belongs to the speaker,

when the speaker is more than one.

Example:

Father bought ice cream for my brothers and

me. The chocolate ice cream is ours.

The pronoun theirs is used to show that

something belongs to people, animals, and

objects when they are more than one.

Example:

The pupils of grade 2 have new chairs inside

the classroom. The chairs are theirs.

217

We Can Do It

Look at the picture. Listen as I read the sentences.

Complete the pictures by adding ours and theirs.

These are our puppies.

The milk bowls are _____.

The playground is for the children.

The playground is _____.

We are Yumi and Yana.

These bags are ____.

218

Let's Aim

Reading Sentences with Short i

Let's read the sentences together. Try to answer

the questions.

1. Tim's bib has a rip.

What has a rip?

What does the bib have?

2. The pig is on a hill.

Where is the pig?

What is on the hill?

3. The wig is big.

What is big?

Is the wig small?

Father gave us flowers.

These flowers are _____.

219

4. Sam's lips are red.

What are red?

Whose lips are red?

5. The bin has a lid.

What has a lid?

What does the bin have?

On your own read out loud the story. Were you able

to read all sentences? Were you able to answer all

questions?

We Can Do It

Read the sentences and choose the letter


1. Sam is sick.

Who is sick?

a. Sam b. Pam c. Sim

2. The bib has a pin.

What has a pin?

a. lid b. bib c. pat

220

3. Len has six pens.

Who has six pens?

a. Lina b. Len c. Ben

4. The cat is in the pit.

Where is the cat?

a. pit b. mat c. pet

5. Jim has a pet rat.

Who has a pet rat?

a. Jen b. Sam c. Jim

6. Min is a fat cat.

Who is a fat cat?

a. fat b. cat c. Min

221

Let's Recall

When do we use the pronouns ours and theirs?

We Can Do It


sentences. Fill in the blanks with ours or theirs.

1. My sister and I wrote a nice

story.

That story is ____.

2. The children got mangoes

from the tree.

The mangoes are ______.

3. We got a new cage for our

pet rats.

The cage is _____.

4. My friends and I cooked

pancakes for breakfast.

The pancakes are _____.

5. Our neighbors have lots of

plants.

The plants are _____.

Lesson 33

222

We Can Do It

Reading Sentences

Read the sentences. Answer the questions.

Write the answer in your notebook.

1. The cat is on the hill.

What is on the hill?

Where is the cat?

2. The jar has a lid.

What has a lid?

What does the jar have?

3. The wig is on the bed.

What is on the bed?

Where is the wig?

4. Tom's bag is big,

Who has a bag?

What is big?

5. Pat digs a pit.

Who digs a pit?

What does Pat dig?

I Can Do It

Look at the pictures. Read the sentences.

Complete the sentences by writing the correct word

in your notebook.

1. The _____ is big.

223

2. The ____ is on the bed.

3. The mat has a ____.

4. The _____ is wet.

5. A rat is in a _____.

224

Let's Recall

When do we use the pronouns ours and theirs?

How about his and hers?

I Can Do It


Complete the sentence by adding his, hers, ours,

and theirs.

1. Dad made my sister a sandwich.

That sandwich is _____.

2. Jack received a gift for

his birthday.

That gift is ____.

3. The twins are looking at the

album.

The album is ____.

4. The man has a hat.

That old hat is ____.

5. My brother and I share

an umbrella.

This umbrella is ____.

Lesson 34

225

Let's Aim

Reading Stories with a, e, and i


Tim

Tim is a kid.

He has a bib.

Tim is on the bed.

1. Who is a kid?

2. What does Tim have?

3. Where is Tim?

On your own try to read out loud the story.



We Can Do It

Read the story aloud. Choose the correct answer.

The Big Pig

Jig is a pig.

He is a big pig.

Jig fell in a pit.

226

What is Jig?

What kind of pig is Jig?

Where is Jig?

I Can Do It


follow. Write your answers in your notebook.

Jin's Pins

Jin has pins.

He has six pins.

The pins are in the bag.

227

1. Who has pins?

______ has pins.

2. How many pins does he have?

He has _____ pins.

3. Where are the pins?

The pins are in the _____.

Let's Try

Listen to my story. Try to follow directions that I give

while reading the story.

A Visit to the Zoo

One Saturday, my family and I went

to the zoo.

Joey and I were so excited for it was

our first time to go and visit the zoo. We saw

different kinds of birds, monkeys swinging

on trees, and giraffes, the animal with

the longest neck.

Lesson 35

228

Can you fly like a bird?

Everybody, act like a monkey.

The zoo keeper was busy cleaning

the cage of the elephant. After a while,

we went in front of the cage of the lion.

Father told us how ferocious and strong

lions are. We listened to him attentively.

It was such a wonderful day.

Can you walk like an elephant?

Everybody, roar like a lion.

We did not want to leave the zoo,

but there were many more things that we had

to do at home. Mother promised to take us

again and see the beauty of the zoo.

1. Who went to the zoo?

2. What animals did they see?

3. How do you think the children feel while

in the zoo?

4. What made you say that?

We Can Do It


Din's Bag

Din has a bag.

The bag is in the car.

The bag has a tag and a pin.

229

1. Who has a bag?

a. Jim b. Din c. Dan

2. Where is the bag?

a. car b. cat c. can

3. What does the bag have?

a. rag and tin c. pen and wig

b. tag and pin

Let's Answer

Look at the picture. Write three sentences about

the picture. Write your sentences in your notebook.

Week 8: Brothers for Life

Let's Try

Group Sharing:

Let's talk about your brothers and sisters. Do you like

having brothers and sisters? Why?

Say: “I like having brothers and sisters because ____.”

Lesson 36

230

Get Set

Listen as I read the sentences. Choose the picture


1. I always see my classmates quarrel. They often

shout at each other when they are quarrelling.

Which of these pictures show children who

quarrel?

2. The boys ride a boat while catching fish

in the river.

Let’s Recall

Do you sometimes fight with your brother or sister?

What do you fight about?

Let's Aim


Why the brothers fight with each other.

231


Brothers for Life

In a village near the river lives a family

with three sons, Miguel, Mateo, and Lucas.

These brothers quarrel about everything!

Whose turn it is to wash the dishes, whose turn

it is to feed the dogs, whose turn it is to sit

beside Mother, and many other things. Even

if they always argue, Father always tells them

that whenever they go out of the house, the

three of them should always stay together.

One day, Mother asked the three brothers

to look for malunggay leaves that she would

need to cook dinner. The three brothers went

out together to the river shore where there

are a lot of malunggay trees. They were

quarelling as usual, who will be holding the

leaves, who will be searching for the trees,

who will be getting the leaves from the trees,

and it goes on and on.

232

On the way home, after collecting the

leaves, the youngest brother, Lucas,

accidentally slipped from the river shore.

He fell in the river, but quickly held on

to the small branch attached to a tree.

“Lucas!” Miguel cried out, “hold on!

Don't let go!”

Without even being told, Mateo held on

to a bigger branch and stretched out his

body. Miguel held on to Mateo's legs and

stretched out his body so that Lucas can hold

on to his legs. Quickly, but carefully, Lucas

held on to Miguel's legs until he was able to

climb out of the river. The two older brothers

quickly climbed out of the river too.

Without saying a word to one another,

they all looked at each other, and gave one

another the tightest hug they ever shared!


1. What do the brothers always do?

2. Why do you think they always quarrel?

3. What do they fight about?

4. Are you the same with your brothers and sisters?

5. What did their father tell them? Why do you

think he said that?

6. What did Mother need for cooking?

7. Where did the brothers go to get it?

8. What happened to them by the river?

233

9. What lesson do you think did this teach the

brothers?

10. How would you show that you learned

this lesson?

Let's Recall

In our story yesterday, who were always quarrelling?

Let's Aim

The Use of This and That


1. This is our father.

He is Mang Oscar.

2. That is our house.

I live there with my old

father and my brothers.

In sentence 1, who is the lad referring to?

How many is he pointing to? Who is the old man?

What word did he use to show that the old man

is near him?

Lesson 37

234

In sentence 2, what is the lad referring to?

How many is he pointing to? Where is the house?

What word did he use to show that the house

is far from him?

We Can Do It

Choose a partner. Look around you. Tell your

partner about the things you see using this and that.

Let's Aim

Reading Words

Look at the pictures and try to read the words.

sister

dinner

lizard

zipper

Remember This

We use this when the speaker is near one

person, animal, or object.

We use that when pointing to one person,

animal, or object.

235

bigger

napkin

kitten

We Can Do It

Read the words and match the words

with the correct picture.

zipper

lizard

kitten

dinner

napkin

236

Let's Recall

When do we use this and that?

Can you give an example of sentences using this

and that?

We Can Do It


Write this or that to complete the sentences. Do this

in your notebook.

1. ____ hat is big for me.

2. Look! ____ is a falling star.

3. Is ____ sandwich delicious?

Lesson 38

237

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.

238

We Can Do It

Reading Sentences

Read the sentences. Answer the questions.

Write the answers in your notebook.

1. Rita has a red napkin.

Who has a napkin?

What color is the napkin?

2. Martin is in the market.

Who is in the market?

Where is Martin?

3. Darlin sets for dinner.

Who sets for dinner?

What does Darlin set?

4. A big lizard fell.

What fell?

What kind of lizard is it?

5. Ester has a sister.

Who has a sister?

What does Ester have?

I Can Do It

Look at the pictures. Read the sentences. Complete

the sentences by writing the correct word

on the blank. Do this in your notebook.

1. The ____ is on the mat.

239

2. Minda has a ____.

3. The bag has a _____.

4. Minnie is my _____.

5. The ham is in a _____.

Let's Aim

The Use of These and Those


1. These are my barbecue

sticks.

I will use these

to cook later.

Lesson 39

240

2. Those are my brothers.

We used to quarrel a lot.

In sentence 1, what is the girl referring to? How many

is she pointing to? Where are the barbecue sticks?

What word did she use to show that the barbecue

sticks are near her?

In sentence 2, what is the lad referring to? How many

is he pointing to? Where are his brothers? What

word did he use to show that his brothers are near

him?

Remember This

We use these when

the speaker is holding

or near two or more

persons, animals, or

objects.

We use those when

the speaker is pointing

to two or more

persons, animals, or

objects.

241

We Can Do It

Choose a partner. Go to the school ground or

garden or look outside. Talk about the things you see

using these and those.

Let's Aim

Reading Stories


Kim's Kittens

Kim has kittens.

She has six kittens.

The kittens are on her bed.

1. Who has kittens?

2. How many kittens does she have?

3. Where are the kittens?

On your own try to read out loud the story.



We Can Do It

Read the story aloud. Check the correct answer.

Betty Helps

Betty helps Dad.

She helps set for dinner.

Dad is happy.

242

1. Who does Betty help?

2. How does Betty help?

3. How does Dad feel?

I Can Do It


follow. Write your answers in your notebook.

Lina's Bag

Lina has a bag.

She has a big red bag.

Lina's bag has a zipper.

243

1. Who has a bag?

______ has a bag.

2. What color is her bag?

She has a _____ bag.

3. What does Lina's bag have?

Lina's bag has a ______.

Let's Try

Listen as I recite the chant. Try to recite with me.

Near or Far by Elisa O. Cerveza

Near or far

Far or near

Here and there

There and here

One or two

Three or more

Want to know

What's here

And there

This or that

These or those

Please let me know.

Lesson 40

244

We Can Do It


Write these or those to complete the sentences.

1. Are ____ toys yours?

2. _____ toys are from my

grandfather.

3. Are ____ dolls on top of the

shelf yours?

4. Oh, ____ are my sister's dolls.

She got them on her birthday.

245

5. _____ are small cars.

6. Oh, _____ are my father's toy

car collection.

7. ______ are new dolls.

8. _____ are my father's favorite.

246

I Can Do It

Reading Stories


follow.

Liz the Lizard

Liz is a lizard.

She is a big lizard.

Liz fell in a pit.

1. What is Liz?

2. What kind of lizard is she?

3. Where did Liz fall?

Draw Liz in your notebook.

Let's Answer

Look at the picture. Write 3 sentences about

the picture. Write your sentences in your notebook.

247

It’s a place where I learn

to count, read, and write

It’s a place where I meet

New friends left and right

That’s why it’s no surprise…

I love going to school!

Unit 3

I Love Going to School

248

Week 1: School Is My Second Home

Let’s Try

Talk about your school. Say your school’s name.

Tell us what grade you are in.

Say: “I study in ____.

I am in Grade _____.”

Get Set

Listen as your teacher uses these words in a

sentence. Let us try to figure out their meanings.

Let’s Recall

What do you often do in school?

Let’s Aim

In the poem you are about to hear, you will find out

what other activities are often done in school.

Lesson 1

cool hop

without doubt skip

prance true

249


My School

I will tell you about

a place that is cool

it is without doubt

my dear old school.

In school I can sing

and do many other things

I can read, write, and dance

I can skip, hop, and prance.

In school I have fun

I play under the sun

I count things I can see,

dream of what I can be.

There’s so much I can do

in my school, that’s so true

It is after all, my home

away from home.

Listen to my questions about the poem and try

to answer them.

1. In the poem, what is referred to as a place

that is cool?

2. What does it mean when one says that a place

is cool?

3. Based on the poem, give two activities that can

be done in school.

4. Aside from what was said in the poem,

what other activities can you do in school?

250

Draw your favorite school activity in your notebook.

Let’s Recall

In our poem yesterday, we learned that it is fun to be

in school. Let’s think of the different things we can do

in school.

I Can Do It

Your classmate will ask you a question.

Try to answer it.

“What do you like to do in school?”

“I like to ____ in school.”

Action Words


1. Miko likes to sing in school.

2. Dina likes to read in school.

3. Tita likes to cook in school.

4. Juan likes to dance in school.

5. Ana likes to play in school.

Write the word that answers each question

that I will read to you.

1. What does Miko like to do in school?

2. What does Dina like to do in school?

3. What does Tita like to do in school?

4. What does Juan like to do in school?

5. What does Ana like to do in school?

Lesson 2

251

Read the words you wrote. What do you notice?

Sing, read, cook, dance, and play are all action

words.

We Can Do It

I will ask about what you do in certain places.

Answer me with an action word.

1. What do you do in the market?

2. What do you do at home?

3. What do you do in the park?

Let’s Aim

Reading Short o Words

Let us name these pictures.

Did you notice the shape of my mouth as I named

the pictures with you? You are right, my mouth

formed a circle. That is the shape that our mouths

form when we have the o sound in the middle of the

words we read.

Remember This

Action words are words that show movement.

They talk about what we do.

252

We Can Do It

Find a partner. Read each word to your partner.

Draw a line between the word and the picture.

pot

cop

mop

top

I Can Do It

Read the words and draw the corresponding

pictures in your notebook.

1. mop

2. top

3. pot

4. dot

5. fox

253

Let’s Answer

I have a set of pictures and word cards. I will give

each of you a picture or a word card. Find your

partner by matching the picture with the correct

word card.

(To half of the class, give word cards containing

three-letter words with the middle o sound. To the

other half, give the corresponding picture cards.

Make sure the cards accurately depict the words.)

Let’s Aim

Cause and Effect

Last Monday, we listened to a poem about school.

Listen as I read the story about Ben’s first day

in a new school.

Yesterday was Ben’s first day

in a new school. He was afraid because

he did not know anyone there. All his friends

were in his old school.

During recess, a girl called out to him.

“Hi, I’m Lisa,” she said. “Come and join us. We

are going to play tumbang preso,” she added.

Ben eagerly joined Lisa and her friends.

He is happy now.

Lesson 3

254

Answer these questions.

1. Why was Ben afraid to be in a new school?

2. Why is Ben happy now?

Let’s try to complete the following chart. On the left

side of the chart, you will put the answers to the

questions above.

Ben was afraid to be

in a new school.

Ben is happy now.

Read your answers on the chart. What do you

notice? Because he does not know anyone there,

Ben was afraid to be in his new school. In the end,

because he made new friends, Ben became happy.

Remember This

Oftentimes we want to know the reasons

behind certain events. In order for us to do

so, we have to ask why.

The reason behind a certain event is called

the cause of an event. The result of the

cause or what happens because of the

cause is called the effect.

255

We Can Do It

Knowing the cause of certain events is helpful

in understanding what we read. Let’s try some more

examples to know more about cause and effect.

Listen as I read each paragraph. Answer the

questions that follow. Write your answers in the chart.

1. Mely was going to cross the street to go to

school. A little boy wanted to cross too, but he

was afraid. Mely held the boy’s hand. Together,

they crossed the street.

Why was the boy able to cross the street?

2. Jose was asked to compete against students

from other schools in a math quiz bee. He

wanted to win so he practiced solving word

problems every chance that he got. During the

day of the quiz bee, Jose answered all the

problems correctly. He was declared math quiz

bee champion.

Why did Jose become the math quiz bee

champion?

3. Pat liked to sing. He sang in the morning before

breakfast, he sang while working on his

seatwork, he even sang before going to bed.

One Monday morning, he woke up with a sore

throat. He could not sing all day. Pat was very

sad that day.

Why was Pat sad one Monday morning?

Cause Effect

The little boy was able

to cross the street.

256

Cause Effect

Jose became the math

quiz bee champion.

Pat was sad one

Monday morning.

Let’s Aim

Reading Short a, e, i, and o Words

Let’s name the following pictures.

Did you notice how the shape of our mouth

changed as we named each picture? It all depends

on whether the word has the a, e, i, or o sound

in the middle. Today we will try to read more words.

257

We Can Do It

Find a partner. Read each word to your partner.

I Can Do It

Read these words and draw the corresponding


1. a pig 4. a mop

2. a map 5. a box

3. a hen

Let’s Try

I have a list of action words. Let us do the actions

together. Afterwards, choose one among these

action words. Pretend to do the action while saying,

“I like to ____.”

Lesson 4

map

pet

big

box

sad

ten

fin

sob

swim drink walk

hop fly eat

run sing clap

jump dance skip

258

We Can Do It

I have pairs of action words written on pieces

of paper. Each one will get a piece of paper.

Read the action word written. If you need my help,

I can read it with you. The object of the game is

to find the person who got the same action word

as you did. After reading your action word, act it out

until you find the person who is also doing

the same action.

(The game may be repeated as it helps the children

become familiar with the different action words.)

Let’s Try

Looking for Effects

Yesterday, we talked about the reason behind

certain events. We said that this is called the cause.

Sometimes, an event can have many causes.

Listen to this story and try to figure out what happens

because of certain events. This is called the effect.

It is Nilo’s birthday today. His parents came

home from work early so they could celebrate

with him. His best friend Rino was also there with

him. Nilo’s parents took them to the zoo where

they enjoyed seeing different animals. Later on,

they had dinner at a restaurant. Nilo had a

happy birthday.

259

We Can Do It

In the boxes below are various reasons why

something happened. Beside them is a blank circle.

Let us fill in the circle with the corresponding effect of

the events stated in the boxes.

I Can Do It

Listen as I read the short story. List the effect

of the different causes written in the boxes.

Sinta was very hungry after class today.

She forgot to bring her baon and she did not

have enough money to buy snacks.

Her classmate Lito also offered her

some cookies but she did not accept them.

Nilo’s parents came

home early.

Nilo’s parents took them

to the zoo.

Nilo’s best friend came

to celebrate with him.

They had dinner

at a restaurant.

260

Let’s Try

Listen to my short poem. Then try to answer

my questions about it.

Lesson 5

Remember This

Sometimes, an event can have many

causes. When reading a story, ask why

in order to understand the reason behind

a given event. Do not stop asking until

you have found out all the reasons behind

the event.

Sinta forgot to bring her

baon.

Sinta did not accept the

cookies Lito offered her.

Sinta did not have

enough money to buy

snacks.

261

Animals in Action

There was once a hen who wanted to fly.

She flapped her wings but she could not

go high.

Then the hen met a pig who wanted to

jump.

But the pig was too heavy, he fell with a

thump.

The two walked a bit and they both met

a dog.

But the dog wanted nothing but

to sleep like a log.

1. What did the pig want to do?

2. What did the dog want to do?

3. What did the hen want to do?

We Can Do It

Let us play Simon Says. When I say “Simon Says,”

you must do the action that I tell you. If I only say

an action without saying “Simon Says,” you must not

do the action.

I Can Do It

Complete the poem with action words. Make sure

you put your name in the first blank.

______________ in Action

I _______________

I _______________

I _______________

I love to move about.

262

Let’s Aim

Let’s name these pictures. Write their names

in your notebook.

I Can Do It

Read the phrases. Draw the correct picture

for each phrase in your notebook.

1. a dog on a log

2. a fox in a box

3. a top in a pot

Week 2: Meet My Teacher

Let’s Try

Talk about your teacher. Say your teacher’s name.

Tell us what she teaches you.

Say: “My teacher’s name is _____.

She / He teaches me to _____.”

Lesson 6

263

Get Set

Listen as your teacher uses these words in a

sentence. Let us try to figure out their meanings.

Let’s Recall

How did you celebrate your birthday?

Let’s Aim

In the story you are about to hear, you will find out

how Ms. Amor celebrated her birthday.

The Birthday Surprise

Today is Ms. Amor’s birthday. All of us

in Grade 2 - Santol are excited because we

have a surprise for her. When she entered the

room, our classmate Ana gave her a set of

cards numbered 1 to 3.

“Ms. Amor, we have a surprise for you,”

Ana said.

“Please read and follow the clues

on the cards so you can find the surprise,”

Gabriel continued.

All of us in the classroom sat on our seats

quietly.

excited amazed

surprise final

clues framed

264

“Okay, here goes,” Ms. Amor said as she

read the first clue. “Walk forward five steps,”

Ms. Amor said as she started to move forward.

She stopped in the middle of the room. Then she

looked at the next clue. “Sing a few lines from

your favorite song.”

All of us waited happily to find out what

Ms. Amor’s favorite song was. When she sang

“Moon River,” we were amazed at her beautiful

voice. We clapped our hands after her song.

“Thank you, class. Now let’s move on to the

final clue,” Ms. Amor said, reading the next

card. “Close your eyes and make a wish.” She

closed her eyes for a while.

When she opened them, we all shouted,

"Surprise!"

She looked at the framed class picture we

held in front of her and said, "How did you know

what I wished for?"


1. Whose birthday was it?

2. Who were the pupils of the birthday celebrant?

3. What did they do for their teacher

on her birthday?

4. What did Ms. Amor have to do first in order to

find her surprise?

5. What did Ms. Amor have to do next in order

to find her surprise?

265

6. What was the last thing Ms. Amor have to do

in order to find her surprise?

7. What did the pupils of Grade 2 - Santol give

Ms. Amor for her birthday?

8. What did Ms. Amor say that showed us she liked

Grade 2 - Santol’s gift to her?

In your notebook, draw what you would give

Ms. Amor for her birthday if you were a pupil

in Grade 2 - Santol. Write a sentence about it

under your drawing.

This _____ is my gift for Ms. Amor.

Let’s Recall

In yesterday’s story, we heard about what Ms. Amor

had to do in order to find her surprise gift. Let’s

pretend we are with Ms. Amor and Grade 2 - Santol.

1. What does Ms. Amor sing for Grade 2 - Santol?

Ms. Amor ____ “Moon River” for Grade 2 - Santol.

2. What do the Grade 2 - Santol pupils give

Ms. Amor?

The Grade 2 - Santol pupils _____ Ms. Amor

a class picture.

Lesson 7

266

Action Words


1. Romy sits on a chair.

2. Romy and Tita sit

on a bench.

3. Patrick reads a book.

4. Patrick and Ana read

the newspaper.

5. Maria eats spaghetti

in school.

6. Maria, Diego, and

Juan eat pizza

at home.

267

Answer each question. Copy the following chart

in your notebook. Write the answer on the left side

of the chart. On the right side of the chart, write

how many persons are doing the action.

1. What does Romy do on a chair?

2. What does Patrick do to a book?

3. What does Maria do in school?

4. What do Romy and Tita do on a chair?

5. What do Patrick and Ana do to a newspaper?

6. What do Maria, Diego, and Juan do at home?

Action Number of Person/s

Doing the Action

1.

2.

3.

4.

5.

Read the actions that were done by only one

person. What do you notice? Sits, reads, and eats are

the actions done by only one person. Read the

actions that were done by two or more persons.

What do you notice? Sit, read, and eat are the

actions done by two or more persons.

Remember This

When only one person does the action,

we add s to the action word.

When two or more people do the action,

we do not add s to the action word.

268

Let’s Aim

Reading Phrases with Short Vowel Sounds

Let’s read the following words.

fat pen ten bed

big six logs dog

box mop the of

We Can Do It

Read each phrase to a partner. Match the phrase

with the correct picture by drawing a line.

1. ten big logs

2. the big fat dog

3. a mop on a bed

4. a box of pens

269

I Can Do It

Read the phrases and draw the corresponding


1. six red pots

2. a top on a hat

3. a sad dog

Let’s Aim

Sequencing 3 to 4 Events

Last Monday, we listened to a story about

Ms. Amor’s birthday. Let’s try to recall the events

that led Ms. Amor to find her birthday surprise.

Answer the following questions:

1. What was the first thing Ms. Amor had to do

to find her surprise?

2. What was the second thing Ms. Amor had to

do?

3. What was the last thing Ms. Amor had to do?

Make in your notebook three boxes numbered 1 to 3.

Draw the events that happened before Ms. Amor

got her surprise from Grade 2 - Santol.

Lesson 8

1 2 3

270

We Can Do It

Knowing the order of the events in a story is helpful

in understanding a story better. Listen as I read

a short story. Together with your group mates,

draw on four sheets of paper the four important

events that happened in the story. Arrange them

in correct sequence.

The Owl That Wanted to Be a Rooster

There was once an owl who thought

that the rooster’s job of waking up the animals

was the best job in the barn. The owl wished

so hard to be a rooster. Her wish came true,

and she became a rooster. But she was only

awake at night. So she ended up crowing

at night. The barn animals got angry

because they could not sleep. The rooster

wished to become an owl again.

Remember This

When reading a story, it is helpful to note

the important events in the order

that they happened. This will help us

in understanding the story better.

271

Let’s Try

Your classmate will ask you a question. Try to answer

it.

“What does your teacher do in school?”

“My teacher ____ in school.”

“What do your classmates do in school?”

“My classmates ____ in school.”

We Can Do It

I will divide you into groups with five members each.

I have a bowl with slips of paper that have

action words written on them. Your group will pick

an action word and make two sentences out of it.

In your first sentence, use the name of a team

member to be the doer of the action. In your second

sentence, use the names of all the team members

to be the doers of the action.

Let’s Aim

Reading Phrases with Sight Words

Let’s read these sight words.

blue yellow green

orange red

We Can Do It

The class will play Touch the Color. After saying

“Touch the color,” the teacher will flash a word

indicating the color that the pupils are to touch.

272

I Can Do It

Read the words and draw the corresponding


1. an orange log

2. a blue top

3. a red cot

4. a green mop

5. a yellow pot

Let’s Answer

Let’s play Bingo! I have a set of pictures and each

one will be given a word card containing groups of

words. I will show you the picture and you will find the

group of words that tells us what the picture is. Once

you find it, mark it with an X. The first person to mark

all the groups of words in his / her card wins the

game.

(Give the pupils word cards containing six phrases

that use colors and words with the middle a, e, i, or o

sound. The pictures can either be printed or flashed

through a powerpoint presentation.)

We Can Do It

Look at the action words. Let us read and do

the actions together. Afterwards, choose one action

word. Ask a classmate or a group of classmates

to do an action and say, “_____ sings.” or “______,

______, and _____ dance.”

Lesson 9

273

swim drink walk

hop run eat

run sing clap

jump dance skip

I Can Do It

Listen as I read a short story. Answer my questions

about it afterwards.

Hide and Seek

Marla, Jen, Kevin, Richard, and KC play hide

and seek in the park. Jen covers her eyes

and counts up to thirty. The other children hide

in different places. Marla goes behind a tree.

Kevin and KC hide behind a bench.

Richard runs to the slide and hides behind it.

Jen opens her eyes and walks around. She

spots Richard. “Tag, you’re it!” she tells him.

274

1. What does Jen do first?

2. Where does Marla go?

3. Where do Kevin and KC hide?

4. Where does Jen find Richard?

Let’s Try Sequencing Events

Yesterday, we talked about the need to know

the order of events as they happened in the story.

Let’s try to do this again.

We Can Do It

Answer the following questions.

1. What was the first thing that happened

in the story?

2. What was the second thing that happened

in the story?

3. What was the last thing that happened

in the story?

I Can Do It

Look at the pictures of events that happened

in the story I have just read. Write the correct order

of the events by putting the number in the boxes.

Write about what the children do in the pictures

in your notebook.

275

Let’s Try

Listen as I read the different animal sounds.

Match them with the animals that make these

sounds.

Write your answers in your notebook.

a.

1.

b.

2.

Lesson 10

Croak!

Croak!

Neigh!

Neigh!

276

c.

3.

d.

4.

e.

5.

We Can Do It

I have pictures of the animals on the previous page.

There may either be one animal or more than one

animal in each picture. Each of you will pick out

an animal card. Then make a sentence about

the animal / animals that you pick out using the

correct sounds they make.

For instance, if you pick out a picture of two dogs,

you may say “Two dogs bark.” But if you pick out a

picture of only one dog, you may say “The dog

barks.”

Meow!

Meow!

Chirp!

Chirp!

Bark!

Bark!

277

I Can Do It

Complete the poem with the correct animal sounds.

Reading Phrases with Sight Words

Let’s Aim

Let’s read these sight words.

We Can Do It

The class will play Touch the Color. After saying

“Touch the color,” the teacher will flash a word

indicating the color that the pupils are to touch.

blue yellow green orange

red black purple white

pink brown

Animal Sounds

A dog _____________

A cat ______________

A bird _____________

A frog ____________

A horse ____________

And I say,

“Have a nice day.”

Animal Sounds

Dogs ______________

Cats _______________

Birds _______________

Frogs ______________

Horses _____________

And we say,

“Have a nice day.”

278

I Can Do It

Read these phrases. Draw the correct picture

for each phrase. Do this in your notebook.

1. a red rod and an orange toy

2. a brown frog in a green box

3. a yellow fox on a purple hat

4. a pink pig on a white mat

5. six blue pens in a black pot

Week 3: Happy Times in School

Let’s Try

Talk about the things you do in school.

Say: “I _____ and _____ in school.”

Get Set

Listen as I use each word in a sentence. Match each

with the correct picture by drawing a line between

the two.

dessert

ingredients

Lesson 11

279

stirring

scooping

Let’s Recall

What is your favorite dessert?

Let’s Aim


what dessert the special visitor taught the pupils from

Grade 2 - Papaya to make.

A Special Visitor

Today is a happy day for us children

in Grade 2 - Papaya. We have a special visitor

in class. He will teach us how to make

a yummy dessert.

“Grade 2 - Papaya, I am Kuya Ben. I will

show you how to make fruit salad,” he says.

He posts the ingredients on the board.

Kuya Ben lets us read the ingredients.

Then he tells us that fruit salad is so easy

to make.

280

Fruit Salad

Ingredients:

6 apples (cut into small cubes)

2 papayas (cut into small cubes)

8 bananas (sliced)

5 mangoes (cut into small cubes)

1 tablespoon of lemon juice

1 cup of cream

3 tablespoons of sugar

“I slice all the fruits,” he says. Then he puts

them all in a big bowl. “I mix all the

ingredients,” he continues. “Then I stir in the

lemon juice, the cream, and the sugar.

After that, I serve them in small bowls or cups,”

he says.

He scoops the fruit salad into plastic cups.

We happily wait for Kuya Ben to give us

a cup of fruit salad. “Yum, yum! What a treat!”


1. Who is the special visitor in the class

of Grade 2 - Papaya?

2. What will he teach the class?

3. What are the ingredients of the special dessert?

4. What did Kuya Ben have to do with the fruits

first?

5. After slicing all the fruits, what did he do

with all the ingredients?

6. Where did he put the fruit salad?

281

7. What does it mean when the pupils said “What

a treat!” ?

8. How did the pupils feel that day?

Draw your favorite dessert in your notebook. Write

the following sentence below it.

My favorite dessert is _______.

Let’s Recall

In yesterday’s story, we heard about Kuya Ben

teaching the pupils of Grade 2 - Papaya

how to make fruit salad. Pretend Kuya Ben is in

our class. Listen as I read what he might say.

I slice the fruits.

I mix the ingredients.

I scoop the fruit salad.

Lesson 12

282

I serve the fruit salad.

We Can Do This

Action Words


1. I sing a song.

2. I play with my sipa.

3. I write a story.

4. I drink a glass

of water.

5. I count my marbles.

283

Answer each question. Copy the following chart

in your notebook. Write the answers on the right side

of the chart. On the left side, put in the answer

to this question: Who does the action?

1. What do I do with a song?

2. What do I do with my sipa?

3. What do I do with a story?

4. What do I do with a glass of water?

5. What do I do with my marbles?

Who does the action? Action

1.

2.

3.

4.

5.

Look at the left side of the chart. In all examples,

who was the doer of the action? Right, in all

examples I am the doer of the actions. Read the

actions on the right side of the chart. What do you

notice? Sing, play, write, drink, and count are the

actions that I do. In the past lesson, we learned that

when one person is doing the action, we add s to

the verb. But this is an exception to the rule. That

means even if I am only one, we do not add s to the

action word.

Remember This

When I am the person who does the action,

we do not add s to the action word.

284

Let’s Aim

Reading Simple Sentences

Let’s look at these pictures. Identify the objects

in the picture.

We Can Do It

Read the following words after me. You will meet

these again in the sentences you will read.

Read the following sentences. Write the number

of the sentence that correctly shows the pictures

above.

1. The fox is in a box.

2. The pig is with the hen.

3. The eggs are in a pot.

I Can Do It

Read the phrases and draw the corresponding

pictures for each phrase. Do this in your notebook.

1. A dog is with a cat.

2. The top is on a log.

3. The rats are in a box.

the with are

285

Let’s Aim

Retelling a Story Using a Series of Pictures

Last Monday, we listened to a story about

Grade 2 - Papaya’s special visitor. Who was he?

Yes, he was Kuya Ben. What did he teach the class

again? You’re right. He taught them how to make

fruit salad. Let us use these pictures to help us

remember events that happened in the story.

These pictures are not in correct sequence.

Number the pictures from 1 to 4.

We Can Do It

We now know the sequence of events that

happened in the class of Grade 2 - Papaya. Let us

write a sentence about each picture. This will help us

tell the story in our own words. Let me start the story

and then I will let you continue.

Lesson 13

286

Grade 2 - Papaya had a special visitor. His name

is Kuya Ben. He taught them how to make fruit salad.

This is how he did it. (Let the pupils say their sentences

in the correct order.)

Let’s Try

I have a big cube that has pictures of things we do

in school. Each one will get a chance to throw

the cube. Based on the picture you get, answer this

question:

“What do you do in school?”

“I _____ in school.”

We Can Do It

I will divide you into groups with three members

each. Talk to your team mates and agree on an

action that you will do together in school. Then as a

group, say:

“We _____ together in school.”

(Each group may do the activity more than once.)

Remember This

When reading a story, it is helpful to make

a picture in our minds of the important events

that happened in the story. We can then

describe the pictures in our own words.

This helps us tell the story again.

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Reading Sentences Let’s Aim Let’s look at the pictures. Identify the animals.

We Can Do It Let us read the word in the box. I will help you find out what it means.

Draw and color the corresponding picture for each sentence. Do this in your notebook.

1. The pink pig is beside the yellow hen. 2. The black cat sits beside a blue rat. 3. The green frog hops beside the brown dog.

Remember This When there are two or more people who do the action and we use the pronoun we, there is no need to add s to the action word.

beside

288

I Can Do It

Read the phrases. Draw the corresponding picture

for each phrase. Do this in your notebook.

1. A blue horse is beside an orange cat.

2. A green hen sits on a yellow egg.

3. A purple dog runs beside a white pig.

We Can Do It

I have the big cube that we used yesterday.

Instead of pictures, it has six action words written

on it. Let us read them.

Together with a partner, roll the cube. When it lands

on an action word, use it to say what you do

together.

We ____ together.

Then say where you do the action.

We ____ together in the _____.

Lesson 14

hop eat

run sing

jump dance

289

I Can Do It

Complete the poem with the actions that you often

do with your friends.

Let’s Try

Retelling a Story with Pictures

Yesterday, we talked about how helpful it is for us

to form pictures of important events in a story.

This will help us tell the story again.

Listen to this familiar fable.

The Ant and the Grasshopper

There was once an ant who worked day

and night. He looked for food and kept it

in his home. He said he would need it

during the rainy days.

There was also a grasshopper who only

liked to play. He did not look for food. He

danced and sang all day.

What I Do with My Friends by ________________

We __________________.

We __________________.

We __________________.

We __________________.

We do so many things.

290

One night, heavy rains poured. Ant stayed

in his warm home and ate his food.

Grasshopper knocked on Ant’s door and asked

for food.

Ant took pity on him and let him in. He told

Grasshopper that next time they will look

for food together.

We Can Do It

Look at these pictures. Let us number them from 1 to

4 according to when they happened in the story.

Let us say what happened in each picture.

291

I Can Do It

Using the same pictures and their correct sequence,

rewrite the story of “The Ant and the Grasshopper” in

your notebook.

The Ant and the Grasshopper

There was once

______________________________________

______________________________________

______________________________________

______________________________________

Let’s Try

We learned about animal sounds last week.

We will learn about more animal sounds today.

Listen as I read these different animal sounds.

Lesson 15

292

Match them with the animals that make these

sounds. Draw a line between the animal and the

correct sound.

Squeak!

Squeak!

Grunt!

Grunt!

Hiss!

Hiss!

Quack!

Quack!

Buzz!

Buzz!

293

We Can Do It

I have pictures of the animals on the previous page.

You will form groups of two, three, or four. Then I will

give you an animal card. You and your group mates

will pretend to be the animals you pick. You will

make a sentence using the correct sounds that the

animals make. As a group, say:

“We are _____. We ______.”

I Can Do It

Complete the poem with names of animals

and the sounds they make.

Animal Sounds

We are ______________.

We __________________.

We are ______________.

We _________________.

We are _____________.

We _________________.

We are animals.

We make lots of sounds.

Let’s Aim

Reading Sentences

Let’s read these groups of words.

The snakes hiss The pigs grunt

The ducks quack The bees buzz

The rats squeak

294

in the box on the mat in the pot beside the

log

We Can Do It

Find a partner. One of you will choose a group

of words from the first box and the other one will

choose from the second box. Combine the phrases

that you choose. As a pair, read the sentence

that you form.

I Can Do It

Combine two phrases from the first and second

boxes in the previous page. Write the sentence you

form. Do it in your notebook.

Week 4: I Have Friends in School

Get Set

Listen as your teacher uses each word in a sentence.

Match with the correct picture by drawing a line

between the two.

board

game dice token wiggle stomp

Lesson 16

295

Let’s Recall

What game do you enjoy playing with your friends?

Let’s Aim


what game Joan and her friends played in school.

Fun with My Friends

Joan, Jose, and Mika all came to school

early today. Joan said she had a board game

that she wanted them to play.

“What’s the game, Joan?” Jose asked

when they saw each other.

“It’s called Act It Out,” Joan said. “We

have to roll a dice first. The number we get

will tell us how many steps to take. If we land

on a square that says Act It Out, we have to

pick a card. Then we act out what it says on

the card.”

“And the person who reaches the square

that says Finish wins, right?” Jose asked.

“Right,” Joan answered.

Mika rolled the dice first. It was a six.

She moved her token and landed on a

square that said Act It Out. She picked a

card.

Turn to a friend

and shake his hand.

296

“That’s easy,” she said, turning to Jose

and shaking his hand.

“My turn!” Jose cried, rolling the dice.

It was a three. He also landed on an Act It

Out square.

“This is fun,” Jose said while wiggling

his fingers and stomping his feet.

Joan was about to roll the dice when the

bell rang. “Let’s play again later!” she told us.


1. How many children came to school early

that day?

2. Who were these children?

3. Why did they come to school early?

4. Who brought the board game?

5. What was the name of the game?

6. How is it played?

7. Who got to roll the dice first?

8. Where did she land?

9. What actions did she have to do?

10. Who got to roll the dice next?

11. What actions did he have to do?

12. Why did the children not finish their game?

13. Do you think the children will play the game

again? Why do you think so?

Wiggle your fingers

and stomp your feet.

297

Draw your favorite game in your notebook.

Write the following sentence below it.

My favorite game is______.

Let’s Recall

In yesterday’s story, we heard about the Act It Out

game that Jose, Joan, and Mika played.


Lesson 17

I am shaking Jose’s

hand.

I am wiggling

my fingers.

I am bringing

my board game

to school.

298

We Can Do This

Action Words (adding –ing)

Listen and watch as I read each sentence

and do the action.

1. I am stomping my feet.

2. I am clapping my hands.

3. I am tapping my fingers.

4. I am pointing at my nose.

5. I am swaying my hips.

299

Watch what I am doing. Then answer each question.

Copy the following chart in your notebook. Place the

answers on the right side of the chart. On the left

side, write the answer to this question: Who is doing

the action?

1. What am I doing with my feet?

2. What am I doing with my hands?

3. What am I doing with my fingers?

4. What am I doing to my nose?

5. What am I doing with my hips?

Who is doing the action? Action

1.

2.

3.

4.

5.

Read the actions on the left side of the chart. What

do you notice? Stomping, clapping, tapping,

pointing, and swaying all have something similar.

Do you see it? Yes, all of them end in -ing. Let me do

the actions again. Who is doing the stomping?

Yes, I am. How about now, who is doing the

clapping? Yes, I am. Who is doing the tapping?

You’re right again – I am doing the tapping. Who is

doing the pointing? I am. And who is doing the

swaying. Yes, I am also doing the swaying.

300

Let’s Aim

Let’s read these words.

he likes to around now

down

We Can Do It

Reading a Simple Story

Let us read the short story about Jac. You and I

can read it alternately. You may start with the first

line.

Jac

Jac likes to jog.

He jogs around the log.

He jogs around the dog.

He jogs around the hog.

Jac is hot now. He sits down to rest.

I Can Do It

Now try to read the story on your own.

Afterwards, draw Jac and his favorite activity.


Remember This

While I am doing an action, I have to add -ing

to an action word so I can talk about what I am

doing.

301

Let’s Aim

Following Two-Step Directions

Last Monday, we listened to a story about the game

played by Joan, Jose, and Mika. Listen as I read

the cards that Jose and Mika got. You are to do

the same actions after I read them.

Wiggle your fingers

and stomp your feet.

Turn to a friend and

shake his hand.

We Can Do It

Listen to some more commands and do the actions.

1. Stand up and jump three times.

2. Sit down and put your hands on your lap.

3. Face your classmate and say, “How are you?”

4. Shake your classmate’s hand and say, “I’m fine,

thank you.”

5. Look at me and clap two times.

Lesson 18

Remember This

It is important to listen to directions so we can

follow them correctly.

302

I Can Do It

Do the following activity in your notebook.

Make sure you follow the directions that I will say.

1. Make the circle into

a flower. Color it blue.

2. Give this cat a name.

Write it on its tag.

3. Draw two balloons.

Color one yellow

and the other one red.

4. Draw an ice cream

scoop on the cone.

Color it pink.

303

Let’s Try

I have a bowl with cards that have action words.

I will now call on a girl to pick a card.

While she is doing the action written on the card,

we will say:

“She is _____.”

Now I will call a boy to pick a card. While he

is doing the action written on the card, we will say:

“He is _____.”

We Can Do It

I have this big cube with new action words.

Choose a partner. I will throw the cube and one

of you will do the action written on top. As one

is doing the action, the other one will say:

“He / She is _____.”

(Each pair may do the activity more than once.)

Remember This

While another person is doing an action, I have

to add –ing to the action word so I can talk

about what he or she is doing.

304

Let’s Aim

Read the following words after me. You will meet

these again in the short story you will read later.

he she very puts likes

We Can Do It

Read the sentences with a partner. Match them with

the correct picture.

1. Jen, the hen,

has an egg.

2. Mox, the fox,

likes eggs.

3. Jen is very sad.

4. Jen puts the egg

in a pot.

Lesson 19

305

I Can Do It

Reading a Simple Story

Read the short story.

The Sad Hen

Jen is a hen. She has an egg.

She puts it in a pot.

Mox is a fox. He likes eggs.

Mox gets the egg from Jen’s pot.

Jen is very sad.

Let’s Try

I have the big cube that we used yesterday.

It has pictures of children doing different actions.

Let’s throw the cube and talk about what they

are doing. Let us say:

“They are ________.”

We Can Do It

Let’s play charades. Group yourselves into teams

with five members each. Choose an action to do.

When your team is called, do your action. Any one

from the other teams can raise their hands to talk

about what you are doing by saying: “They are ___.”

I Can Do It

Write a sentence about what the children are doing.


306

Let’s Try

Following Directions

Yesterday, we talked about how helpful it is for us

to listen and follow directions.

Listen very well to this song and do the actions

you are asked.

If You’re Happy and You Know It

If you’re happy and you know it

clap your hands.


snap your fingers.


then your face will surely show it.


clap your hands and snap your fingers.

* stomp your feet / shout “hello”

* jump for joy / flap your arms

307

We Can Do It

We will sing the song again. Let us think of other

action pairs that we can use for the song.

Let’s Try

Let’s review the actions we did when we sang

“If You’re Happy and You Know It” yesterday.

Can we do them again?

clap snap stomp

shout jump flap

Let’s talk about the actions that we are doing.

Let us say: “We are ______.”

We Can Do It

Form groups of five. Choose an action that you

would like to do as a group. Tell us what you are

doing as you perform your group action.

Say: “We are _____.”

Let’s Aim

Writing a Simple Story

Let’s read the story of “The Sad Hen” again.

Why was Jen, the hen, sad in the end? Do we want

her to stay sad? Let’s try to find ways to make her

happy. We will continue the story of Jen, the hen.

Lesson 20

308

We Can Do It

Form a group of three. Each person in the group

will think of something that Jen’s friends are doing to

make her happy. Use these pictures to know who her

friends are.

Pog the Dog Nat the Cat Mig the Pig

Listen as I read the first two sentences of our new

story. Then tell your group mates what Jen’s friends

are doing for her.

I Can Do It

Write your own version of the story that you and your

friends just made.

Jen’s friends do not want her to be sad.

So they are doing things to make her happy.

1.

2.

3.

Jen, the hen, is happy now.

309

Week 5: Other People Who Help Me

in School

Let’s Try

Talk about the people who help you in school.

Look at the pictures and tell who they are.

Get Set

Listen as your teacher uses these words

in sentences. Let us try to figure out their meanings.

safety duty

delight upset

litter bin

Lesson 21

310

Let’s Recall

Who are the people you always see in school

helping the pupils and the teachers?

Let’s Aim


the people who help you in school.

Listen as I recite the poem.

Guess Who Do I See in School

Guess who do I see in school?

They’re the people who help me.

They make school a place like home.

Come and listen to this poem.

They are always at the gate.

Our safety is their duty.

They check who gets in and out.

And keep the bad people out.

The canteen is their station.

Our food is what they care for.

Recess is their busy time

because it’s our mealtime.

They are always dressed in white.

Our good health is their delight.

We call them if we are sick

And they answer fast and quick.

She is in the library.

She lends books to you and me.

When you see her don’t forget

Loud noises make her upset.

311

The school is clean; thanks to them.

They keep the garden pretty.

They keep the playground clean.

Throw your litter in the bin.


1. In the poem, who are the people that are seen

in school?

2. What do these people do in school?

3. Who is being referred to in stanza 2? Stanza 3?

Stanza 4? Stanza 5? Stanza 6?

4. Are they important in school? Why?

5. Draw a heart in your notebook. Write inside

the heart the name of the person who helped

you in school.

Let’s Recall

Yesterday, we learned about the people who help

us in school.

Get Set

Interpreting Picture Graphs

Listen to the paragraph then let’s study the graph.

The grade 2 class went to the school garden

and saw lots of pechay, amplaya, eggplant,

tomato, and onion. They made a graph of the

vegetables gathered from the garden.

Lesson 22

312

Vegetables from the School Garden

Let’s Aim

1. How many bundles of pechay were gathered

from the school garden?

There were ___ bundles of pechay gathered

from the school garden.

2. How many ampalayas were gathered from the

school garden?

There were ___ ampalayas gathered from the

school garden.

3. How many eggplants were gathered from the

school garden?

313

There were ___ eggplants gathered from the

school garden.

4. How many tomatoes were gathered from the

school garden?

There were ___ tomatoes gathered from the

school garden.

5. How many onions were gathered from the

school garden?

There were _____ onions gathered from the

school garden.

Let’s Recall

In our poem yesterday, we learned about the

people who help us in school. Let’s think about them.

Get Set

Verbs of Being: Is and Are

Your classmate will ask you a question. Try to answer

it.

“Who is the librarian?”

“The librarian is _____.”

“Who is the school nurse?”

“The school nurse is _____.”

Remember This

A picture graph shows the number of things

by group or kind.

314

“Who is the school doctor?”

“The school doctor is _____.”

“Who are the canteen helpers?”

“The canteen helpers are _____ and _____.”

“Who are the janitors?”

“The janitors are _____, _____, and _____.”

“Who are the security guards?”

“The security guards are _____ and _____.”

Let’s Aim


A.

1. The librarian is Miss Pam.

2. The school nurse is Miss Ana.

3. The school doctor is Mr. Ben.

B.

4. The canteen helpers are Aling Nita

and Mang Tony.

5. The janitors are Mang Luis, Aling Cora,

and Mang Don.

6. The security guards are Mrs. Pilar

and Mr. Domeng.

Write in your notebook the word that connects

the words that I will read to you.

A.

1. librarian Miss Pam

2. school nurse Miss Ana

3. school doctor Mr. Ben

315

B.

4. canteen helpers Aling Nita and Mang Tony

5. janitors Mang Luis, Aling Cora,

and Mang Don

6. security guards Mrs. Pilar and Mr. Domeng

Read the words. What do you notice?

When we are talking about only one, we use is.

When we are talking about two or more, we use are.

We Can Do It

Interpreting Picture Graphs

The school store sells many things that you need

in school.

Study the picture graph then answer the questions.

Lesson 23

Remember This

Is is used when we are talking about only one.

Are is used when we are talking about two

or more.

316

The School Store

1. How many notebooks were sold?

2. How many boxes of crayons were sold?

3. How many pad papers were sold?

4. How many pencils were sold?

5. How many erasers were sold?

317

I Can Do It

How many books did the pupils borrow

from the library?

Number of Books Borrowed

Monday

Tuesday

Wednesday

Thursday

Friday

1. How many books were borrowed on Monday?

2. How many books were borrowed on Tuesday?

3. How many books were borrowed

on Wednesday?

4. How many books were borrowed on Thursday?

5. How many books were borrowed on Friday?

We Can Do It


Here are some questions. Answer me using is and

are.

1. Who is your seatmate?

2. Who is your best friend?

318

3. Who are your friends in school?

4. What is your favorite subject?

5. Who are your favorite teachers?

Get Set

Reading and Writing 2-syllable Words

with Short a, e, i, and o

Let’s name these pictures.

pencil

jacket

tennis

ostrich

padlock

helmet

Did you notice how many vowel sounds there are

in each word?

Let’s Aim

Let’s read more words with two short vowel sounds.

napkin

dentist

319

puppet

magnet

sandwich

pencil

I Can Do It


Look at the pictures. Complete the sentences

by writing is or are in your notebook.

The children _____ playing.

Betty and Gina _____

reading.

Mr. Bob _____ mopping

the floor.

Lesson 24

320

Aris _____ writing.

Mrs. Santos _____ reading a

story in class.

We Can Do It



Name the picture. Copy the word in your notebook

and include the missing vowel letters.

p __ n c __ l

j __ c k __ t

321

s __ n d w __c h

__ s t r __ c h

p __ p p __ t

Let’s Try


Draw in your notebook the person or persons

helping you in school. Write 2 sentences about

him / her / them using is or are.

Guide:

1. What is the name and work of the person/s

helping you?

2. What does she / he do to help you?

Lesson 25

322

Let’s Try



Arrange the letters to name the picture.

n n s i e t

e i n t t s d

m l e e t h

k t e s b a

t e n g m a

Week 6: Books Are My Friends

Let’s Try

Talk Time:

What do you do when you are fetched late?

Get Set

Listen as your teacher demonstrates or explains

the following sentences.

1. His excitement little by little disappeared.

2. He looked around the tall shelves.

3. He froze.

Lesson 26

323

Let’s Recall

What do you see in the library?

What do you do in the library?

Let’s Aim

In our story, what did Miko see in the library?

What did he do in the library?

Miko Visited the Library

That Friday, Miko’s mother told him that

she would be late for an hour in fetching him

because she had to drop by the grocery

to buy some items needed in their house.

She also talked to Miko’s teacher that

morning about it so Miko can stay in the

library while waiting for his mother.

It was not the first time that Miko would go

to the library. But it was his first time to go

there without his teacher and classmates.

Usually, his teacher would bring the class

to the library for story reading and they would

just stay in the story reading place.

That afternoon, Miko went to the library

by himself. He was excited that he had

one hour to stay in the library. He planned

to look around and not just stay in the

story reading place.

When Miko entered, his excitement little

by little disappeared. As he looked around

324

the tall shelves lined up with so many books,

he slowly felt afraid. He felt very small all

of a sudden. He just stood there by the door.

He froze.

The librarian saw Miko just standing there.

With a smile on her face, she walked towards

him. She took Miko by the hand and walked

with him along the book shelves. As they

walked, the librarian told him about the books.

She even asked Miko what he liked to read. He

said he liked reading books about animals.

The librarian took him to the shelves where

there were many storybooks about animals.

Miko chose a book about birds. The librarian

then showed him where he could sit.

Miko has just finished reading the book

when his teacher came in the library

and told him his mother was already there

to fetch him. Miko returned the book and said

thank you to the librarian.

That night, when Miko’s mother tucked him

in bed he asked her when she is going to the

grocery again. She asked Miko why. He said

so he could go to the library in the afternoon.

Miko’s mother smiled and said he could go

to the library every day after class if he likes.

Miko doesn’t have to wait for the next

grocery day. Tomorrow and every day after,

he could go to the library and read books.

325

Questions:

1. Why was Miko’s mother late in fetching him?

2. Where did Miko stay while waiting for his

mother?

3. How did Miko feel when he entered the library?

4. Who helped him in the library?

5. Did Miko like going to the library? Prove your

answer.

6. If Miko liked reading storybooks about animals,

what about you? What books do you like

to read?

Let’s Recall

Yesterday, you heard a story about Miko’s visit

to the library. What storybook did he like to read?

Get Set

Identifying Reality and Fantasy

Study these pictures.

Lesson 27

326

Let’s Aim

What do you notice about the pictures?

Which of the pictures happen in real life?

Which of the pictures do not happen in real life?

Let’s Recall

Name the action in the pictures.

Remember This

Reality happens in real life.

Fantasy does not happen in real life.

327

Get Set

Verbs of Doing: Past Tense of Regular Verbs

Listen as the teacher reads these sentences.

1. She talked to Miko’s teacher.

2. He looked around the tall shelves.

3. She walked towards him.

4. He liked reading storybooks about animals.

5. Miko’s mother smiled.

Let’s Aim

What are the underlined words?

What do you notice about the verbs?

1. talked talk + _____

2. looked look + _____

3. walked walk + _____

4. liked like + _____

5. smiled smile + _____

Remember This

We form the past tense of regular verbs

by adding -d or -ed.

We add -d when the verb ends with e.

We add -ed when the verb ends

with a consonant.

328

We Can Do It

Identifying Reality and Fantasy

Write R if the picture shows reality. Write F if it

shows fantasy. Do this in your notebook.

1.

4.

2.

5.

3.

Lesson 28

329

I Can Do It

Write in your notebook what each picture is about.

Write whether it is a reality or a fantasy.

We Can Do It (Guided Practice)


Write the past form of the verb. Do this

in your notebook.

1. laugh + ed 6. move + d

2. pick + ed 7. wade + d

3. clean + ed 8. fade + d

4. join + ed 9. dine + d

5. call + ed 10. code + d

330

Get Set

Reading and Writing Phrases with 2-syllable Words


Listen as your teacher reads each phrase.

Match the phrases with the pictures.

playing tennis

pencil and

paper

running ostrich

wet jacket

padlocked

door

What are the words with short vowel sounds?

331

Let’s Aim

Let’s read more phrases with words

with short vowel sounds.

the seven bananas

a tennis racket

egg sandwich

on the plate

a table napkin

the baby rattle

332

I Can Do It


Write the verb and its past form. Do this

in your notebook.

Example:

wash

washed

1.

2.

3.

4.

5.

Lesson 29

333

We Can Do It



Study the pictures then complete the phrases. Do this

in your notebook.

station

driver

plane

index

pretty

334

Let’s Try


Game:

1. Choose a picture. Name the action word.

2. Call somebody to do the action word.

3. Call another to say the past form.

Lesson 30

335

Let’s Try



Write in your notebook a phrase about the pictures.

Choose words from the box.

rice busy scary wet juicy

1.

4.

2.

5.

3.

336

Week 7: I Learn Many Things in School

Let’s Try

In our story last week, Miko told us that he likes

reading storybooks about animals.

What is your favorite animal?

Why is it your favorite?

Get Set

Take a look at the picture of birds your teacher

will show you.

Try to describe them.

Bird Color Size

finch

parakeet

cockatiel

Lesson 31

337

Let’s Recall

What is your pet at home?

Or what pet would you like to have?

Let’s Aim

In our paragraph, what are the animals that are

good for pets?

Birds for Pets

Kids are often happy to see birds

that they would like to have one as a pet.

The three kinds of birds that are good for

pets are the finches, parakeets, and

cockatiels. The finches make good pets

because they are beautiful and they make

beautiful sounds. The parakeets are colorful,

small, easy to care for, and can learn to talk.

And the cockatiels can also learn to talk,

whistle, and do cute tricks.

Questions:

1. In our paragraph, what do kids like to have

as pets?

2. What are the three birds that are good for pets?

3. Why do finches make good pets?

4. Why do parakeets make good pets?

5. Why do cockatiels make good pets?

6. Which of the three birds would you like to have

as a pet? Why?

338

Let’s Recall

Yesterday, we learned the three kinds of birds

that are good for pets.

Get Set

Identifying the Important Details in an Expository Text

Listen as your teacher reads first the questions.

These questions will help you look for

the important information in the paragraph.

Questions:

1. What is the size of sparrows?

2. What is the shape of their bill?

3. What do they eat?

4. What is their color?

5. Where are they found?

Sparrows

Sparrows are small birds

with bills shaped like cones.

They eat seeds and insects.

Some sparrows are brown.

Some are gray. They are

found around homes

and on farms worldwide.

Lesson 32

339

Let’s Aim

Let us answer these questions.

1. What is the size of sparrows?

2. What is the shape of their bill?


4. What is their color?

5. Where are they found?

Let’s Recall

Verbs of Doing: Past Tense of Irregular Verbs

Name the action words.

Remember This

By answering the who, what, when, where, why,

and how questions, we can get important

information in a text.

340

Get Set

Study these sentences.

A.

1. The finches, parakeets, and cockatiels make

good pets.

2. The sparrows eat seeds and insects.

B.

3. The finches, parakeets, and cockatiels made

good pets.

4. The sparrows ate seeds and insects.

Let’s Aim


What did you notice about how the verbs

are changed?

make made

eat ate

We Can Do It

Identifying Important Details in an Expository Text

Know the important details of the next paragraph

by answering these questions.

1. What is the color of crows?

2. Where do they feed?

Lesson 33

Remember This

We form the past tense of irregular verbs

by changing their spelling.

341


4. When trained, what can they copy?

5. Up to what number can they count?

Crows

Crows are glossy black

birds. They feed mostly on the

ground, where they walk

about purposefully. They eat

meat, grain crops, insects,

and eggs of other birds.

Crows are intelligent birds.

They can be trained to copy

their owner’s voice or to count

aloud up to seven.

I Can Do It

Look for the answers in the paragraph.

Write the answers in your notebook.

Questions:

1. How long have farmers been making

scarecrows?

2. What is a scarecrow?

3. What is it shaped like?

4. Where is it placed?

5. What kinds of birds do scarecrows scare away?

6. Why is it a farmer’s best friend?

342

Scarecrow

Farmers have been making

scarecrows for more than

three thousand years.

A scarecrow or hay-man

is a trap. It is shaped

like a human dressed

in old clothes and placed

in fields by farmers

to scare away birds

such as crows or sparrows

from eating the seeds

or crops. A scarecrow is truly

a farmer’s best friend.

We Can Do It


Here are other examples of irregular verbs.

Name the verbs. Change the underlined letters

to form the past tense.

1. speak

http://en.wikipedia.org/wiki/Bird

343

2. swim

3.

sleep

4.

drink

5.

stand

344

Get Set

Reading and Writing Sentences with 2-syllable Words


Listen as your teacher reads these sentences.

Match each sentence with the correct picture.

1. Lito is playing

tennis.

2. Mother cooks

dinner.

3. The basket is full

of vegetables.

4. Fried chicken

is my favorite.

5. The police

caught the

robber.

345

Let’s Aim

Let’s read more sentences with words


Benny won in the spelling

contest.

The zebra is striped black

and white.

Take a tablet of medicine

before going to sleep.

Leny has a bad temper.

There is a windmill in the farm.

346

I Can Do It


Write the verb and its past form.


Lesson 34

347

We Can Do It



Study these pictures then complete the sentences.

Write the sentences in your notebook.

1. _____ is fixing the fence.

2.

She has _____ balloons

on her 7th birthday.

3. The _____ is planting.

4. Mother went to the _____.

5. The _____ is launched.

348

Let’s Try


Game:

1. Choose a picture. Name the action word.



Lesson 35

349

Let’s Try



Write a sentence about each picture.

Choose phrases from the box.


feed the chicken basket of flowers

shallow river nail and hammer

lemon juice

1.

2.

3.

4.

5.

350

Week 8: My Favorite Place in School

Let’s Try

Last week, we learned that finches, parakeets,

and cockatiels are good for pets.

Do you remember why they are good for pets?

Get Set

Listen as your teacher uses the following words

in sentences. Try to get their meanings.

perching instruments

paints whistles

Let’s Recall

Why do you think birds perch on branches of trees?

Let’s Aim

In our story, why are the birds perched on the

branch?

Three Birds Watching

One sunny morning, three birds are perching

on a branch of a tree. One is a finch, another

is a parakeet, and the other is a cockatiel.

Lesson 36

351

As the birds are sitting on the branch, they

are watching the children in the school.

The finch is watching the children in the

music room.

The parakeet is watching the children in the

art room.

And the cockatiel is watching the children

in the playground.

The cockatiel asks the finch, “Why do you

watch the children in the music room?”

The finch answers, “I make beautiful sounds

that’s why I like listening and watching

the children singing and playing instruments.”

The finch turns to the parakeet and asks,

“Why do you watch the children in the art

room?”

The parakeet replies, “I am colorful.

I like colors. I like watching the children draw

and paint.”

The parakeet looks at the cockatiel

and also asks, “Why do you watch the children

in the playground?”

The cockatiel whistles and replies, “I can do

cute tricks just like those cute little kids

in the playground.”

After a while, the bell rings. The three birds

flap their wings and fly to another nearby

branch.

352

Questions:

1. Why are the three birds perched on the branch

of a tree?

2. What are the three birds watching?

3. Why is the finch watching the children

in the music room?

4. Why is the parakeet watching the children

in the art room?

5. Why is the cockatiel watching the children

in the playground?

6. What happens when the bell rings?

7. If you are one of the birds, would you be like

the finch, parakeet, or cockatiel? Why?

Let’s Recall

In yesterday’s story, the birds are watching

the children in the different parts of the school.

Match the bird with the part of the school

it watched.

Lesson 37

353

Get Set

Reading Maps

Study the following school map.

354

Let’s Aim

Answer these questions.

1. What is the room on the left of the Canteen?

2. What is the room on the right of the Canteen?

3. What is the room south of the First Aid Room?

4. What are found on the left and right

of the Music Room?

5. How many classrooms are there?

Remember This

Here are some map symbols.

Bicycle parking

Restrooms

Telephone station

355

Hospital zone

Drinking station

Let’s Recall

Choose the action words.

sit branch turn school make

tree perch music watch art

answer look paint playground draw

bell flap ask wing listen

356

Get Set

Verbs of Doing: Future Tense

Listen as your teacher reads these sentences.

A.

1. Three birds perch on a branch of a tree.

2. They watch the children in the school.

3. The finch turns to the parakeet.

4. The parakeet looks at the cockatiel.

5. The three birds flap their wings.

B.

6. Three birds will perch on a branch of a tree.

7. They will watch the children in the school.

8. The finch will turn to the parakeet.

9. The parakeet will look at the cockatiel.

10. The three birds will flap their wings.

Let’s Aim


What do you notice about the verbs in A

and the verbs in B?

What word is added before the verb?

Remember This

We form the future tense of the verb

by adding will or shall before the base form

of the verb.

357

Reading Maps

Study the following city map and do the activity.

1. On a sheet of paper, copy and color the map

as follows:

blue – water red – fire station

orange – library yellow – schools

green – parks pink – city hall

purple – hospital brown – community

center

2. Draw a green X at the intersection of Orosa

Street and 2nd Avenue.

3. Draw a black X where Rivera Street

meets Carlos Bridge.

4. Draw a blue X at the address 180 Rivera Street.

5. What city building is located along 1st Avenue?

Lesson 38

358

We Can Do It

Study the following city map then do the activity.


1. Which bridge is closest to the museum?

2. What park is located along Noche Street?

3. When you look north, you see the river.

When you look east, you see the high school.

Where are you?

4. What building is across the hospital?

5. What is the park along Estrella Street?

359

I Can Do It

Draw a map of your school on a sheet of paper.

Below your map, write sentences on how you will

guide a visitor who wants to see the principal

in the office.

We Can Do It


Write the future tense of the following verbs. Do this

in your notebook.

Example:

smile will smile

1. visit _______________

2. listen _______________

3. take _______________

4. go _______________

5. bring _______________

6. buy _______________

7. erase _______________

8. change _______________

9. cry _______________

10. stay _______________

360

Get Set

Reading and Writing Simple Stories

with 2-syllable Words with Short a, e, i, and o

Match the sentences with the correct picture.

1. Mang Benjo will plant

his crops in June.

He will plant during

the rainy season.

2. Linda will play tennis

this Saturday.

She will play with Cris.

3. Judd’s father will drive

the taxi to the airport.

He will drive his friend

to the airport.

4. There will be

thunderstorms in the

afternoon.

Mark will bring his jacket.

5. Anne will celebrate

her birthday next week.

She will put a pink ribbon

on her dress.

361

Let’s Aim

Let’s read more simple stories with words


They will leave town

on a vacation.

They will padlock the doors

to be safe from robbers.

The pupils will answer the test.

They will use pencils.

Jane’s father will wear

a helmet to work.

The helmet will protect his head

from falling objects.

The seven boys will play tennis.

They will join the sports contest.

Aling Naty will go to the market.

She will bring her basket.

362

I Can Do It


Think of three things you will do tomorrow.

Draw them in your notebook.

Write three sentences about your drawings

using the future tense of verbs.

We Can Do It



Try to recall the 2-syllable words with short a, e, i,

and o that you have learned.

Write a simple story using those words.

Draw your simple story on a sheet of paper.

Let’s Try


Game:

1. Choose a picture from those on the next page.

Name the action word.



Lesson 40

Lesson 39

364

Let’s Try



Think-a-Link:

Choose only three 2-syllable words with short a, e, i,

and o. Write a simple story connecting

the three words. Do this in your notebook.

365

I am part of a community!

Different people all around,

Different sights I see,

Different sounds I hear,

This is my community!

I belong to this community!

I help care for this community!

Unit 4

I Am Part

of a Community

366

Week 1: People in Our Community

Let’s Try

Name some people you see when you go out

of your house.

Say: “I see a _____.”

Mime Game:

I will act out a community helper that we see

around us. Guess the community helper I will act out.

Choose your answer from the following pictures.

Say: “You are a ______.”

Now it is your turn to act it out.

Your classmates will guess.

vendor street sweeper gardener

Lesson 1

367

Let’s Recall

Guess Who?

Listen to your teacher as she tells about

a community helper. Name the community helper

she is describing by choosing the correct picture

shown in the following.

I trim the hair of men

and boys.

I am a _____.

I tell the sick the right pill

to take so they

will get well.

I am a _____.

I teach pupils to read,

count, and write.

I am a ____.

I help keep peace and

order in the community.

I am a ____.

368

Word Study

I will read each word and the sentence for it.

Connect the word to the correct picture.

cash

I can buy what I need

because I have cash.

pickpocket

The pickpocket got

the wallet of the rich man.

Let’s Aim

The title of our story today is “The Red Bag with

Cash.” Guess or predict what will happen in our

story.

Say: “I think ______ .”

“Maybe ______.”

“Probably _____.”

Listen as your teacher reads the story,

“The Red Bag with Cash.”

369

The Red Bag with Cash by Teacher Nong

One day, Sister Rica left the convent.

She planned to go to the market. She had

a red bag with cash in it. The cash was in a

black wallet.

Suddenly, a pickpocket ran away

with her wallet. Sister Rica yelled, “Oh no!

No more cash to buy food for the nuns.”

A fat cop quickly ran after the pickpocket.

“I will get that man,” he said.

The pickpocket jumped inside a cab.

He told the cab driver to drive away fast.

“This is bad! There is so much traffic in here!

I should not be caught by that cop,”

said the pickpocket.

In a rush, he got out of the cab and ran

very fast. The cab driver yelled at him.

Suddenly, he looked at the back seat of the

cab. He was surprised to find a black wallet

on the seat. He checked it and found a lot of

cash and some cards in it. He was very glad.

“Just the cash that I need,” he said to

himself. But he thought of the poor owner of

the wallet. The wallet was not his.

370

The cab driver decided to bring the wallet

to the police station. Later that day, Sister Rica

was so thankful that she got her wallet back.

We Can Do It

Let us find out if your guess or prediction

about what will happen in our story is correct.


to answer them.

1. Who went to the market?

2. What will she do in the market?

3. What happened on her way to the market?

4. What did the pickpocket do after he got

the wallet?

5. Why did he leave the cab?

6. Why do you think was the wallet left in the cab?

7. What did the cab driver do with the wallet?

8. What words can describe the cop? The cab

driver?

I Can Do It

Draw in your notebook the people who helped

Sister Rica. In what way did each one help Sister

Rica?

371

Let’s Recall

Act It Out

Who said the following lines in our story yesterday?

Dramatize the following events in the story.

Let your classmates guess the character in the story

who said each line.

1. “Oh no! No more cash to get food for the

nuns.”

2. “I will get that man!”

3. “This is bad! There is so much traffic in here!

I should not be caught by that cop.”

4. “Just the cash that I need.”

Let’s Try

What is a Wanted poster?

Who are the people we usually see

in a Wanted poster? What did they do?

Why do we put up their picture there?

In our story yesterday, is there anyone we can put

in a Wanted poster?

We Can Do It

Learning How to Follow Directions

Copy the poster shown in the next page

in your notebook. Follow the three-step direction.

1. First, let us write the title of our story yesterday

on the first line.

Lesson 2

372

2. Then, let us draw the WANTED character in the

story.

3. Finally, let us fill out the blanks that follow.

Title of the Story: ____________________________

Which community helper can help us catch a

WANTED person?

A _____ can help us catch a WANTED person.

Name: ______________________

Crime: ______________________

Last Seen: ___________________

If seen, contact: _____________

Reward: _____________________

373

Let’s Aim

Phrases and Sentences

Listen as I read the following groups of words.

1. a pickpocket

2. cash in a black wallet

3. Sister Rica went to market.

4. The cop ran after the man.

We Can Do It

Try to answer my questions after I read each item

above.

1. In item number 1, what does it say about

the pickpocket? Does it express a complete

thought? How does it start and end?

Do the same with item number 2.

2. Item numbers 1 and 2 are groups of words

without a complete thought. Each is called

a phrase.

3. In item number 3, what does it say about

Sister Rica? Does it express a complete

thought? How does it start and end? Do the

same with item number 4.

4. Item numbers 3 and 4 express a complete

thought. Each is called a sentence.

Remember This

Signal words like first, then, and finally tell us

the order of events or things to follow

in directions.

374

Now let’s see if you can follow directions.

Answer item numbers 1 to 4 in the previous page.

Write S if the group of words is a sentence and P if it is

a phrase.

I Can Do It

Listen as I read the following group of words.

Write S if the group of words is a sentence and P

if it is a phrase. Do this in your notebook.

1. the cab

2. The man got in a cab.

3. in the market

4. The pickpocket got the cash.

5. Sister Rica was in the convent.

Remember This

A sentence is a group words which has

a complete thought. It starts with a big letter

and ends with a punctuation mark like

a period.

A phrase is a group of words which does not

have a complete thought. It does not start

with a capital letter. It does not end with

a punctuation mark.

375

Reading Words

Listen as I name each picture. Then, repeat after

me.

Read the words in the box.

Point to the picture for each word.

bug

dug

hug

jug

mug

rug

tug

376

We Can Do It

I will point to a picture. Get the word card

that names it.

I Can Do It

Draw a line to connect the picture to its name.

mug

rug

tug

bug

hug

jug

377

Let’s Recall

What was the title of our story the other day?

Was there anything that was lost? What was taken

from Sister Rica?

We Can Do It

Following Directions: Making a Lost Chart

Copy the chart shown in your notebook. Follow the

three-step direction.

1. First, write the title of the story on the first line.

2. Next, draw what was lost in the story in the box.

3. Last, let us fill out the blanks that follow.

Title of the Story: ___________________

Lesson 3

LOST

What: ____________________

If found, contact: _________

Tel. number: _____________

Reward: __________________

378

I Can Do It

Listen as I read the group of words. Then, write S

if the group of words is a sentence and P if it

is a phrase. Do this in your notebook.

1. lost wallet

2. The pickpocket got the black wallet.

3. Sister Rica lost her cash.

4. got away fast

5. Sister Rica is a nun.

We Can Do It

Reading Words

Name the pictures with your teacher.

Remember This

Signal words like first, next, and last tell us

the order of events or things to follow

in directions.

379

Read the words in the

box.

Point to the picture for

each word.

We Can Do It

Act It Out

I will show a word card. Read it and make the action

for it.

bun

fun

gun

nun

run

sun

380

I Can Do It


for each picture.

run sun nun

bun sun run

fun sun nun

bun fun nun

bug nun bun

bug nun gun

Let’s Recall


Who were the characters?

Who among the characters deserve an award?

Why? What word would best describe him?

Lesson 4

381

We Can Do It

Following Directions: An Award Chart

Copy the chart shown in your notebook. Follow the

three-step direction.

1. First, write the title of the story on the line.

2. Then, draw the character that deserves an

award in the box.

3. Finally, let us fill out the blanks that follow.

Title of the Story: _________________________

Certificate of Award

This certificate is given to ________

for being ________.

Given on this _____ day of

___________, _____ .

382

We Can Do It

Reading Words

Name the pictures with your teacher.

10 + 5 =15

383

Read the following words.

Point to the picture on page 382 for each word.

cub

rub

sub

tub

mud

suds

cut

hut

nut

gum

hum

sum

We Can Do It

Act It Out

Get a partner. I will show a word card. Read it

and make the action for it. Check if the action

of your partner is correct.

I Can Do It


for each picture.

tub sub rub

nut hut cut

hut cut nut

rub sub cub

mug mud hum

bun bug bud

384

run rug rub

tug cub cut

hum hut nut

tub suds rub

cub rub cut

gun gum hug

Let’s Recall


Listen as your teacher reads the following questions.

Choose the letter of the correct answer.

1. Where is the setting of the story?

The story happened _____.

a. in a city

b. in a market

c. in a police station

2. Which of the following happened first

in the story?

a. The cop helped Sister Rica.

b. Sister Rica got her cash back.

c. Sister Rica lost her black wallet.

Lesson 5

385

3. Which of the following happened last

in the story?

a. The nun lost her cash.

b. The pickpocket jumped in a cab.

c. The cop ran after the pickpocket.

4. Who DID NOT help Sister Rica?

a. the cop

b. the nuns

c. the cab driver

5. Which of the following is a good title

for the story?

a. The Lost Cash

b. Sister Rica in the Market

c. The Cop and the Pickpocket

I Can Do It

Read the following groups of words. In your

notebook, draw a if the group of words

is a sentence and if it is a phrase.

Make each sentence correct by beginning it

with a big letter. End it with a period.

1. the cop ran after the man

2. sister Rica is a nun

3. a cop and a doctor

4. a vendor is in the market

5. a man in a cab

386

I Can Do It

Name each picture. Choose the correct word

for each picture from the box.

Then, write the correct word in your notebook.

hum hug hut

mud jug mug

run rug rub

bun bug bud

387

Week 2: More Community Helpers

All Around

Let’s Try

Can you name other community helpers?

Listen as your teacher describes a community helper.

Choose your answers from the box. Write the name

of the community helpers in your notebook.

fisherman

farmer

1. I put out the fire in burning houses. Who am I?

I am a

2. I go to the sea to catch fish. Who am I?

I am a

3. I plant vegetables and fruits for people to eat.

Who am I? I am a

Lesson 6

fisherman farmer fireman

388

Let’s Aim

If you were given a chance to interview a farmer,

what would you ask him / her? Write your questions

or asking sentences inside each basket.

What I Would Like to Know about Farmers

389

Listen as I read the following story.

The Farmer and the Seed by Amcy M. Esteban

The farmer plants a seed:

First, a seed,

Then, a sprout,

and the leaves,

Slowly, the buds come out!

They grow bigger and bloom with fragrance.

But why do animals and insects go near them?

Butterflies and bees come

to enjoy the sweet smell.

Animals, insects, and the wind

help spread their new seeds

to the new garden where...

the other seeds are planted again.

We Can Do It

Listen to the questions I will read. Try to answer

the questions.

1. Who plants the seed?

2. What happens to the seed?

3. What happens to the bud?

4. Why do butterflies and bees go near

the flowers?

5. What do some insects, animals, and the wind do

to the seeds?

6. In what ways can farmers help us?

390

7. Which of your questions were answered

by the story?

Let’s Recall

Let’s recall how the farmer plants the seed.

Can you remember the sequence of events?

Dramatize as I read the story again.

I Can Do It

The Life Cycle of a Plant

Listen as I read each sentence. Which happens first?

Show the correct order of events.

Write the numbers 1, 2, 3, or 4 inside each small box.

It becomes

a sprout.

It grows into

a plant.

The farmer

plants the

seed.

The flower

blooms.

Lesson 7

391

Kinds of Sentences: Telling and Asking Sentences

Listen as I read the following sentences.

A B

What does the farmer

plant?

The farmer plants

the seed.

What happens

to the seed?

It becomes a sprout.

What happens

to the sprout?

It grows into a plant.

Why do insects go near

the buds?

The insects smell

the buds.

We Can Do It

Try to answer my questions.

1. What do you notice about the sentences

in column A? How do the sentences end?

The sentences in column A ask something.

These are called asking sentences. Asking

sentences need answers. They usually start with

Wh- questions and they end with a question

mark.

2. What do you notice about the sentences

in column B? How do the sentences end?

The sentences in column B tell something.

These are called telling sentences. Telling

sentences start with a capital letter and they

end with a period.

392

3. Now go back to the table on page 391. Tell

whether the sentences in column A and B are

Telling Sentences or Asking Sentences. Do this in

your notebook.

I Can Do It

Listen as your teacher reads each sentence.

Put a check mark ( ) after the number if it is

a telling sentence. Put a question mark (?) if it is

an asking sentence. Do this in your notebook.

1. Who is in the farm?

2. Farmers plant the seeds.

3. Farmers water their crops every day.

4. What does the farmer use in the farm?

5. Do farmers have time to rest?

6. We eat the fruits and vegetables from

the farm.

7. Where do we buy the food

from the farm?

Remember This

A telling sentence tells about something.

It starts with a capital letter and ends

with a period (.).

An asking sentence asks something. It needs

answers. It usually starts with a Wh- question

and ends with a question mark (?).

393

I Can Read Many Words

Look at the pictures. Choose the correct answer.

rat

mat

run mom

rug mug

net

pin

wig box

jam bug

I Can Do It

Give the missing letter to name the pictures.

Write the words in your notebook.

__p f__n w__g

394

Let’s Aim

In the poem that I will read, guess the community

helper being described.

Who Do I See?

Who do I see?

I see a man who has a whistle.

I see him direct cars on the streets.

Who do I see? I see a _____.

Who do I see?

I see a woman who sells my favorite ice cream.

I see her almost everywhere every day.


Who do I see?

I see a man who knocks on our door.

I see him give mom or dad a letter.


Who do I see?

I see a woman who helps me get well.

I see her write the right pill for me to take.


Who do I see?

I see a man with a hammer.

I see him build shelves and big houses.

Who do I see? I see a ______.

Lesson 8

395

Act It Out

Let us recite the poem together. We will call

on your classmates to act out the community helpers

being described.

Let’s Recall

Listen as I read the following sentences. Name if it is

a telling sentence or an asking sentence.

Then, let us write the sentences with the correct

punctuation mark in your notebook. Is it a period

or a question mark?

1. Who do I see

2. I see a man with a hammer

3. What does the cop have

4. Where is the vendor

5. I see a woman who keeps the streets clean

Remember This

A telling sentence tells about something. It starts

with a capital letter and ends with a period (.).

An asking sentence asks something. It usually

starts with Wh- questions like who, what, or

where. It ends with a question mark (?).

396

We Can Speak Up

Study the picture with a partner.

Take turns in giving asking and telling sentences

about it. You may use the following words in your

sentences: mug, bun, rug, jug, bud, bug, hum, fun.

I Can Do It

Listen as your teacher reads each sentence.

Put a check mark () after each number if it is

a telling sentence. Put a question mark (?) if it is

an asking sentence. Then, write the sentences with

the correct punctuation marks in your notebook.

1. Did the mailman deliver a letter __

2. The cop directs the cars to go and stop __

3. Where is the street sweeper __

4. What does the vendor sell __

5. The carpenters built our nice house __

397

Let’s Try

What sounds do you hear around? I hear _____.

Let’s Aim

Listen as I read the story. Find out the different

sounds in the story.

Tak, tak, tak, tak, tak.

What is that I hear?

I hear hammer sounds all around.

Many carpenters are in our house.

Swish, swish, swish, swish, swish.

What is that I hear?

I hear the paint brushes glide all around.

House painters are in our house.

Creak, creak, creak, creak.

What is that creaking sound?

I hear that dangerous creaking sound.

Someone’s climbing the creaking ladder.

Crash! Crash! Crash! Crash!

What is that crash I hear?

Oh no! Someone’s hurt!

Someone fell off the ladder.

Quick! Quick! Quick!

What is that sound I hear?

Help! Help! Now! Now! Now!

C’mon! Let’s check it out!

Lesson 9

398

We Can Do It

Listen to the asking sentences I will read

about the poem. Try to answer the questions.

1. What are the different sounds in the poem?

2. Where is the setting of the poem?

3. What is happening in the poem?

4. What is the cause of the crash?

5. What do you think happened in the crash?

How can you tell?

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

7. What does the speaker feel at the end

of the poem? How do you know that?

8. What do you think will be the ending

of the poem?

9. What good title can you give for the poem?

Let’s Aim

Different Kinds of Sentences

Listen as I read the sentences from the story.

1. I hear hammer sounds all around.

2. What is that I hear?

3. What is that crash I hear?

4. Oh no!

5. Help!

399

We Can Do It

Try to answer my questions after I read

each sentence in “Let’s Aim.”

1. What kind of a sentence is in number 1? Notice

how it begins and ends. Look at the

punctuation mark at the end of the sentence.

Yes, it is a telling sentence.

2. What kind of sentences are in numbers 2 and 3?

Notice how each begins and ends. Look at the

punctuation mark at the end of each sentence.

These are asking sentences. Each ends with a

question mark.

3. Notice the sentences in numbers 4 and 5. What

does each sentence express? What is the

emotion or feeling in each sentence? How does

each sentence end? Look at the punctuation

mark at the end of each sentence. These are

called exclamatory sentences. Each sentence

expresses a strong emotion. Each ends with

an exclamation point.

We Can Speak Up

Exclamatory Sentences

Listen as your teacher reads the following

exclamatory sentences. Can you also say these

exclamatory sentences with a strong feeling?

1. What a great man!

2. Fire! Fire! Please call the fireman!

3. Help! My mother fell! I need a doctor!

4. Hurry! We are late! The bus driver is already here!

5. Yipee! I am so happy! I got a high grade!

400

I Can Do It

Listen as I read these sentences. Copy the sentences

in your notebook. Write the correct punctuation mark

in the after each sentence. Write a question mark

? if it is an Asking Sentence, a period . if it is a

Telling Sentence, and an exclamation point ! if it is

an Exclamatory Sentence.

1. Carpenters build houses

2. How many bank tellers are there in a bank

3. How high the pilot flies his jet

4. Who delivers the letters to houses

5. Oh no My test score is so low

Remember This

There are different kinds of sentences.

A telling sentence tells about something.

It starts with a capital letter and ends

with a period (.).

An asking sentence asks something. It usually

starts with Wh- questions like who, what,

or where. It ends with a question mark (?).

An exclamatory sentence expresses a strong

emotion. It shows feelings like being very

happy, too excited, very scared, very angry,

or too sad. It ends with an exclamation point

(!).

401

Let’s Aim

How does your father go to work?

Say: “He goes to work by ____.”

Find out in the story how Mang Berto goes to work.

Listen as I read a short story to you.

Mang Berto is a factory worker. He works in

a candy factory in Laguna. He wakes up early

and walks every morning to go to work. How

hard Mang Berto works in the factory!

Then, he walks back to his house to eat

dinner with his family. Why does he walk every

day? Mang Berto wants to save money for his

family. What a great man! Do you also save

money like Mang Berto?

Which do you think happened first? Arrange the

events below from 1 to 5. Write the correct answers

on the blank. Do this in your notebook.

___ 1. Mang Berto eats his breakfast.

___ 2. Mang Berto goes home.

___ 3. Mang Berto walks to the factory.

___ 4. Mang Berto eats his dinner.

___ 5. Mang Berto works inside the candy factory.

Lesson 10

402

I Can Do It

Listen as I read these sentences in the story.

Tell what kind of sentence each one is. Do this

in your notebook. Give your answers by writing:

TS if it a Telling Sentence

AS if it an Asking Sentence

ES if it is an Exclamatory Sentence

1. Mang Berto is a factory worker.

2. He works in a candy factory in Laguna.

3. How hard Mang Berto works in the factory!

4. Why does he walk every day?

5. What a great man!

6. Do you also save money like Mang Berto?

I Can Read

Write the word that the teacher will say in each

column. Draw each word in your notebook.

A B C D

cot sun hat cap

cat sand hit cop

cut sin hat cup

can son hut cab

403

Week 3: Sights in Our Community

Let’s Try

What do you like to do with your friends? Tell us.

Say: “I like to _____ with my friends.”

Word Study

I will read and use the following groups of words in

sentences. Connect them to the correct picture with

a line.

get rid of

I want to get rid of the trash

on the table. I want

a clean table.

making her rounds

The nurse was making

her rounds in the hospital.

landed on the ground

My paper plane landed

on the ground.

Lesson 11

404

basketball star

My favorite basketball star

made the most points

in the game.

Let’s Aim

Have you been in a plaza or a park? What did you

see there? What did you do there?

Listen to my story.

Biking in the Plaza by Teacher Nong

“Mama, I would like to ride my bike. May I

go to the plaza?” Mina asked.

“Who will you go there with you, Mina?

Ask some of your friends to join you.”

“Simon and Nikki will ride their bikes, too.

We promise to be careful. We will go home

before it gets dark,” said Mina.

The three friends got on their bikes and went

to the plaza. Many children were in the

playground. Five boys were in the swing.

Two kids were on the slide. And some were on

the seesaw. Laughter could be heard

everywhere.

405

They saw the gardener planting beautiful

plants around. A street sweeper was putting

all the leaves in the trash can. A cop in a

motorbike was making his rounds.

After biking for more than an hour, Mina

got tired. “Come on. Let’s buy some ice

cream.” They approached the vendor. The

ice cream was perfect for a hot, tiring day!

Simon threw the ice cream wrapper on the

ground.

“Pick that up Simon! Let us help the street

sweeper. He must be tired cleaning up this

place all day.”

“Ooops, sorry! I did not think about that! I

just wanted to get rid of the wrapper,” said

Simon.

“There is a trash can over there. Just shoot it

there. We need to help keep this place clean,”

said Nikki.

Simon pretended he was a basketball

player. He turned around many times to shoot

the wrapper in the trash can. He landed

on the ground. He was not moving.

“Oh, no! Simon, are you hurt? Hurry, Nikki

let us bring him to the barangay clinic,”

yelled Mina.

The clinic was just beside the plaza.

406

The nurse washed the cut on Simon’s knee.

She put medicine and band-aid on it.

“That is just a small cut, brave boy,”

said the nurse.

“Thank you,” said Simon. “I am a brave

basketball star. And I did shoot the wrapper

in the trash can. Great shot!”

“And great cut,” said his two friends. They

laughed as they all left the clinic.

We Can Do It

Listen to the questions I will read. Try to answer them.

1. Who went to the plaza?

2. Why did they go there?

3. What did Mina promise Mama before she left?

4. Why did they get some ice cream?

5. What did Simon do with the wrapper?

6. What did his friends tell him?

7. If you were Simon, what would you do

if your friends tell you that?

8. What words describe the girls in the story?

9. What happened to Simon as he turned around

to throw the wrapper?

10. Where did the girls bring him?

11. Who helped Simon in the clinic?

I Can Do It

Draw in your notebook what the three friends

saw in the plaza.

407

Let’s Try

Main Idea

Look at the picture about our story yesterday. What

is happening in the picture?

What is each one doing?

We Can Do It

Speak Up Time

Use the sentence pattern to say what you see in the

picture.

With my beautiful eyes, I see ____.

Lesson 12

408

We Can Do It

Describing Words: Words that Tell about the Number

Listen as I read these sentences.

1. Three friends rode their bikes to the park.

2. Five boys were in the swing.

3. Two kids were on the seesaw.

4. A cop was in a motorbike.

5. A vendor sold ice cream.

Look at each sentence. What describing word

is used for:

1. friends

2. boys

3. kids

4. cop

5. vendor

Write the word in each sentence that shows

the number of people being described. Do this

in your notebook.

Remember This

Describing words are words that describe

persons, animals, places, things, or events.

We can use numbers to describe something.

409

I Can Read Phrases

Look at these pictures. Write in your notebook

the correct phrase that tells about each picture.

a big mug

a big pen

a big pot

get a ham

get a bud

get a wig

in the mud

in the box

in the pan

rub the leg

rub the jar

rub the pup

sell a mat

sell a pig

sell a mop

a fat man

a fat cat

a fat dog

a big gem

a big gum

a big van

a bad lad

a bad hag

a bad cat

a hot cup

a hot mug

a hot can

410

Choose the phrase which describes each picture.


mug in the tub

suds in the tub

bug in the cub

mud in the truck

bud in the truck

fun in the sun

bus in the mud

cat in the mud

boy in the mud

Let’s Recall

Can you remember what happened in our story

“Biking in the Plaza”?

Who said the following? Choose your answer from

the box.

Lesson 13

Mina Simon Nikki

411

1. “Come on. Let’s buy some ice cream.”

2. “Pick that up Simon! Let us help the street

sweeper. He must be tired cleaning up

this place all day.”

3. “Ooops, sorry! I did not think about that! I just

wanted to get rid of the wrapper.”

4. “There is a trash can over there. Just shoot it

there. We need to help keep this place clean.”

Let’s Aim

Listen again as I read the previous sentences.

What are all the sentences about? What are the

sentences trying to say? Choose from the following.

Letter C tells about the sentences I read. It is called

the main idea or big idea.

We Can Do it

Listen to my short story and think about the main

idea.

A. In the Plaza

B. Let’s Eat in the Plaza

C. Let’s Keep the Plaza Clean

412

Getting the Main Idea

Listen to the story. Choose the letter that best gives

the main idea of the short story.

My mom goes to the market every day.

She buys fish, vegetables, meat, and fruits from

the vendors. She loves to go to the market

to buy our food. She goes home happy to

cook our meals.

a. Our Meals

b. Vendors in the Market

c. Mom’s Day in the Market

I Can Do This

Listen to the stories carefully and think about the

main idea. Choose the best answer and write it

in your notebook.

We wake up early. My brother is excited.

My mother prepares our clothes. Dad cleans

the car. We will watch “Iron Man.”

1. Going on a picnic

2. Watching a movie

3. Cleaning the car

Remember This

The main idea of the story tells us what

the story is about. It is called the big idea.

413

When I grow up, I want to be an actor.

I can perform on T.V. and act on stage plays.

All my friends will watch me perform.

1. What I Want to Be

2. How to Be Healthy

3. My Manners

I Can Do It

Our school is a sight in our community. Be ready

for a walk inside our school. Your teacher will take

you around the campus and you will list all the things

that you see. Use the sentence pattern below. Bring

your notebook and pencil and use describing words

like number, size, and shape to complete the

sentence.

I see ___________( things).

(size)

Example:

I see small trash cans.

I see large rooms.

I see a round clock.

I see a square table.

414

Describing words are words that describe

the naming words. They tell about the number, size,

or shape of the person, animal, place, or thing.

I Can Read More Phrases

Read the following phrases. Copy and then color

the pictures.

a hut under the

hot sun

the hot sun

runs to the hut

a lucky lad

415

Let’s Try

The children went to the playground.

They rode the seesaw. Some tried

the swing. Others went up and down the slide.

They played all day and had so much fun

in the playground.

Read and listen to clues to get the main idea

of the short story. What is the main idea

of the short story? Choose the best answer

and write it in your notebook.

Lesson 14

Planting Is the Best Having Fun

in the Playground

Going Home School Is Cool

416

Let’s Aim

Imagine that you are in a playground.

What do you see? Describe the size of the things

that you see.

The slide is _____.

The swing is _____.

The seesaw is _____.

How did you describe the things that you see

in a playground? You described the size of the things

that you see.

We Can Do It

Get some things in your bag then describe their size.

Describe them to your partner.

My pencil is long.

The ruler is ______.

My bag is ______.

My notebook is ______.

Remember This

We can describe naming words by telling

about their size like large, small, big, long,

short, wide, narrow, and many more.

417

I Can Do It

Complete each sentence in your notebook. Fill in

each blank with the correct describing word about

the size of the naming word.

1. The building is _____.

2. The mall is _____.

3. The bus is _____.

4. The hut is _____.

5. The restaurant is _____.

I Can Read

the letter the magnet the ruler the barber

the cotton the

hammer

the

carpenter the hamper

lucky dog lucky bug lucky cub lucky men

I Can Do It

Write in your notebook the phrase that

the teacher says.

1. the river the rubber the hammer

2. the popcorn the pop star the lollipop

3. Harry Potter Harry Rotter Harry Popper

4. a laptop a ladder a present

5. calendar coconut cabinet

418

Let’s Try

What is the main idea of the poem? Find out

as the teacher reads it.

Sights and Shapes

Look, look, look at the shapes and sights

of our environment.

See the round sun shining like a ball of fire.

Look at the diamond kite which shines up

in the sky.

Yes, I love the oval petals of flowers

because they are so pleasant to the eyes.

How lovely the triangular roof of the nipa hut

But it is nothing compared to the cone-shaped

mountain,

Oh how grand these beautiful sights

and shapes!

Lesson 15

419

What is the big idea of the poem? Choose from

the following:

1. The Boy in a Farm

2. The Sights and Shapes in Our Community

3. I Love to Fly My Kite

A story has main ideas or big ideas.

Let’s Aim

Describing Words: Shapes

Look at the poem again. Do you notice

the highlighted words? I will read them again.

Answer my questions.

1. round sun What is round?

2. diamond kite What is the shape

of the kite?

3. oval petals of flowers What is oval?

4. cone-shaped mountain What is cone-shaped?

What are the words round, diamond, oval, and

cone-shaped? They are shapes. They are used

to describe naming words.

Remember This

Describing words describe people, animals,

places, and things.

When we describe objects, we can describe

them by looking at their shapes, numbers,

and sizes.

420

I Can Do It

I Can Read More Phrases

Draw each phrase in your notebook.

a fast car a fast van a fast bus

a big collar a dirty market a big cart

the sunset a summer day a sunny day

the carnival the carpet the cat naps

a hamburger a hammer a hamburger

bun

the bananas the banner the barber

a hospital a doctor a helicopter

Let’s Try

Places in the Community

Talk about the places you love to go to

in the community.

Pupil A will ask and Pupil B will answer. Then you

will switch roles. Pupil B will ask and Pupil A will

answer.

Time limit: 5 minutes only.

Lesson 16

421

“What is your favorite place in your community?

“My favorite place in our community is the _____.

I like to go there because _____.”

Get Set

Listen as your teacher uses the word/s in the box

in a sentence. Listen to the clues which will be given

to you and look at my action, too.

Let us try to find out what the words mean.

enjoyed visit swam

went home caught harvest

In our story, find out where the main characters went

and how they felt in their grandfather’s community.

Let’s Aim

____________________________

(Title - Big Idea)

422

Mat-Mat and Erica went to Batangas to visit

their grandma and grandpa. Lolo Ricardo

showed them several farm animals like the

carabao, hens, pigs, horses, and goats, too.

They enjoyed feeding and playing with the

animals. They had fun watching bugs and

insects like lady bugs, beetles, spiders, and

grasshoppers.

The next day, Mat-Mat and Erica went to

the cool river. They swam in the crystal clear

river. Mat-Mat and his grandfather went fishing.

Erica and her grandmother swam happily in

the river. Mat-Mat caught a big fish so Lola

Adela immediately went home to cook it.

Erica harvested fresh round tomatoes

and other vegetables in the backyard.

She picked the sweet fruits and went to the

kitchen to help Lola Adela. They all ate

the delicious food for lunch.

Mat-Mat and Erica had a wonderful time

in the farm with their grandpa and grandma.

Listen to the questions about the story and try

to answer them:

1. Describe the things that Mat-Mat and Erica saw

in the farm.

2. What did they see in the farm?

3. Based on the story, how does the river look like?

4. Was the water of the river hot or cool?

423

5. What did Mat-Mat catch? What was the size

of the fish?

6. How did Lola Adela feel when she saw

the big fish? What did she do with it?

7. How did Erica help her Lola Adela?

8. What did Erica harvest?

9. What was the taste of the fruits?

10. How did Mat-Mat and Erica feel in the farm?

Let’s Try

Try to recall the story. Answer the spider chart.


Lesson 17

Setting

Who When

What

Happened?

Ending

424

Let’s Aim

Which of the three titles or main headings

is the main idea or big idea of the story?

The Water Animals that I See

Fun Moments in Our Grandparents’ Farm

Matthew and Erica Went to Market

Describing Words


1. There were many animals in the farm.

2. Mat-Mat caught a big fish.

3. Erica harvested the round tomatoes.

4. Mat-Mat and Erica saw small bugs

in the backyard.

5. They saw the oval body of the spider.

Write the word in each sentence above to answer

the questions correctly.

1. How many animals were in the farm?

2. What is the size of the fish?

3. What is the shape of tomatoes?

4. What is the size of the bugs?

5. What is the shape of the spider?

Read the words you wrote. What do the words

talk about? These words tell something about

the naming words. They tell the number, size, and

shape of animals and things. Many, big, round, small,

and oval are called describing words.

425

What does many tell us?

It is a describing word that tells about the number.

What are big and small? These words tell about

what we see, hear, or feel.

Oval and round are describing words that tell about

the shapes.

We Can Do It

Grab from the Bag Game

Get anything inside a bag which you would like

to describe. Tell about its number, size, and shape.

You may also give words that tell what you see,

smell, taste, feel, or hear.

Use this sentence to describe what you are holding.

Grab and say something about the following:

candy ball

3 stones 2 toy blocks

It is _____.

Remember This

There are many ways to describe people,

animals, places, and things. Describing words

tell us how a person, a place, or something

looks like. Describing words can tell about the

number, size, and shape of things. We can

also describe by using words that tell about

what we see, hear, taste, smell, or feel.

426

Can you think of other possible titles or headings

for our game?

What was our game all about? What was the big

idea of our game?

My Title for Our Activity: ___________________________

We Can Do It

I also have a nice title for our game, “Grab and Tell.”

Why do you think did I choose this title?

Let us support the main heading with small ideas.

Let’s read the other sentences which talk about

the big idea. Look at describing words in our

butterfly chart.

Grab

and Tell

candy stone

ball block

small

hard sweet

three

tiny

two big

round

427

More Sentences to Read


1. This is Rendel the cub.

Who is the cub?

2. Rendel is in the hot tub.

Where is Rendel?

3. Rendel rubs his armpit.

What does Rendel do?

What does Rendel rub?

4. The tub is full of suds and bubbles.

What is the tub full of?

5. Rendel felt happy in the tub.

How did Rendel feel in the tub?

Remember This

A story has a main idea or big idea.

It also has small ideas. The small ideas are

supporting ideas that talk about the main idea

or big idea.

428

Let’s Try

They fed and played with the farm animals.

Matthew and Erica swam in the river.

They looked at the spider.

Lesson 18

429

Let’s Aim

The Bug on the Barber’s Bed by Amcy M. Esteban

(Let’s sing to the tune of Eensy-Weensy Spider)

The barber was on the bed

when an ugly insect crawled.

Down crept the bug,

and went on his back.

Out came the bug

and scared the barber up.

Now, the little baby bug

slept happily on his bed.

1. Where was the barber?

a. on the bed

b. in the garden

c. in the yard

2. What crept on the barber’s back?

a. a bug

b. a dog

c. a cat

3. Where do you think did the barber go?

a. on the bed

b. in the mall

c. outside

4. What did the bug do on the bed?

a. slept happily

b. followed

c. ran

430

5. How did the barber feel when the bug crawled

on his back? He felt_____.

a. scared

b. sad

c. happy

Think of the main idea of the song and then

change its title.

We Can Do It

Look for two describing words mentioned in the song.

Write them in your notebook.

Read the questions to get a clue.

1. How does the insect look like?

It is ______.

2. What is the size of the baby bug?

It is ______.

The describing word ugly tells how the insect looked

like.

The word little tells the size of the bug.

Can you use other describing words to describe

the baby bug?

1. How many bugs were mentioned in the story?

There was ______ bug on the bed.

2. What do you think is the shape of the bug?

I think it was a ______ bug.

431

I Can Do It

Listen as I read the sentences. Complete each

sentence by writing a describing word for each

picture. You may use number, size, or shape

to describe the picture.

1.

_____ horses run

quickly.

2.

Dad is _____.

3.

____ caterpillars crawl.

4.

I see a _____ wheel.

432

Let’s Try


Read the sentences and answer the questions.


1. Where did the boy run?

2. What is fun to do?

3. When is it fun to run?

Read the sentences and then answer the questions.

1. The bug is in the puddle.

a. What is in the puddle?

b. Where is the bug?

2. The carpenter has a big coconut.

a. What does the carpenter have?

b. Who has a coconut?

3. Jessica has a basketful of red ribbons.

a. What does Jessica have?

b. Who has a basketful of ribbons?

Run in the hot tub.

It is fun to run in summer.

Run to the bus driver.

Run, run, run!

Run under the sun.

433

Let’s Try

Let us try to recall the story in the song, “The Bug on

the Barber’s Bed” by remembering and drawing

the events of the story. Do this in your notebook.

Lesson 19

The Bug on the Barber’s Bed

1 2

3 4

434

We Can Do It

Listen as I read the following sentences. Match each

sentence with the correct picture.

1. The farmer has

five hens in the

farm.

2. We planted the

tall trees.

3. There are several

buildings in

Makati.

4. They love to

watch the

playful clowns.

5. She wears her

heart-shaped

pendant.

Write in your notebook the describing word

that talks about the underlined word in each

sentence.

435

I Can Do It

Think of a describing word for each picture.

Read the questions to help you complete

each sentence. Write the answers in your notebook.

1.

There are ___

policemen.

How many policemen

are there?

2.

Milo has a _____ picture

frame.

What is the shape of

the picture frame?

3.

Ted has ____ marbles.

How many marbles are

there?

436


Write the sentence the teacher says.

Read aloud the following sentences.

The helicopter of Rodrigo is different from the rest.

The big animals are in the carnival.

Teresa lit the lanterns.

Veronica visits the gardener in the hospital.

Let’s Try

Listen to me and give the big idea. Choose the letter

of the best answer.

Conrad’s hair is too long. His teacher told him

that he needed a haircut. Conrad went to his mom

because he would like to go to his barber.

He asked for money and then he went out.

a. Conrad Goes to the Bakery

b. Conrad Goes to the Barber

c. Conrad Stayed Home

We Can Do It

Listen to me and give the big idea. Choose the letter

of the best answer.

The teacher asked the children to get their bags.

Then, the children started to line up.

The teacher reminded everyone to do

their homework.

Lesson 20

437

a. The class was starting.

b. The class was ready to go home.

c. They are going on a field trip.

I Can Do It

Describing Words


Write the correct describing word for each picture.


1. The cake is

(large, circle, one).

2. The man has

(little, four, square)

lamps.

3. Rita has

(wide, rectangular, 7)

rabbits.

4. Jenny has a

(old, 5, big) doll.

438


Read the sentences and answer the questions.


1. Isabel helps the sick.

Who helps the sick?

2. The doctor gives some medicine

to the sick man.

What does the doctor give?

Who gives the medicine?

3. The boy gave the basket of canned goods.

What did the boy give?

Who gave the canned goods?

4. Teacher Anabel packed the old clothes.

Who packed the old clothes?

What did Teacher Anabel pack?

5. The poor family was so thankful.

Who was thankful?

How did the poor family feel?

439

Week 4: In the City and in the Country

Let’s Try

Talk about where you live. Describe to us what you

see around.

Say: “I live in _____.

I see ______.”

Learning New Words


in a sentence. Look at the pictures that will

be shown, too. Find out what the words mean.

fireflies adorn

groove dark

calm city and country

Let’s Recall

What do you see in the place where you live? Name

some things that you hear in this place.

Let’s Aim


what the speaker sees and hears where he/she

lives in. Listen as I read the poem.

Lesson 21

440

I Like It Where I Live by Teacher Nong

I like it in the city!

Bright lights all around me,

Red lights, green, blue,

and yellow, too!

The music makes me sing

and move.

Listen! Fun music makes

me groove!

And when city lights

adorn the dark nights,

Oh! The nights are not

so dark after all!

I like it in the country!

The nights may be dark,

But fireflies adorn the

gardens,

Frogs croak in the night

so calm.

Listen! Fun music makes

me hum!

And when the music plays

in the quiet night,

Oh! The nights are not

so quiet after all!

441

We Can Do It

Listen to the questions about the poem

and answer them.

1. In the poem, what can one see in the city?

2. What does one hear in the city?

3. Based on the poem, what can you see

and hear in the country?

4. Who do you think is speaking in each stanza?

5. How does the one in the city feel? Which lines

tell you how he/she feels?

6. How does the one in the country feel?

Which lines tell you how he/she feels?

I Can Do It

Where do you like to live, in the city or in the country?

Draw where you like to live in your notebook. Write

the following sentence below your picture.

I like to live in the _____.

Let’s Recall

In our poem yesterday, we learned how it looks like

in the city and in the country. I will read the poem

again. Make actions as I read the poem. You may

recite the poem with me the second time I read it.

Lesson 22

442

Describing Words


1. The lights are green and red.

2. The lights are blue and yellow.

3. The lights are bright.

4. The music is fun.

5. The night is dark.

6. The night is quiet.

Write the word in each sentence above that answers

the question that I will read.

1. What color are the lights? (Numbers 1 and 2)

2. What word tells about the lights? (Number 3)

3. What word tells about the music? (Number 4)

4. What word tells about the night? (Numbers 5

and 6)



the underlined words.

Green, red, blue, yellow, fun, dark, and quiet

are all describing words.

What are green, red, yellow, and blue?

Describing words can tell about colors.

What are fun, dark, and quiet? These words tell

about what we see, hear, or feel.

443

We Can Do It

Give describing words for the thing or picture I will

show or say. You may tell about its number, size,

shape, or color. You may also give words that tell

what you see or hear. Use the sentence form

in the box when you answer.

Say something about the following:

Show a pencil.

Show a school bag.

Point to the blackboard.

Point to the light in the ceiling.

Play loud music from a radio.

Show a picture of a room at night

when the lights are off.

Remember This

Describing words tell about how a person,

place, or something looks like. Describing words

can tell about the color of things. We can also

describe by using words that tell about what we

see, hear, or feel.

It is _____.

444

Let’s Aim

Reading Sentences

Study the following pictures.

Say something about each picture.

5 + 2 = 7

A B C

D E

Let us read these sentences.

Look for the correct picture in the boxes above for

each sentence. Write the letter of your answer

in your notebook.

1. I have a ruler and a pen.

2. Supper is also dinner.

3. There is a coconut in the garden.

4. I get the sum when I add numbers.

5. Nelson has a rubber band.

445

We Can Do It

Find a partner. Read each sentence to your partner.

Act out what each sentence says.

1. The coconut is on the rug.

2. The nun has a ruler.

3. It is hot during summer.

4. Ten and six are numbers.

5. There is coco jam on the bun.

Let’s Aim

Yesterday, we recited a poem about how it looks like

in the city and in the country. I will read the poem


recite the poem with me.

Outline: Big Ideas and Small Ideas

The poem talks about two big ideas. First, it tells what

it is like in the city. Second, it talks about what it is like

in the country. You will find these two big ideas

in Part I and Part II of the outline. I will read these

two big ideas.

There are small ideas under the big ideas in the

poem. You can see the small ideas in A, B, and C.

I will read the small ideas under each big idea.

Copy the following in your notebook.

Lesson 23

446

In the City and in the Country

I. I like it in the city.

A. There are bright lights.

B. The music makes me dance.

C. ____________________________

II. I like it in the country.

A. There are fireflies.

B. Frogs croak at night.

C. ____________________________

We Can Do It

I will read the small ideas in the box. Let us write

each sentence on the blank under the correct big

idea. Do this in your notebook.

We just made an outline. An outline has big or main

ideas. Small ideas or supporting details are written

under the big ideas. An outline helps put ideas that

talk about the same things together. Then, we have

a well-written paragraph.

The night is not so quiet.

The night is not so dark.

447

An outline looks like the one in the box below.

We Can Do It

Work with a partner. Think of other small ideas that

you can add under the big ideas below. What do

you like in the city or in the country?

I like it in the city.

I like it in the country.

Remember This

An outline has main ideas or big ideas

and small ideas. The small ideas or supporting

ideas are written under each main idea.

All the small ideas should talk about the main

idea where they belong.

Title

I. Big Idea (Main Idea)

A. Small idea (Supporting details)

B. Small idea

C. Small idea

II. Big Idea (Main Idea)

A. Small idea

B. Small idea

C. Small idea

448

I Can Do It

Listen as I read the poem in the big box. I will read

each stanza at a time. Then, draw in your notebook

what each stanza talks about.

There is something missing in the poem.

The main idea in each stanza is not there.

I will read the sentences in the box below.

Where should each main idea go?

Copy the poem in your notebook and write the

correct sentence on the blank above.

Now, I will read each line in the poem.

Encircle the describing word in each line in the poem.

I see buildings so high.

I see huts so low.

In the city, ________________

I hear the noise so loud,

I feel the air so warm,

And the air is not so clear!

In the country, ____________

I hear the sounds so soft,

I feel the breeze so cool,

And the air is just so fresh!

449

Let’s Aim

Reading Sentences and Answering Questions

Let us read these sentences. Make a picture

in your mind as we read each sentence.

Can you find the correct picture in the box?

Answer the questions that follow orally.

a.

c.

b.

d.

e.

1. The nuns are in the convent.

Who are in the convent?

2. The ruler is under the rug.

What is under the rug?

3. Number the pad one to ten.

What will we number one to ten?

4. The coconuts are all over the garden.

Where are the coconuts?

450

5. Samson is in the river during summer.

When is Samson in the river?

You can now read sentences and answer questions

about them. Let us try to read some more.

We Can Do It

Find a partner. Take turns reading the sentences

and questions in the previous page. Then, your

partner will answer. He/She will then read and ask

the next question. Make sure that each one reads

and answers properly.

Let’s Aim

Listen as I read these sentences. Match each

sentence with the correct picture.

a. b. c.

d. e. f.

Lesson 24

451

____1. The pillow is soft. ____ 4. The sun is hot.

____2. The rock is hard. ____ 5. The corridor is shiny.

____3. The music is loud. ____ 6. Len is beautiful.

Write in your notebook the describing word

that talks about the underlined word

in each sentence.

We Can Do It

Think of a describing word for each picture.

Complete the sentence for each picture orally.

1.

The kids are _____.

2.

Mom is ______.

3.

The top on the desk

is _____.

452

4.

The night is ______.

5.

The summer is _____.

I Can Do It


describing word for each picture. Write the complete

sentences in your notebook.

1.

The ruler is

(soft, long, hot).

2.

The mat is

(wet, warm, hot).

3.

The lights are

(bright, dark, hard).

453

4.

The night is

(bright, dark, noisy).

5.

The milk is

(wet, hot, soft).

Let’s Try

Making an Outline

Read the sentences in the box. Each sentence

is a small idea. Write each sentence on the blanks

under the correct main idea. Do this in your

notebook.

We jog in the park.

The doctor is in the hospital.

We water the garden.

The farmer has a hammer.

The cop has a gun.

The vet helps our sick pet.

We get bananas from the market.

We visit the sick.

Lesson 25

454

1. Things We Do in Our Community

a. ____________________________________

b. ____________________________________

c. ____________________________________

d. ____________________________________

2. Our Community Helpers

a. ____________________________________

b. ____________________________________

c. ____________________________________

d. ____________________________________

I Can Do It

I will read the describing words in the box.

Use each word to write a sentence for each picture.


hard hot soft fat wet

1.

2.

455

3.

4.

5.

Week 5: People I Admire

in the Community

Get Set

Is there someone that you really like? Perhaps that

person does things that you like. Maybe he/she does

something very well. Then you admire that person.

Let’s Try

Who do you admire?

Why do you admire that person?

Say: “I admire _______.

I admire him / her because ________.”

Lesson 26

456

We Can Do It

Look for a partner. Take turns asking the questions on

the previous page and in answering them. When

you hear the word STOP, everyone keeps quiet. It

means it is time to look for a new partner.

Let’s Aim


about different people in the community.

Find out whom the speaker admires in the poem.

Listen as I read the poem aloud.

Try to create pictures in your mind

as I read each line of the poem.

Lots of People around Me by Teacher Nong

Lots of people around me,

Lots of people in my community!

I see the farmer in the field,

Busy and working so hard.

I see the vendor in the streets,

Tired from selling the whole day.

I see my teacher in school,

Always greeting me with a smile.

I see the doctor in the clinic,

Helping me get well when I am sick.

Lots of people around me,

Lots of people I admire in my community!

457

I Can Do It

Listen to the questions about the poem and try to

answer them. Choose the letter of the correct

answer. Write the answers in your notebook.

1. Who is NOT mentioned in the poem?

a. a doctor

b. a farmer

c. a carpenter

2. Who is the vendor in the following pictures?

A B C

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

A B C


A B C

458

5. What does the speaker feel in the poem?

A B C

6. What is another good title for the poem?

a. Many People Here and There

b. Happy People in the Community

c. People I Admire in the Community

We Can Do It

Listen to more questions about the poem. Let us try

to answer them.

1. Who are the people the speaker admires

in the poem?

2. Why do you think does the speaker in the poem

admire them? Give describing words for these

people.

3. What does the speaker in the poem feel?

What part shows how the speaker feels?

I Can Do It

Who among the people in the poem do you

admire? Why?

Draw the person that you admire in your notebook.

459

Let’s Recall

In our poem yesterday, we learned about

different people in the community we can admire.

I will read the poem again. Make actions as I read

the poem. You may recite the poem with me

the second time I read it.

Describing Words


1. The doctor is busy.

2. The farmer is hardworking.

3. The teacher is happy.

4. The vendor is tired.

Write the word in each sentence that answers the

question that I will read. Do this in your notebook.

1. What word tells about the doctor? (Number 1)

2. What word tells about the farmer? (Number 2)

3. What word tells about the teacher?(Number 3)

4. What word tells about the vendor? (Number 4)



the underlined words.

Busy, hardworking, happy, and tired are all

describing words.

What kinds of words are busy and hardworking?

These words tell about the character traits of persons.

These words tell us how a person acts

or does his work.

Lesson 27

460

Describing words tell about character traits.

What kinds of words are happy and tired?

These words tell about what one feels.

Describing words tell about feelings.

We Can Do It

The following words tell about feelings.


When you get a good grade,

what do you say?

I am happy.

I am glad.

When you are sick, what do

you say?

I am sad.

I am unhappy.

When someone breaks

your new toy, what do you say?

I am mad.

I am angry.

Remember This

Describing words tell about how a person, place,

or something looks like. Describing words tell

about feelings and character traits of people.

461

When you are lost in a place you

do not know, what do you say?

I am scared.

I am frightened.

When you get a gift and it is not

your birthday, what do you say?

I am surprised.

Let’s Play

I will show different pictures with different feelings.

You will give the correct describing word for the

picture. Check the person in the picture if you will use

he or she.

Use the sentence form in the box when you answer.

Answer together as a class.

Now I will call you by your lines. The line I will call

will give the describing word for the picture.

I Can Do It

Now it is time to answer on your own when I call you

and show the pictures.

He / She is ______.

462

We Can Do It


Let us read the short story in the box.

Monina will have supper.

She has a hamburger in a bun.

She has milk in a cup.

Yummy, yummy supper!

I Can Do It

Draw in your notebook what the story is all about.

Answer the questions that follow.

1. Who will have supper?

a. Monina

b. Marlon

c. Marissa

2. What will she have for supper?

She will have a _____.

a. ham on a bun

b. ham and milk

c. hamburger and milk

3. What does she feel?

a. She is sad.

b. She is mad.

c. She is happy.

Lesson 28

463

4. Which part of the story tells you how she feels?

a. She has milk in a cup.

b. Yummy, yummy supper!

c. Monina will have supper.

5. Which of the following is the best title

for the story?

a. Milk for Supper

b. Yummy Supper

c. Ham for Supper

6. Where do you think is the setting of the story?

The setting of the story is in a ______.

a. garden

b. kitchen

c. market

We Can Do It!

We Can Read a Map: Places in the Community

Let us study the map of a community below.

464

Listen and look for the places I will mention.

Follow the instructions carefully.

1. Look for the school.

2. What is the street name in front of the school?

3. Name the two streets beside the school.

4. Where will you go if you want to play?

Where is the park? What is the name

of the street where you will find the park?

5. What is in front of the school? What is the name

of the bridge?

6. Someone is sick. Where will we bring him?

Where is the hospital?

What is the name of the street where you will

find the hospital?

7. Point to the fire station. Which street can we find

the fire station?

8. Look for the city hall. It is beside the fire station.

9. Point to the community center.

Many community events happen in this place.

10. Your teacher walks to get to school. She lives

in Rivera Street. Her house number is 180.

Look for it.

Look for Different Places in the Community

Look for a partner. Take turns telling your partner

where you will find the places I will mention.

Listen carefully. You may use the words beside, in

front of, left, or right to describe where the place is.

You may also use the street name.

465

Where is it? Look for the:

1. park

2. fire station

3. hospital

4. school

5. community center

Let’s Recall

In our poem the other day, we learned about

different people in the community we can admire.

I will read the poem again. Make actions as I read

the poem. You may recite the poem with me the

second time I read it.

Let’s Aim

Describing Words

The poem tells about words that describe the people

in the community. Write the describing words

in each sentence.

Remember This

A map tells us where we can find

different places. It shows us the way

so that we will not get lost.

Lesson 29

466

The farmer is

hardworking.

The doctor is busy.

The describing words that you wrote talk about how

a person acts or does things. Describing words tell

about character traits of people.

We Can Do It

The following sentences use describing words that tell

about character traits of people. Listen as I read

each sentence.

When someone always helps,

we say: He is helpful.

467

When someone always

shares, we say: She is kind.

When someone always greets

other people nicely, we say:

He is polite.

When someone is always

clean and keeps her things in

order, we say: She is neat.

When someone always gives

the correct answer in class,

we say: He is smart.

When someone always tells

the truth, we say: She is

honest.

468

Let’s Play

I will show pictures of children. Give the correct

describing word for the picture. Think of the correct

character trait of the child. Check the person

in the picture if you will use he or she.

Use the sentence form in the box when you answer.

Answer together as a class.

Now I will call you by your lines. The line I will call will

give the describing word for the picture.

I Can Do It

Look at the pictures. Listen as I read the words

in the box. Write in your notebook the correct

describing word for each picture. Get your answer

from the box.

Remember This

Describing words tell about how a person acts

or does his or her work. Describing words tell

about character traits of people.

He / She is ______.

469

1.

Nelson is _____.

2.

Pamela is _____.

3.

Rina is _____.

1.

Martin is _____.

2.

Elena is _____.

3.

Roberto is ______.

neat smart kind

honest polite helpful

470

I Can Do It

Let us study the city map. Listen as I read

each question. Write your answers in your notebook.

Look for the school.

1. At which streets do we find the high school?

2. What building is at the left of the school?

3. What is between the hotel and the bank?

4. What is the park along Estrella Street?

5. What building is between two parks?

Lesson 30

471

I Can Do It

Read the short story in the box.

Answer the questions that follow.

1. Who have towels?

2. What did they get?

3. What did they feel?

Where do you think will they go? What do you think

they will do? Draw your answers in your notebook.

Week 6: Gifts All Around

Get Set

Look around you. What do you see? Mother earth

gives us a lot of things.

Let’s Try

What do you think are the gifts of mother earth to us?

Say: “Mother earth gives us _____.”

Lesson 31

What a hot summer!

Wilma and Susan have towels.

They get their jugs of water.

They will dip in the water.

Oh! Hot, hot summer!

472

Learning New Words


in a sentence. Look at the pictures that will be

shown, too. Try to find out what the words mean.

falls springs sea see abound

Let’s Aim

In the poem you are about to hear,

find out what the gifts of mother earth are.

Try to create pictures in your mind as I read

each line of the poem.

Gifts of Mother Earth by Teacher Nong

Mother earth has lots of gifts

To us she brings and offers!

See the clean rivers and the seas.

See the clear falls and the springs.

See the tall mountains and the forests.

See the green hills all around.

Feel the fresh air that abounds.



I Can Do It

Draw the gifts of mother earth in your notebook.


1. Describe the gifts of mother earth in the poem.

473


3. What do you think does the speaker feel?

Let’s Recall

In our poem yesterday, we learned about the gifts of

mother earth to us. I will read the poem again.

Make actions as I read the poem. You may recite the

poem with me the second time I read it.

Let’s Aim

Synonyms


1. Mother earth has lots of gifts.

Mother earth has many gifts

2. The rivers are clear.

The rivers are clean.

3. The air is fresh.

The air is clean.

Look at the underlined describing words

in each number above.

1. Lots and many tell about the gifts of mother

earth.

2. Clear and clean tell about the rivers.

3. Fresh and clean tell about the air.

The underlined words in each number mean

the same thing. Words that mean the same thing

are called synonyms.

Let’s learn more synonyms.

Lesson 32

474

1. Melissa is a good friend. Melissa is a nice friend.

2. Rona is a beautiful girl. Rona is a pretty girl.

3. Don is a smart boy. Don is an intelligent boy.

4. Roman is quiet. Roman is silent.

5. The house is clean. The house is neat.

6. The pet is happy. The pet is glad.

7. The doctor is mad. The doctor is angry.

8. The animal is big. The animal is large.

9. The jet is tiny. The jet is small. The jet is little.

We Can Do It

Let’s use the synonyms in sentences.


Complete the sentence with the name

of your friends or classmates.

1. ____ is a good friend.

____ is a nice friend.

2. ____ is a beautiful girl.

____ is a pretty girl.

Remember This

Synonyms are words with the same meaning.

475

3. ____ is a smart boy.

____ is an intelligent boy.

4. _____ is quiet.

_____ is silent.

5.

The house of ____

is clean.

The house of ____

is neat.

6. ____ is mad.

____ is angry.

7. ____ is small.

____ is short.

476

We Can Do It


Let us read the short story in the box.

I Can Do It

Draw in your notebook the things that Rosanna saw

in the story.

Read the questions. Write the letter of the correct

answer in your notebook.

1. Who went to the forest?

a. Rosa

b. Ramon

c. Rosanna

What a hot summer day!

Rosanna went to the forest.

See the forest!

See the red bud!

See the red bud in the forest!

See the insects!

See the insects in the forest!

See the river!

See the river beside the forest!

See the sunset!

See the sunset in the hills!

What a fun summer day!

477

2. Which of the following did she NOT see?

a. a red bud in the forest

b. the sunset and the forest

c. red insects and the forest

3. What did she feel as she visited the forest?

a. She is mad.

b. She is happy.

c. She is scared.

4. Which line tells what Rosanna feels?

a. What a hot summer day!

b. What a fun summer day!

c. See the insects!

5. Which of the following is the best title

for the story?

a. In the Forest

b. A Fun Summer Day

c. The Sunset in Summer

Let’s Recall

In our poem the other day, we learned about

the gifts of mother earth to us. I will read the poem



Lesson 33

478

Let’s Aim

Reading a Bar Graph

Many things we use come from mother earth.

The paper we use comes from trees. Study the bar

graph to see how much paper we use.

Pad Papers Used by Different Grade Levels

in Central Elementary School

We Can Do It

Listen to the questions about the bar graph and

answer them. Write the letter of the correct answer

in your notebook.

1. What kind of graph is it?

a. bar graph

b. line graph

c. picture graph

P

a

d

p

a

p

e

r Grade 1 Grade 2 Grade 3 Grade 4

479

2. What is the bar graph about? We can find the

title on top of the bar graph. It is about the ____.

a. different schools

b. different grade levels

c. pad paper used by the different grade levels

3. How many grades are compared in the bar

graph? Look at the bottom of the bar graph.

a. two grade levels

b. four grade levels

c. three grade levels

4. Where will you look to find the number

of pad papers used? I will look at the _____.

a. top of the graph

b. left of the graph

c. bottom of the graph

5. Which grade level used the most pad papers?

a. Grade 2

b. Grade 3

c. Grade 4

6. Which grade level used the least pad papers?

a. Grade 1

b. Grade 2

d. Grade 3

7. How many pad papers did the Grade 2 pupils

use?

a. 60 pad papers

b. 70 pad papers

c. 80 pad papers

480


use?

a. 60 pad papers

b. 70 pad papers

c. 80 pad papers


use?

a. 70 pad papers

b. 75 pad papers

c. 80 pad papers

Let’s Recall

Let us recite the poem about the gifts of mother

earth to us. Make actions as I read the poem.

Recite the poem with me the second time I read it.

Lesson 34

Remember This

A bar graph gives us data using bars

of different heights. The bars show us the

amount (how much or how little) of the things

being compared. The title of the bar graph

lets us know what it is about. We can

understand a bar graph by looking at all the

details in it.

481

Let’s Aim

Synonyms

Let us give the synonym of each underlined word

that describes the picture. Select from the words in

the box. Write your answers in your notebook.

1. She is a cute girl.

She is a ____ girl.

2. The house is neat.

The house is _____.

3. They are angry.

They are _____.

mad small clean pretty intelligent

482

4. The kids are short.

The kids are ____.

5. Arnel is smart.

Arnel is _____.

I Can Do It

Look at the words in the box. Find the synonym

of the underlined word in each sentence. Write it

in your notebook.

1. The kids were in a large room.

They were in a _____ room.

2. The kids were glad.

They were _____.

happy big silent little many good

483

3. The kids are small.

They are _____.

4. There are lots of kids.

There are ____ kids.

5. The children are quiet.

They are ____.

6. The teacher is nice.

She is _____.

I Can Do It


Read the short story in the box.

There are coconut trees.

There are coconut trees by the river.

The vendor gets the coconuts.

The coconuts are big.

There are many big coconuts.

The vendor sells the coconuts in the

market.

The vendor works hard to sell the coconuts.

The vendor sells all the coconuts.

The vendor is happy.

484

Read the questions. Write the correct answers

in your notebook.

1. Who gets the coconuts?

2. Where did the vendor get the coconuts?

3. What two words tell about the coconuts?

4. Where will the vendor sell the coconuts?

5. What describing word tells about the vendor

who works hard? h__ r __ w__ __ king

6. Give a title for the story.

Let’s Recall

Let us recite the poem about the gifts of mother

earth. Make actions as I read the poem.

Recite the poem with me the second time I read it.

Let’s Aim

Reading a Bar Graph

The fruits we eat come from mother earth. Study the

bar graph. Find out how many vegetables

the vendor sells in a day.

Lesson 35

485

Mang Jose’s Vegetable Sales

I Can Do It

Listen to the questions about the bar graph. Choose

the letter of the correct answer.

1. How many baskets of did Mang Jose sell?

a. 3 baskets

b. 4 baskets

c. 5 baskets

2. How many baskets of did Mang Jose sell?

a. 3 baskets

b. 4 baskets

c. 5 baskets

B

a

s

k

e

t

s

ampalaya pechay eggplant tomato onion

486

3. Which vegetable did he sell the least?

a. pechay

b. tomato

c. ampalaya

4. Which vegetables had the same baskets sold?

a. onion and pechay

b. eggplant and onion

c. eggplant and pechay

5. Which vegetable should he sell more tomorrow?

a. pechay

b. tomato

c. ampalaya

Week 7: Care for Mother Earth

Let’s Recall

The other week we learned a poem about the gifts

of mother earth to us. Let us recite the poem

together with proper actions.

Lesson 36

487

Let’s Try

Look around you. What can you say about how the

hills, mountains, rivers, and forests look like?

Describe them. You may use the describing words

that you already know.

Say: “The hills are ____.”

“The forests are _____.”

Learning New Words


in a sentence. Look at the pictures that will be

shown, too. Let us try to find out what the words

mean.

Let’s Aim

The poem you are about to hear is a longer version

of our poem last week. Find out what happened

to the gifts of mother earth to us. Try to create

pictures in your mind as I read each line of the poem.

bare breathe polluted air

488

Care for Mother Earth by Teacher Nong



See the clean rivers and the seas.

See the clear falls and the springs.

See the tall mountains and the forests.

See the green hills all around.

Feel the fresh air that abounds.

But look once more and see!

Look at the dirty seas and rivers.

Look at the bare forests and mountains.

Look at the polluted air we breathe.

Look once more and see!


Gifts we enjoyed and forgot to care for!

I Can Do It

Draw in your notebook how the poem described

the gifts of mother earth at the end of the poem.

We Can Do It


1. Compare the gifts of mother earth at the start

and at the end of the poem.

2. What do you think is the cause why the gifts from

mother earth look like this now?

3. How do you feel about how mother earth looks

like now?

489

4. If mother earth can talk, what do you think is she

saying to us?

5. What are you willing to do to save mother

earth?

Are you ready to make a pledge to save mother

earth? A pledge is a promise that we make. It shows

that we are willing to do what we say.

My Pledge by Teacher Nong

Small as I am, I will do my best!

I will pick up trash,

To keep mother earth clean.

I will care for plants,

And make mother earth green.

490

Let’s Recall

In our poem yesterday, we learned about what

happened to mother earth. I will read the poem



Let’s Aim

Antonyms

Listen as I read each sentence. Look at the

underlined describing words in each number.

1. The rivers are clean. Now, these are dirty.

2. The air is fresh. Now, it is polluted.

3. Mother earth is happy. Now, she is sad.

Clean and dirty tell about the river.

Polluted and clean tell about the air.

Happy and sad tell about mother earth.

The underlined words in each number say opposite

things. Words with opposite meanings are called

antonyms.

Lesson 37

Remember This

Antonyms are words with opposite meanings.

491

We Can Do It

Let us learn more antonyms. Listen as I read each

sentence. Repeat after me as you point to the

picture and the sentence.

1. The tree is low.

The building is

high.

2. The mouse is small.

The elephant is

huge.

3. The jug is new.

The cup is old.

4. Ramon is young.

Lolo is old.

5. The man is rich.

Lola is poor.

Now take turns reading the sentences with a partner.

492

We Can Do It

Reading a Story

I Can Do It

How well did you remember the story? Read the

questions. Put a if the sentence is correct.

Put a if it did not happen in the story. Do this

in your notebook.

1. Lola has fish for supper.

2. Mom has hamburger in a bun.

3. Little baby naps in a corner.

4. I order egg for supper.

5. Kuya has corn on the cob.

It is time for supper!

Yummy, yummy supper!

We order what we want.

Lola has a fish on her dish.

Dad has hamburger in a bun.

Mom has a ham sandwich!

Kuya has corn on a cob.

I have an egg in my fork.

And little baby has her milk.

Yummy, yummy supper for all!

493

Let’s Recall

Let us recite the poem “Care for Mother Earth.”

Let’s Aim

Reading a Table

We show we care for mother earth by keeping

our surroundings clean. The pupils in a school helped

clean the community.

Let us study the table. A table can give us a lot of

details. It can help us see how much trash the

different grades collected for two months.

We Can Do It

Look at the title of the table as I read it.

Point to the part that shows how many sacks of trash

were collected in March. It is in bold.

Point to the part that shows how many sacks of trash

were collected in April. It is underlined.

Trash Collected by Pupils

March April

Grade 1 2 sacks 1 sack

Grade 2 3 sacks 2 sacks





Total 19 sacks 13 sacks

Lesson 38

494

Listen to the questions about the details in the table.

Write the letter of the correct answer in your

notebook.

1. What is the title of the table?

a. Trash of the Pupils

b. Trash Collected by the Pupils

c. Pupils’ Collection of Trash

2. How many months of trash collection are shown

in the table?

a. one month

b. two months

c. three months

3. In which months were trash collected?

a. March and May

b. March and July

c. March and April

4. Which grade level collected the most number

of sacks of trash in March?

a. Grade 4

b. Grade 5

c. Grade 6

5. Which grade level collected the least number

of sacks of trash in March?

a. Grade 4

b. Grade 5

c. Grade 6

6. Which grade level collected the most number

of sacks of trash in April?

a. Grades 4 and 5

b. Grades 6 and 5

c. Grades 4 and 6

495

7. Which grade level collected the least number

of sacks of trash in April?

a. Grade 1

b. Grade 2

c. Grade 3

8. What is the total number of sacks of trash

collected by all the pupils in March?

a. 5 sacks

b. 13 sacks

c. 19 sacks


collected by all the pupils in April?

a. 3 sacks

b. 13 sacks

c. 19 sacks

10. Which grade level should get an award for the

most number of sacks of trash collected?

a. Grade 4

b. Grade 5

c. Grade 6

We Can Do It

Antonyms

Listen as I read the sentences. Find out if the

sentences talk about antonyms.

Say: Yes, it is. or No, it isn’t.

Lesson 39

496

1. Mad and angry are antonyms.

2. Short and long are antonyms.

3. Unhappy and sad are antonyms.

497

4. Warm and sunny are antonyms.

5. Bad and good are antonyms.

498

I Can Do It

Read the story in the big box. Complete the story.

Get the correct words from the small box.


Draw the story in your notebook. Write a title

for the story.

Let’s Recall

Let us recite the poem “Care for Mother Earth.”

Let’s Aim

Reading a Table

The people in the community want to care for

mother earth. They collected different kinds of trash

around the community.

Lesson 40

Ramon summer hamburger

happy doctor sick

It was a hot _____ day!

Rona met ______.

He is a _____.

They went to visit the ____ man.

They had a _____ in a bun for the man.

The man was _____.

499

Let us study the table. Let us see the different kinds

of trash collected in two months.

Trash Collected in Barangay Malinis

Kind of Trash June July

Paper 1 sack 0

Plastic 3 sacks 2 sacks

Tin Cans 1 sack 1 sack

Bottles 5 sacks 3 sacks

Cardboard 1 sack 0

Total 11 sacks 6 sacks

We Can Do It

Listen to the questions I will read. Write the letter

of the correct answer in your notebook.

1. What is the title of the table?

a. Trash in Barangay Malinis

b. Trash Collected in Barangay Malinis

c. Collection of Trash in Barangay Malinis

2. In which months were trash collected?

a. June and May

b. June and July

c. July and April

3. Which kind of trash had the most number

of sack collection in June?

a. tin cans

b. bottles

c. cardboard

500

4. Which kind of trash had the least number

of sack collection in July?

a. paper and bottles

b. cardboard and tin cans

c. cardboard and paper


collected in June?

a. 5 sacks

b. 6 sacks

c. 11 sacks

6. If they sell the collected trash, from which kind of

trash would they get the most cash?

a. bottles

b. plastic

c. tin cans

English Gr.2 LM Sept 5 Final

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