Q3 G2&3 English Multigrade Outline (Odd Cycle)

BASA PILIPINAS SUPPLEMENTARY OUTLINES

fOR MULTIGRADE CLASSES (GRADES 2 & 3) ENGLISH

QUARTER 3

JUNE 2016

This learning resource was produced with the generous support of the American people through the United States Agency for International Development (USAID) under the Basa Pilipinas Project and the Department of Education.

ODD CYCLE

Developed based on DepEd’s K–12 Curriculum Guide in English, July 2015

QUARTER 3 SUPPLEMENTARY OUTLINES FOR MULTIGRADE ENGLISH (GRADES 2 & 3)


English – Grades 2 and 3 (Quarter 3 Odd Cycle)

Supplementary Outlines for Multigrade Classes

Second Edition, 2016

Published by U.S. Agency for International Development (USAID)

Produced under USAID/Basa Pilipinas with support from the Department of Education (DepEd)

Technical Director: Nancy Clark-Chiarelli, EdD

Author: Bonita Marie Cabiles

Content Reviewer: Paraluman Giron, PhD

Language Reviewer: Maria Louella Tampinco-Lunas

Layout Artists: Don Dilidili and Harry James Creo


3QUARTER 3 SUPPLEMENTARY OUTLINES FOR MULTIGRADE ENGLISH (GRADES 2 & 3)

Non-text materials, i.e., songs, stories, poems, pictures, photos, brand names, etc. included in this Supplementary Outlines are copyright to their respective owners. The publisher and authors claim no credit or ownership over them. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners.

A selection of stories from Adarna House and LGM/Vibal Publishing were used with permission from the publishers.

No part of this material may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system without permission from the publisher.

Printed in the Philippines

Department of Education - Bureau of Learning Resources (DepEd - BLR) Ground Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City Telefax: +63 (02) 634-1072; 634-1054; 631-4985 E-mail Address: [email protected] * [email protected]



Background In the Philippines, there is a significant number of combined classes, otherwise known as multigrade (MG) classes. A multigrade class consists of two or more different grade levels inside a single grade classroom taught by one teacher for the whole school year. An MG class can be a combination of Grades 1 and 2; Grades 2 and 3; Grades 1, 2, and 3 or even Grades 1 to 6 depending on the school’s population. According to a study conducted by SEAMEO INNOTECH (2011), most MG classes can be found in schools within more rural and often isolated communities usually situated in mountainous areas and hard-to-reach islands where the population is scattered.

Basa-Approach to Multigrade Realizing the challenges and distinctiveness of a multigrade classroom, Basa Pilipinas organizes and implements training specifically for multigrade teachers, and develops multigrade supplementary materials. Basa Pilipinas training is designed to help prepare teachers and improve their skills in handling a multiple-grouped class. This is done with the existing curriculum, teachers’ competencies, and pupils’ needs in mind. The same goes for the multigrade supplementary materials.

The development of the multigrade materials is guided by the principle that in a multigrade classroom, pupils learn and work at different levels of competence. Pupils are expected to do tasks and produce outputs according to the set objectives for their grade levels.

For example, Grades 1-2/2-3 pupils may listen to the same Read Aloud or Listening Story and answer the same set of questions but may focus on different elements of the story (i.e. characters, plot, etc.) or reading skill

(i.e. making inferences or predictions). They are also expected to produce different outputs depending on the skills being developed in that particular week.

The Multigrade Supplementary Outlines In the Basa Pilipinas multigrade plan, the units of curriculum content in Grades 1-2 and Grades 2-3 are spread across two grades over two years rather than one. All learners work through the same general topic or theme. However, instruction is differentiated. Learners in each grade engage in learning tasks appropriate to their level of learning.

Basa Pilipinas produces two sets or cycles of multigrade outlines – one for even years (2014, 2016, and 2018, etc.) and another for the odd years (2015, 2017, and 2019, etc). The Grades 1-2/Grades 2-3 two-week instructional sequences are alternately used for the two cycles as reflected in the MG Addenda.

For instance in the 2014 cycle, Week 1 of Grades 1-2 multigrade class follows the Grade 1 Teacher’s Guide (as the Read Aloud Story for that week is read and discussed in class). Pupils do the same Pre-Reading, During Reading, and After Reading Activities while targeting specific competencies for each grade level. Also, the general theme or topic is discussed and reinforced in activities like Sharing Information/News Sharing. Weeks 2 and 3 of the same multigrade class follow the Grade 2 Teacher’s Guide. Pupils listen to and discuss the same Read Aloud Story in the first instructional week, while they read and discuss different Leveled Readers in the second instructional week. Weeks 4-5 use the Grade 1 Teacher’s Guide as reference while following the two-week instructional sequence, and so on.

BASA MULTIGRADE fRAMEWORK



In the 2015 cycle, Week 1 of Grades 1-2 multigrade class follows the Grade 2 Teacher’s Guide (as the Read Aloud Story for that week is read and discussed in class). Pupils do the same Pre-Reading, During, and After Reading Activities while targeting specific competencies for each grade level. Also, the general theme or topic is discussed and reinforced in activities like Sharing Information/News Sharing. Weeks 2 and 3 of the same multigrade class follow

the Grade 1 Teacher’s Guide. Pupils listen to and discuss the same Read Aloud Story in the first instructional week, while they read and discuss different Leveled Readers in the second instructional week. Weeks 4-5 use the Grade 2 Teacher’s Guide as reference while following the two-week instructional sequence, and so on.

OUTLINES fOR ENGLISH MULTIGRADE CLASSES (GRADES 2 & 3) QUARTER 3

School years beginning on odd years (2015, 2017, 2019...)

Week TG Grade Level Read Aloud Leveled Readers Multigrade Notes

21Two Pipo the Clown

Grade 3: The Scavenger Hunt • The Listening Stories are found in the Grade 3 English Teacher’s Guide.

• Refer to Grades 2 and 3 English Teacher’s Guides for the discussion of the Read Aloud, Leveled Reader, and other activities.

22 Grade 2: Animal Band

23 ThreeListening Story: “The Magic Show”

Grade 3: The Scavenger Hunt

READ ALOUD BOOKS

LEVELED READERS



The pattern of instruction for a Grades 2-3 multigrade class is similar to that of Grades 1-2. However, Grade 3 Teacher’s Guides use Listening Stories, instead of Read Aloud stories. A Listening Story is related to a Leveled Reader and is read by the teacher to pupils. It is found in the Teacher’s Guide.

In 2014, Basa Pilipinas distributed the following Grades 1-2 multigrade outlines for even cycle (SY 2014, 2016, 2018, etc.).

Quarter 3 Quarter 41. Mother Tongue

a. Ilokano

b. Sinugbuanong Binisaya

2. English

3. Filipino

1. Mother Tongue

a. Ilokano

b. Sinugbuanong Binisaya

2. English

3. Filipino

This year, the multigrade teachers will receive the odd and even cycles (2015, 2017, 2019, etc.) for all subjects: Mother Tongue, English, and Filipino for Grades 1-2 and English and Filipino for Grades 2-3.

References:

• Mathot, G.B. (2001). A handbook for teacher of multi-grade classes. France. UNESCO.

• SEAMEO INNOTECH. (n.d.). Profile of multigrade schools in the Philippines. Philippines. Author.



OUTLINES fOR ENGLISH MULTIGRADE CLASSES (GRADES 2 & 3) QUARTER 3

School years beginning on odd years (2015, 2017, 2019...)

Week TG Grade Level Read Aloud Story Leveled Readers Multigrade Notes

21Two Pipo the Clown

Grade 3: The Scavenger Hunt • The Listening Stories are found in the Grade 3 English Teacher’s Guide.

• Refer to Grades 2 and 3 English Teacher’s Guides for the discussion of the Read Aloud, Leveled Reader, and other activities.

• Some activities are added to the outlines to cater the needs of the Grades 2 and 3 pupils.

• If necessary, you may still add other activities to achieve the expected competencies for each grade.

• The Listening Stories used in Weeks 23, 24 -25, and 28 – 29 are found in the Grade 3 English Teacher’s Guide.

22Grade 2: Animal Band Grade 3: The Scavenger Hunt

23Three

Listening Story: “The Magic Show”

Grade 3: The Magic Show

24Grade 2: The Bird Flies Grade 3: The Magic Show

25

Two Go!

Grade 3: Para, the Brave and Beautiful

26Grade 2: Fruits and Trees Grade 3: Para, the Brave and Beautiful

27

Three

Listening Story: “Creating Creative Communications”

Grade 3: Great Inventors, Inspiring Inventions

28Listening Story: “Cool Inventions that Used the Sun”

Grade 2: Today is Moving Day Grade 3: Great Inventors, Inspiring Inventions

29 Two BakawanGrade 3: Great Inventors, Inspiring Inventions

Note to the Teacher: It is recommended for pupils to have exercise notebooks for activities. Teacher can show these notebooks to parents during meetings to show the progress of their children.



CONTENTS

Week 21: Interesting Things about My Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Week 22: Interesting Things about My Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Week 23: How Things Move . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Week 24: How Objects Move . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Week 25: My Community’s Best Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Week 26: My Community’s Best Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Week 27: How Sound, Wind, and Heat Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Week 28: How Sound, Wind, and Heat Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Week 29: Keeping Things Clean and Green . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

1QUARTER 3 - WEEK 21 SUPPLEMENTARY OUTLINES FOR MULTIGRADE ENGLISH (GRADES 2 & 3) 1



21WEEK SUPPLEMENTARY OUTLINE

THEME: INTERESTING THINGS ABOUT MY CULTURE

READ ALOUD STORY: PiPo the Clown

LEVELED READER fOR GRADE 3: the SCavenger hunt

MULTIGRADE CLASSESGRADES 2 AND 3

ENGLISH

QUARTER 3 - WEEK 21 SUPPLEMENTARY OUTLINES FOR MULTIGRADE ENGLISH (GRADES 2 & 3) 2

OUTLINES fOR MULTIGRADE ENGLISH (GRADES 2 & 3) QUARTER 3, WEEK 21 (50 MINUTES PER DAY)

Theme: Interesting Things about My Culture Read Aloud Story: Pipo the Clown (Author: Nati A. Santos; Illustrator: Frances C. Alcaraz) Leveled Reader for Grade 3: the Scavenger hunt (Author: Ani Rosa Almario; Illustrator: Rea Diwata Mendoza)

DOMAINS: OL – Oral Language PA – Phonological Awareness BPK – Book and Print Knowledge (Orientation) AK – Alphabet Knowledge PWR – Phonics and Word Recognition f – Fluency WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development RC – Reading Comprehension LC – Listening Comprehension ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies * - Basa-added Objective

NOTE TO THE TEACHER: For this week, use the Grade 2 English Teacher’s Guide distributed by Basa Pilipinas. The objectives for grade 3 are in bold italics which are addressed using the activities from the Grade 2 Teacher’s Guides and other additional activities for Grade 2 level.

Day Domain Objectives Subject MatterTeacher and Learner Activities

Grade 2 Grade 3

1

OL • EN2OL-IIIc-d-1.2 Participate in choral speaking and echo reading of short poems, rhymes, and stories with repeated patterns and refrains in English

• Sharing information and news

1. Sharing Information or News

• Teacher asks questions allowing pupils to talk about traditions and culture.

BPK • EN2BPK-IIIa-1 Discuss the illustrations on the cover and predict what the story may be about

• Read Aloud Story: Pipo the Clown

• Make Predictions

• Use new vocabulary and structures

Note to the Teacher: The next activities are found in the Grade 2 Teacher’s Guide.

2. Read Aloud Story: Pipo the Clown

Pre-Reading Activities

• Teacher asks questions to stimulate pupils’ interest about the story.

• Teacher unlocks unfamiliar words and expressions.

• Teacher models using new vocabulary and structures.



Grade 2 Grade 3

1

V • EN2V-IIIa-b-13.1 Give the meaning of words used in stories presented through real objects, illustrations, demonstration, and context clues

• give meaning of words used in listening Stories and leveled readers read*

LC • EN2LC-IIIa-2.4 Use an understanding of characters, incidents, and settings to make predictions.

• Make connections between the story heard and their personal experiences.*

• EN3LC-IIIa-j-2.1 note important details

• Reading of the Story During Reading Activities

• Teacher reads the story to the pupils, pausing at some parts to ask for predictions.

After Reading Activities

• Teacher asks questions about the story.

SS • EN2SS-IIIa-d-1.1 Follow instructions orally given

• Teacher introduces a game or role play to practice new vocabulary and structures.

3. Concluding the Session

• Teacher gives homework.



Grade 2 Grade 3

2

A • EN2A-IIIa-e-1 Participate/Engage in a read-along of texts (e.g. poetry, repetitive text)

• Poem or Song 1. Poem or Song

• Teacher introduces a poem or song that pupils will learn.

• Teacher encourages pupils to read along (choral reading, echo reading, and etc).

V • EN2V-IIIa-b-13.1 Give the meaning of words used in stories presented through real objects, illustrations, demonstrations, and context clues


• Make predictions

2. Routine (same as above under Daily Activities)

3. Reading of the Read Aloud Story: Pipo the Clown

• Teacher rereads the story.

V • EN1V-IIIa-c-13.1,13.2 give the synonyms of some words

• Grade 3 Leveled Reader: The Scavenger Hunt


• Sight Words: read, again, find

• Teacher provides comprehension activities for Grade 2 pupils, while Grade 3 pupils read their Leveled Readers.

Note to the Teacher: For this part, please refer to Grade 3 Teacher’s Guide.

4. Leveled Reader: The Scavenger Hunt (pages 1 to 5)


• Teacher calls on pupils to recall the Listening Story.




Grade 2 Grade 3

2

V • EN1V-IIIa-j-25 Show understanding of meaning of with different less common long /a/ vowel spelling patterns (ee, ea, e-Ce) through drawing, actions, and using them in sentences

• Teacher can also provide enrichment activities for phonics and beginning reading activities to Grade 2 pupils.

During Reading Activities

• Teacher divides class up into two groups according to reading level (relatively easy and challenging).

• Teacher assists Group 1 (reads relatively easy text) in reading individually then in pairs (pages 1 to 5), while Group 2 (reads relatively challenging text) pupils in pairs share their drawing and sentence.

• Teacher assists Group 2 in reading individually then in pairs (pages 1 to 5), while Group 1 pupils in pairs share their drawing and sentence.

• Teacher asks a few pairs to share.


• Teacher asks questions to elicit oral and written details for the story’s literary elements (character traits, setting, and plot).

f • EN3F-IIIa-1.6 read grade 3 level texts consisting of words less common long /a/ vowel spelling patterns (ee, ea, e-Ce)with at least 95-100% accuracy

OL • EN3OL-IVa-j-5 engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and Show and tell)



Grade 2 Grade 3

2

RC • EN3RC-IIIa 2.11 Make inferences and draw conclusions based on texts (pictures, title, and content words)

• EN3RC-II0-2.2 note details regarding character, setting, and plot

3

LC • Retell the story • Read Aloud Story: Pipo the Clown


2. Retelling of the Read Aloud Story: Pipo the Clown

• Teacher shows pictures to help pupils retell the Read Aloud Story.BPK • EN2BPK-IIIa-b-4

Identify the common terms in English relating to part of book (e.g. cover, title page, etc.)

• Parts of a book 3. Rereading of the Read Aloud Story: Pipo the Clown


• Teacher asks pupils the common terms in English relating to part of book and asks them to identify the title, author, and illustrator, and tell what they do.


• Teacher rereads the story pausing at some parts to ask questions and check comprehension.

LC • Discuss the story* After Reading Activities

• Teacher asks questions to elicit reactions to the story.



Grade 2 Grade 3

3

PWR • Contrast words with different less common long /a/ vowel spelling patterns (ee, ea, e-Ce)*

• Teacher provides more activities for Grade 2 pupils while Grade 3 pupils answer Skill Builder.

4. Phonics: less common long /a/ vowel spelling patterns (ee, ea, e-Ce)

• Teacher writes words on board from Leveled Reader and word list and leads a word sort on board.

• Teacher asks pupils to sort a series of words on their own. They correct their work together.

5. Skill Builder

• Teacher tells pupils to complete the Skill Builder: Phonics: Fill in the blanks.

4

PA • EN2PA-IIIc-e-6.2 Produce speech sounds (sounds and letter names)

• Phonological Awareness/alphabet Knowledge games

1. Phonological Awareness/alphabet Knowledge Games

• Teacher introduces a game to practice beginning sounds.

AK • EN2AK-IIIa-1.1 Give the beginning sound of each consonant (/m/, /s/, /f/, /t/, /h/)

G • EN2G-IIIg-3.1 Identify action words in sentences

• Verbs 2. Action Words

• Teacher chooses verbs from the story and pupils mime the actions.



Grade 2 Grade 3

4

G • EN2G-IIIa-1.1 Distinguish sentences from non-sentences

• Phrase vs. Sentence 3. Sentence vs. Non-Sentence

• Teacher asks pupils to identify sentences and non-sentences from the Read Aloud Story.

• Teacher gives an activity or game to identify sentences and non-sentences.f • EN3F-IIIa-1.6

read grade 3 level texts consisting of words less common long /a/ vowel spelling patterns (ee, ea, e-Ce) with at least 95-100% accuracy

• Teacher provides seatwork on the topics discussed (verbs and sentence vs. non-sentence) for Grade 2 pupils to answer, while Grade 3 pupils are reading their Leveled Readers.

4. Leveled Reader: The Scavenger Hunt (pages 7 to 10)


• Teacher asks questions to recall what happened before.

• Teacher asks pupils to read words using their phonics knowledge.



• Teacher divides class into two groups according to reading level (relatively easy and challenging).

• Teacher assists Group 1 (reads relatively easy text) in reading individually then in pairs (pages 7 to 10), while Group 2 (reads relatively challenging text) pupils reread in pairs Chapter 1 (pages 1 to 5) in pairs.



Grade 2 Grade 3

4

• Teacher assists Group 2 (reads relatively challenging text) in reading individually then in pairs (pages 7 to 10), while Group 1 (reads relatively easy text) pupils reread Chapter 2 (pages 7 to 10) in pairs.

RC • EN3RC-IIIa 2.11 Make inferences and draw conclusions based on texts (pictures, title, and content words)

• EN3RC-IIc-e-2.2 note details in a given text


• Teacher asks questions about details, character, setting, and plot.

• Teacher asks pupils to answer the question in writing: Where do you think this next clue will lead them?

5

LC • Retell the story* • Read Aloud Story: Pipo the Clown

1. Routine (same as above under Daily Activities) – Assessment Focus: PA and G

2. Retelling the Story

• Teacher asks pupils in groups of five to retell the story.

WC • EN2WC-IIIa-c-1 Participate in generating ideas through prewriting activities

• Composing Activity: Reading response

3. Composing Activity: In the parade I like…

• Teacher leads brainstorming some vocabulary words anticipated to be used in the compositions.

• Teacher models composing activity: In the parade I like…

• While Grade 2 pupils are writing compositions, Grade 3 pupils do their writing activity.



Grade 2 Grade 3

5

• EN2WC-IIIb-1.9 Show understanding of a story listened to by writing a phrase or sentence about an illustration

4. Concluding the Session: Sharing and Reading

• Teacher invites pupils to share their drawing and writing in groups of five.

WC • EN3WC-IIIa-1 Participate in generating ideas through prewriting activities

• EN3WC-IIa-1.1 Brainstorming

• write different forms of simple composition as a response to stories/ poems listened to

• Compose riddles using words learned*

3. Writing

• Teacher explains what makes a good riddle and models how to write a good riddle.

• Teacher conducts guided practice of how to write a good riddle.

• Teacher assigns individual writing (Pre-writing: Asking pupils to brainstorm a place or thing to write a riddle about)


• Teacher invites pupils to share their chosen place or thing to write a riddle about.



THEME: INTERESTING THINGS ABOUT MY CULTURE

READ ALOUD STORY: PiPo the Clown

LEVELED READER fOR GRADE 2: aniMal BanD

LEVELED READER fOR GRADE 3: the SCavenger hunt


ENGLISH



Theme: Interesting Things about My Culture Read Aloud Story: Pipo the Clown (Authors: Nati A. Santos; Illustrator: Frances C. Alcaraz) Leveled Reader for Grade 2: animal Band (Author: Ani Rosa Almario; Illustrator: Rea Diwata Mendoza) Leveled Reader for Grade 3: the Scavenger hunt (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Rea Diwata Mendoza)


NOTE TO THE TEACHER: For this week, use the Grade 2 English Teacher’s Guide distributed by Basa Pilipinas. The objectives for grade 3 are in bold italic which are addressed using the activities from the Grade 2 Teacher’s Guides and other additional activities for Grade 3 level.


Grade 2 Grade 3

1


• Poem or song 1. Poem or Song

• Teacher introduces a poem or song that students will learn.

• Teacher encourages students to read along (choral reading, echo reading, and etc.).

OL • EN2OL-IIIa-b-3.3 Talk about texts identifying major points and key themes




• Teacher asks students in groups of five to retell the story.



Grade 2 Grade 3

1

WC • EN3WC-IIIa-c-1 Participate in generating ideas through prewriting activities

• Making a poster 4. Composing Activity: Making a Poster

• Teacher models how to make a poster about a person or character.

• Teacher explains the criteria in poster-making.

WC • EN3WC-IIa-j-4 Draw and write sentences about one’s drawing

SS • EN2SS-IIIa-d-1.1 Follow instructions orally given

• Sight words 5. Sight Words

• Teacher introduces a game to practice sight words (colors), Learner’s Material p. 277 (“We Can Do It”).



2


• Phonological awareness activities

1. Phonological Awareness/Alphabet Knowledge games


WC • EN2WC-IIIc-1.10 Show understanding of a story listened to by completing a poster


• Writing about a character

2. Composing Activity: Making a Poster

• Teacher assigns composing activity: Making a poster of a clown – two levels


• Teacher invites students to share their poster and writing in groups of four.

• While Grade 2 pupils are doing composing activity, Grade 3 pupils read their Leveled Reader.



Grade 2 Grade 3

2

WC • EN2WC-IIIc-1.13 Show understanding of a story listened to by writing some words about a character

OL • EN2OL-IIIa-b-3.3 Talk about texts identifying major points and key themes

V • give meaning of words used in listening Stories and leveled readers read*

• Grade 3 Leveled Reader: The Scavenger Hunt


• Sight Words: think, together, where

2. Leveled Reader: The Scavenger Hunt (Chapter 3, pages 12 to 15)


• Teacher asks pupils to make predictions about the story using the pictures.


f • EN3F-IIIa-1.6 read grade 3 level texts consisting of words with long /i/ vowel spelling patterns (i-e, igh) with at least 95-100% accuracy





Grade 2 Grade 3

2

• Teacher assists Group 1 (reads relatively easy text) in reading individually then in pairs (pages 12 to 15), while Group 2 (reads relatively challenging text) pupils work on the revisions of their riddles individually.

• Teacher assists Group 2 (reads relatively challenging text) in reading individually then in pairs (pages 12 to 15), while Group 1 (reads relatively easy text) pupils work on the revisions of their riddles individually.

RC • read simple sentences and leveled stories



• Teacher asks questions to elicit details about the story’s literary elements (character traits, setting, and plot).

• Teacher asks pupils to write their predictions based on the following question: Where do you think this final clue will lead them? Explain your answer.



Grade 2 Grade 3

3


• Poem or Song 1. Poem or Song


• Teacher encourages students to read along (choral reading, echo reading, etc.).

Note to the Teacher: You may follow the pattern: Read Along → Choral Reading → Echo Reading


• Grade 2 Leveled Reader: Animal Band


• Read a Leveled Reader

2. Leveled Reader: Animal Band


• Teacher asks questions to stimulate students’ interest about the story.


• Teacher introduces a game or role play to practice new vocabulary.

• While Grade 2 pupils are reading Leveled Readers, Grade 3 pupils answer Skill Builder and phonics activities.



• Teacher guides students to read the text.

Group Work

• Level 2: Teacher asks questions to elicit written reactions to the story.

• Level 1: Teacher does a picture walk, points out High Frequency words, and leads students through echo reading.



Grade 2 Grade 3

3

V • EN2V-IIIc-13.1 Recognize that some words mean the same (synonyms)

3. Synonyms

• Teacher asks pupils to supply synonyms for given words.


2. Phonics: Less common long /i/ vowel spelling patterns (igh, i-Ce)

• Teacher writes words on board from Leveled Reader and word list and leads pupils in an interactive word sort on the board.


3. Skill Builder

• Teacher tells pupils to complete the Skill Builder on page 16: Phonics: Search through the text and find three words with each of the spelling patterns.

PWR • Contrast words with different less common long /i/vowel spelling patterns (i-e, igh)*

S • EN3S-IIIa-d-4 Spell words that were introduced during word recognition (words with different less common long /i/ vowel spelling patterns (i-e, igh)

• EN3S-IIIe-f-5 Spell some irregularly-spelled words (e.g. have, said, please, because)



Grade 2 Grade 3

4


• Phonological awareness activities

1. Phonological Awareness/Alphabet Knowledge Games


LC • EN2LC-IIIa-j-1.1 Listen to a variety of media including books, audiotapes, videos, and other age-appropriate publications and note important details pertaining to

a. character

b. settings

c. events


• Sight words


• Composing: Making a brochure

2. Group Work


• Level 2: Teacher does a picture walk, points out High Frequency words, and leads students through echo reading.

3. Discussing the Leveled Reader: Animal Band

• Teacher asks questions to identify the characters, setting, and event.

• While teacher guides Grade 2 pupils, Grade 3 pupils can reread the Leveled Reader read in Day 2.

WC • EN2WC-IIIc-1.10 Complete a poster about a story listend to

4. Composing Activity: Celebration/Parade Brochure

• Teacher models how to make a brochure about a celebration or parade in their neighborhood or community and assigns composing activity.

• While Grade 2 pupils are doing composing activity, teacher guides Grade 3 pupils in reading their Leveled Reader.



Grade 2 Grade 3

4

5. Group Work

• Level 1: Writing activity then A-B pair reading

• Level 2: A-B pair reading then writing activity


2. Leveled Reader: The Scavenger Hunt (Chapter 4, pages 17 to 21)






• Teacher assists Group 1 (reads relatively easy text) in reading individually then in pairs (pages 17 to 21), while Group 2 (reads relatively challenging text) pupils reread Chapter 3 (pages 12 to 15) in pairs.



Grade 2 Grade 3

4


RC • EN3RC-II0 -2.10 Sequence 3 events

• EN3RC-IIIa 2.11 Make inferences and draw conclusions based on texts (pictures, title, and content words)



• Teacher asks pupils to answer the question in writing: Was your prediction of the final clue correct? Why or why not?

5




• Teacher encourages students to read along (choral reading, echo reading, and etc.).

WC • EN2WC-IIIc-1.10 Complete a poster about a story listened to


• Sight words


2. Group Work

• Level 1: Reread Leveled Reader, Animal Band

• Level 2: Complete writing activity

• While Grade 2 pupils are doing their activity, teacher conducts spelling assessment with Grade 3 pupils followed by a writing activity.



Grade 2 Grade 3

5

S • EN3S-IIIa-d-4 Spell words that were introduced during word recognition (words with different less common long /a/ vowel spelling patterns (i-e, igh, y)*


• Spelling 2. Weekly assessment

• Teacher corrects Skill Builder on board with pupils checking their work guided by the answer key.

• Teacher gives spelling test, then partners correct each other’s work.

• Teacher asks pupils to locate certain words from Chapters 3 to 4 (pages 12 to 21).

WC • write different forms of simple composition as a response to stories/ poems listened to

• Compose riddles using words learned*

• Writing 3. Writing:

• Teacher shows pupils how to write their riddles in good copy.

G • EN2G-IIIb-1.3 Use different kinds of sentences: declarative (telling)interrogative (asking);

• EN2G-IIIg-3.1 Identify the action words in sentences

3./4. Declarative and Interrogative Sentences:

• Teacher invites students to share their brochures. Students ask questions to the writers (interrogative sentences) and writers answer (declarative sentences).



THEME: HOW THINGS MOVE

LEVELED READER fOR GRADE 3: the MagiC Show


ENGLISH



Theme: How Things Move Leveled Reader for Grade 3: the Magic Show (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Hannah Manaligod)




Grade 2 Grade 3

1

OL • give meaning of words used in listening Stories and leveled readers read*

• Listening Story: “The Magic Show”


1. Sharing Information

• Teacher explains they will talk about what makes objects move.

• Teacher introduces new vocabulary by playing a miming game.




Grade 2 Grade 3

1

LC • EN3LC-Ia-j-2 activate prior knowledge based on the stories to be read

• EN3LC-IIIa-j-2.1 listen to a variety of literary and expository texts and note important details

• EN3LC-IIIb- c-2.9 take part in creative responses to stories like preparing logs, journals, and other oral presentations

• Identify the elements of a story

2. Listening Story: “The Magic Show”


• Teacher activates prior knowledge by asking questions such as: Have you been to a magic show? Did you like it?



• Teacher reads the Listening Story to pupils and pauses to check pupils’ understanding.


• Teacher asks questions about the story, the characters, and the setting, and invites pupils to note the important details and make predictions about what kind of magic tricks Claire and Paul will see.

ATR • EN3A-IIIf-g-1 express feelings, opinions through journals, logs, etc.

• Write a response to a story listened to


Homework: Answer the question: What do you think one of the magic tricks will be? Explain your answer. Draw a picture to go with your answer.




Grade 2 Grade 3

2

G • Use the past tense of irregular verbs*

• Irregular verbs 1. Grammar

• Teacher leads students through a mini-lesson on past tense of irregular verbs

• Teacher provides an activity or worksheet that Grade 2 pupils can do independently with a group leader

V • Show understanding of meaning of CvvC less common long vowels words through drawing, actions, and using them in sentences*

• Grade 3 Leveled Reader: The Magic Show


• Homonyms

• While Grade 2 pupils are answering worksheets, teacher guides reading of the Leveled Reader with Grade 3 pupils.

2. Leveled Reader: The Magic Show (pages 1 to 5)




f • read grade 3 leveled readers consisting of CvvC words with at least 95-100% accuracy*



• Teacher assists Group 1 (reads relatively easy text) in reading individually then in pairs (pages 1 to 5), while Group 2 (reads relatively challenging text) pupils in pairs share their drawing and sentence.



Grade 2 Grade 3

2

• Teacher assists Group 2 (reads relatively challenging text) in reading individually then in pairs (pages 1 to 5), while Group 1 (reads relatively easy text) pupils in pairs share their drawing and sentence.

• Teacher asks a few pairs to share.OL • EN3OL-IVa-j-5

engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell)


• Teacher asks questions to elicit oral and written details for the story’s literary elements (character traits, setting, plot thus far), cause, and effect.


• Teacher asks follow-up questions to discuss characters and setting.

Homework: Tell family members about the story and answer one of the following questions:

Why do you think Paul and Claire sneaked under the stage?

Why do you think Claire and Paul want to show their classmates how to make a feather float or stay down?

RC • EN3RC-IIIa-b-2.13 identify cause and effect



Grade 2 Grade 3

3

OL • EN3OL-IVa-j-5 engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell)


• Phonics: CVVC words with less common long vowels: long /a/, /e/, /i/, /o/, /u/

• While Grade 3 pupils are answering activity, teacher rereads the Listening Story from Day 1.

1. Phonics: CVVC less common long vowels: long /a/, /e/, /i/, /o/, /u/



2. Skill Builder

• Teacher tells pupils to complete the Skill Builder: Phonics: make cards and play “Go Fish.”

PWR • review all CvvC words with less common long vowels: long /a/, /e/, /i/, /o/, /u/*

S • EN3S-IIIa-d-4 Spell words that were introduced during word recognition (CvvC words with less common long vowels: long /a/, /e/, /i/, /o/, /u/)

OL • EN2OL-IVa-b-3.3 Talk about texts identifying major points and key themes


1./3. Rereading of the Story


• Teacher discusses the story and gives questions about the story.



Grade 2 Grade 3LC • EN2LC-IIIf-g-3.15

Recognize the difference between “made-up” and “real” in texts listened to

• Teacher discusses difference between “made-up” and “real” texts.

4

G • EN2G-IIIc-1.6 Recognize punctuation marks (period, question mark)

1. Punctuation

• Teacher gives activity to distinguish “telling” sentences from “asking” sentences and write the correct punctuation mark.


V • EN3V-IIIe-f13.6 give the homonyms of some words


• Give the antonyms of some words


1. Skill Builder correction

• Teacher leads pupils through a correction of the phonics Skill Builder.

2. Leveled Reader: The Magic Show (pages 7 to 10)




• Teacher asks questions to recall what happened before and discusses illustrations.



Grade 2 Grade 3

4

PWR • EN3PWR-IIIe-25 read sentences, stories, poems, and questions about them







f • EN3F-IIIa-j-1.10.1 read aloud from familiar prose and poetry consisting of long vowel words with fluency, appropriate rhythm, pacing, and intonation



• Note details regarding character, setting, and plot

• If there is more time, let Grade 2 pupils reread their Leveled Readers.

• Teacher asks pupils answer the question in writing: What do Paul and Claire need to show how water moves objects?



Grade 2 Grade 3

5

V • EN3V-IIIe-f13.6 give the homonyms of some words




• While teacher does the activity with Grade 3 pupils, let Grade 2 pupils participate in a game on alphabet knowledge.

1. Weekly Assessment

• Teacher corrects Skill Builder on board with pupils checking their work.


S • EN3S-IIIa-d-4 Spell words that were introduced during word recognition – CvvC words with less common long vowels


WC • EN3WC-IIa-b-1 Participate in generating ideas through brainstorming during the prewriting activities

• Writing activity 1./2. Writing:

• Teacher explains what makes a good “How to” instruction booklet.

• Teacher conducts guided practice of how to write a good “How to” Booklet.

• Teacher assigns individual writing:

Pre-writing: Ask pupils to draw ideas for their “How to” Booklet.

Note to the Teacher: Provide more scaffolding to Grade 2 pupils.



Grade 2 Grade 3

5

WC • Write different forms of simple composition as a response to stories/ poems listened to*

• Compose a “How to” text*

2./3. Concluding the Session: Sharing and Reading

• Teacher invites pupils to share their chosen topic of their “How to” Booklet.

Homework: Share your “How to” Booklet ideas with family members.



THEME: HOW OBJECTS MOVE

LEVELED READER fOR GRADE 2: The Bird Flies

LEVELED READER fOR GRADE 3: the MagiC Show


ENGLISH



Theme: How Objects Move Leveled Reader for Grade 2: The Bird Flies (Authors: Yvette Tan; Illustrator: Ryan Bordadero) Leveled Reader for Grade 3: the Magic Show (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Hannah Manaligod)




Grade 2 Grade 3

1

V • Give meaning of words used in Listening Stories and Leveled Readers read*



• Determine whether a story is realistic or fantasy


1. Listening Story: “The Magic Show”



• EN3LC-IIIa-j-1.1 activate prior knowledge based on new knowledge formed


• Teacher reads the Listening Story to pupils and pauses to check for understanding.



Grade 2 Grade 3

1

LC • listen to a variety of literary and expository texts and EN3LC-IIIa-j-2.1 note important details EN3LC-IIIa-j-3.15 Differentiate real from make-believe EN3LC-IIIg-h-3.15 Determine whether a story is realistic or fantasy

• EN3LC-IIIb-c-2.9 take part in creative responses to stories like preparing logs, journals, and other oral presentations


• Teacher asks questions about the story, the characters and the setting, and invites pupils to make predictions about how Mr. Magic makes the nail move up and down.

ATR • EN3A-IIIf-g-1 express feelings and opinions through journals, logs, etc.

2. Writing a “How to” Booklet

• Teacher leads pupils in writing a first draft of their “How to” Booklet.


• Teacher asks pupils to make predictions about the story.

Homework: Answer the question: How do you think Mr. Magic made the nail move straight up? Explain your answer.



Grade 2 Grade 3

1


• EN3WC-IIa-j-4 Draw and write sentences about one’s drawing

• Compose a “how to” text*

2

OL • EN1OL-IIIg-h-3.2 Ask and respond to questions about texts

• EN2OL-IIIe-f-1.1 Listen and respond to texts to clarify meanings heard while drawing on personal experiences



• Teacher asks pupils to share their predictions from their homework.

V • EN2V-IIIa-b-13.1 Give meaning of words used in Listening Stories and Leveled Readers read



• While Grade 3 pupils are reading their Leveled Readers, teacher lets Grade 2 pupils participate in group activities as enrichment for comprehension skills.

2. Leveled Reader: The Magic Show (Chapter 3, pages 12 to 15)





Grade 2 Grade 3

2


f • EN3F-IIIa-1.6 read grade 3 level texts consisting of vCC words in ol, il, in (old, mild, kind) with at least 95-100% accuracy*

• While teacher is discussing the story, let Grade 2 pupils revise their writing activity (Making a “How to” Booklet) guided by the criteria for writing a “How to” Booklet.



• Teacher assists Group 1 (reads relatively easy text) in reading individually then in pairs (pages 12 to 15), while Group 2 (reads relatively challenging text) pupils work on their revisions of their “How to” Booklet individually.

• Teacher assists Group 2 (reads relatively challenging text) in reading individually then in pairs (pages 12 to 15), while Group 1 (reads relatively easy text) pupils work on the revisions of their “How to” Booklet.


• Teacher asks questions to elicit details about the story’s literary elements (character traits, setting, plot).

• Teacher asks pupils to write their predictions based on the following question: Do you think Mr. Magic is a good magician? Why or why not?

RC • read simple sentences and leveled stories and EN3RC-II0-2.2 note details regarding character, setting, and plot EN3RC-IIIa 2.7.1 identify several effects based on a given cause EN3RC-IIa-b-2.19 reread, monitor, and self-correct one’s comprehension



Grade 2 Grade 3

2

3. Concluding the Session:

Homework: Take “How to” Booklet drafts home and continue to make the revisions.

3

OL • Acquire and use vocabulary and structures related to theme and stories*

1. Shared writing

• Teacher asks pupils in pairs to share their revised drafts with a partner. Teacher asks a few pairs to share their revised “How to” Booklets.

A • EN2A-IIIa-e-1 Participate/ engage in a read-along of texts (e.g. poetry, repetitive text)

• Grade 2 Leveled Reader: The Bird Flies

2. Leveled Reader: The Bird Flies





• Teacher guides pupils to read the text.

Group Work


• Level 1: Teacher does a picture walk, points out High Frequency words, and leads pupils through echo reading.

• While teacher guides Grade 2 pupils in pre-reading activity, Grade 3 pupils will reread the Leveled Reader chapters in the past.



Grade 2 Grade 3

3



• Phonics: VCC words in ol, il, in (old, mild, kind)

• Sight Words: something, nothing

• While Grade 2 pupils are reading the Leveled Reader, teacher guides Grade 3 pupils in answering Skill Builder exercises.

2. Shared Reading

• Teacher asks pupils to reread Chapter 3: pages 12 to 15 of their Leveled Reader in pairs according to their reading level.

PWR • Contrast vCC words in ol, il, in (old, mild, kind)*

3. Phonics: VCC words in ol, il, in (old, mild, kind)





Grade 2 Grade 3

3

S • EN3S-IIIa-d-4 Spell words that were introduced during word recognition: vCC words in ol, il, in (old, mild, kind)


4. Skill Builder

• Teacher tells pupils to complete the Skill Builder on page 16: Phonics: search through the text and find three words with each of the spelling patterns and make a word search for your partner.


• Teacher asks pupils to practice their spelling words through the Team A, Team B game.

• Homework: Spelling words review doing a writing sort.

4


• “how to” Process: how to do a magic trick, how to use wind, water, or magnet to move something, how to make a magnet, etc.*

• Writing Activity 1. Shared Writing

• Pupils exchange their revised “How to” Booklet in pairs and try to guess their partner’s “How to” Booklet.



Grade 2 Grade 3

4

f • EN2F-IIIa-b-2.11 Read aloud phrases, sentences, and stories consisting of short /e/ words with appropriate speed, accuracy, and proper expression

• Grade 2 Leveled Reader: The Bird Flies

2. Group Work



• While teacher guides Grade 2 pupils, let Grade 3 pupils correct their phonics Skill Builder.



• While Grade 2 pupils are writing a post card, teacher guides reading of the Leveled Reader with Grade 3 pupils.

2. Leveled Reader: The Magic Show (Chapter 4, pages 17 to 21)


• Pupils make predictions about the story using the pictures.

• Pupils learn new words and expressions.


• Group 1 (reads relatively easy text pupils read the text individually (pages 17 to 21) and with a partner from their level, while Group 2 (reads relatively challenging text) pupils reread Chapter 3 (pages 12 to 15) with a partner.



Grade 2 Grade 3

4

• Group 2 (reads relatively challenging text) pupils read the text individually (pages 17 to 21) and with a partner from their level, while Group 1 (reads relatively easy text) pupils reread Chapter 4 (17 to 21) with a partner.


• Pupils scan for a specific word to answer a question and discuss the character, setting and plot, and note details.

• Pupils answer the question in writing: Do you think Claire and Paul are good scientists? Why or why not?

G • identify and use irregular past tense of verbs

• EN3G-IIIc-d-4.2.3 review use of personal pronouns (e.g., i, you, he, she, it, we, they)

• Identify irregular past tense of verbs in sentences

3. Grammar

• Pupils learn about irregular verbs.

• Pupils copy the skill builder in their notebook.


Homework: Complete Skill Builder on the past tense of irregular verbs and practice their spelling words.



Grade 2 Grade 3

5

S • EN3S-IIIa-d-4 Spell words that were introduced during word recognition (vCC words in ol, il, in (old, mild, kind))


• Spelling • While teacher conducts assessment with Grade 3 pupils, Grade 2 pupils reread their Leveled Readers and answer spelling activity.

1. Weekly assessment

• Teacher corrects Skill Builder on the board with pupils checking their work.


• Teacher asks pupils to locate certain words from Chapters 3–4 (pages 12 to 21).

S

• EN2S-IIId-j-3 Spell words with short /e/ sound in CVC pattern

1./2. Spelling

• Teacher provides a worksheet on spelling CVC patterns.


• Compose a “how to” text*

2./3. Writing

• Teacher shows pupils how to put their “How to” Booklet in good copy.

3./4. Concluding the Session: Sharing and Reading

• Teacher invites pupils to share their “How to” Booklet with a partner and asks some groups to present to the class.



THEME: MY COMMUNITY’S BEST PRODUCTS

READ ALOUD STORY: go!

LEVELED READER fOR GRADE 3: Para, the Brave anD Beautiful


ENGLISH



Theme: My Community’s Best Products Read Aloud Story: go! (Author: Becky Bravo; Illustrator: Vanessa Tamayo) Leveled Reader for Grade 3: Para, the Brave and Beautiful (Author: Basa Pilipinas; Illustrator: Jericho Moral)


NOTE TO THE TEACHER: For this week, use the Grade 2 English Teacher’s Guide distributed by Basa Pilipinas. The objectives for grade 3 are in bold italics which are addressed using the activities from the Grade 2 Teacher’s Guides and other additional activities for Grade 3 level.


Grade 2 Grade 3

1



• Pupils recite a poem or sing a song.

• Pupils participate in a read-along of texts.


• Read Aloud Story: Go!


2. Read Aloud Story: Go!




• Teacher introduces a game to practice new vocabulary and structures.



Grade 2 Grade 3

1

LC • EN2LC-IIIa-j-1.1 Listen to a variety of media including books, audiotapes, videos, and other age-appropriate publications, and a. Identify the speaker in the story or poem b. Predict possible ending of a story read


• Teacher reads the story to the pupils and pauses for pupils to predict possible ending.


• Teacher asks questions about the story: who, what, where, when, and asks pupils to identify the speaker.



2

G • EN2G-IIIf-9.2 Know the use of a/an + noun

1. A/An

• Teacher leads an activity with a/an.

OL • EN2OL-IIIe-f-1.1 Listen and respond to texts to clarify meanings heard while drawing on personal experiences


2. Rereading of the Story


• Teacher gives a worksheet for Grade 2 pupils.



Grade 2 Grade 3

2

V • EN3V-IIIa-7 recognize some words represented by common abbreviations

• Grade 3 Leveled Reader: Para, the Brave and Beautiful


• Antonyms

• Abbreviations: Mr., Mrs., Dr.


3. Leveled Reader: Para, the Brave and Beautiful (pages 1 to 5)


• Teacher calls on pupils to retell the Listening Story.

• Teacher unlocks unfamiliar words, expressions, and abbreviations.

f • EN3F-IIIa-1.6 read grade 3 level texts consisting of words with r-influenced vowels (ar, are, air) with at least 95-100% accuracy*



• Teacher assists Group 1 (reads relatively easy text) in reading individually then in pairs (pages 1 to 5), while Group 2 (reads relatively challenging text) pupils in pairs share their drawings and sentences.

• Teacher assists Group 2 (reads relatively challenging text) in reading individually then in pairs (pages 1 to 5), while Group 1 (reads relatively easy text) pupils in pairs share their drawings and sentences.




Grade 2 Grade 3

2

RC • read simple sentences and leveled stories and


• EN3RC-III0 -2.10 sequence 3 events


• While teacher discusses story with Grade 3 pupils, Grade 2 pupils reread their Leveled Readers.


• Teacher asks questions to elicit oral and written details for the story’s literary elements (character traits, setting, and plot thus far).


• Teacher asks follow-up questions to discuss characters and setting.

Homework: Tell family member about the story and answer one of the following questions:

What do you think Para will do? Where will it go? Use the details you know about Para to make your predictions.

3

PA • EN2PA-IIIf-h-6.3 Produce the sounds of English letters using the letter sounds of Mother Tongue as reference

• Phonological awareness/alphabet knowledge and spelling games

1. Phonological Awareness/Spelling and Grammar Games

• Teacher introduces a game to practice short vowel sounds and elements of speech.



Grade 2 Grade 3

3

OL

• EN3OL-IIIb-i-1.2 engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and Show and tell)


• Sequence of events

2. Retelling of the Read Aloud Story: Go!

• Teacher shows pictures to help pupils retell the Read Aloud Story.

• Teacher lets pupils act out the story.

LC • Retell the story*PWR • Contrast words with

r-influenced vowels (ar, are, air)*

• Phonics: r-influenced vowels (ar, are, air)

• While the teacher is doing the activity with Grade 3 pupils, give enrichment worksheet to Grade 2 pupils that will target oral language development and phonics and word recognition.

3. Phonics: r-influenced vowels (ar, are, air)



4. Skill Builder

• Teacher tells pupils to complete the Skill Builder.

• Phonics: Make sentences with words.


• Teacher asks pupils to practice dictating words in pairs.

• Homework: Spelling words using Look, Cover, Write, Check

S • EN3S-IIIa-d-4 Spell words that were introduced during word recognition– r-influenced vowels (ar, are, air)



Grade 2 Grade 3

4

G • EN2G-IIId-2.4 Use common nouns and action words in simple sentences

1. Sharing Information or News

• Teacher asks questions allowing pupils to talk about food grown in their community.

V • EN2V-IIId-j-20 Give the meaning of short /e/ words

• Short e 2. Short e

• Teacher leads an activity with short /e/.

• Learner’s Material, “Let’s Try,” pp. 124–125

• While Grade 2 pupils are doing their activities, teacher guides reading of the Leveled Reader with Grade 3 pupils.PWR • EN2PWR-IIIg-h-11

Read short phrases and sentences consisting of short /e/ words

f • EN2F-IIIa-b-2.11 Read aloud phrases, sentences, and stories consisting of short /e/ words with appropriate speed, accuracy, and proper expression

3. Practice Reading a Poem Read

• Teacher may introduce a new poem or review an old poem.



Grade 2 Grade 3

4

PWR • EN3PWR-IIIe-25 read sentences, stories, and poems and ask questions about them

2. Leveled Reader: Para, the Brave and Beautiful (pages 7 to 10)


• Pupils review words that are unfamiliar.

• Pupils talk about what happened before and the illustrations in the story.

f • EN3F-IIIa-j-1.10.1 read aloud from familiar prose and poetry consisting of long vowel words with fluency, appropriate rhythm, pacing, and intonation


• Group 1 (reads relatively easy text) pupils read the text individually (pages 7 to 10) and with a partner from their level, while Group 2 pupils (reads relatively challenging text) reread Chapter 1 (pages 1 to 5) with a partner.

• Group 2 (reads relatively challenging text) pupils read the text individually (pages 7 to 10) and with a partner from their level, while Group 1 (reads relatively easy text) pupils reread Chapter 2 (pages 7 to 10) with a partner.



Grade 2 Grade 3

4

RC • EN3RC-IIa-b-2.19 reread, monitor, and self-correct one’s comprehension

• read simple sentences and leveled stories and EN3RC-II0-2.2 note details regarding character, setting, and plot


• Pupils scan for a specific word to answer a question and discuss the character, setting, and plot and note details.

• Pupils answer the question in writing: Will Para find its way back to the farm? Explain your prediction.

V • EN3V-IIIb-d-13 increase vocabulary through antonyms (e.g. big/small)

• EN1V-IIIa-c-13.1, 13.2 give the antonyms of some words

3. Grammar

• Pupils match antonyms and explain the meaning of each word.

• Pupils copy the Skill Builder on antonyms in their notebook to complete at home.

5

WC • Drawing and writing some words on a Thank You note*


• Composing Activity: A/An sentence

1. Composing Activity: Thank You Note

2. Sharing and Reading

• Teacher invites pupils to share their drawing and writing in groups of four

• While Grade 2 pupils are doing their composing activity, teacher guides Grade 3 pupils with their activities.



Grade 2 Grade 3

5

S • EN3S-IIIa-d-4 Spell words that were introduced during word recognition - r-influenced vowels (ar, are, air)*

• Phonics: r-influenced vowels (ar, are, air)



• Teacher gives a spelling test, then partners correct each others’ work.

WC • EN3WC-IIIa-b-1 Participate in generating ideas through prewriting activities


• write hypothesis statements about the future of endangered species*



2. Writing

a. Teacher explains what makes a good hypothesis statement.

b. Teacher conducts guided practice of how to write good hypothesis statements about the future of endangered species.

c. Teacher assigns individual writing

Pre-writing: Ask pupils to draw ideas for their hypothesis statements about the future of endangered species.


• Teacher invites pupils to share their chosen endangered species and ideas.

Homework: Share your chosen endangered species and ideas with family members.



THEME: MY COMMUNITY’S BEST PRODUCTS

READ ALOUD STORY: go!

LEVELED READER fOR GRADE 2: fruitS anD treeS

LEVELED READER fOR GRADE 3: Para, the Brave anD Beautiful


ENGLISH



Theme: My Community’s Best Products Read Aloud Story: go! (Author: Becky Bravo; Illustrator: Vanessa Tamayo) Leveled Reader for Grade 2: fruits and trees (Authors: Yvette Tan and Ani Rosa Almario; Illustrator: Ryan Bordadero) Leveled Reader for Grade 3: Para, the Brave and Beautiful (Author: Basa Pilipinas; Illustrator: Jericho Moral)


NOTE TO THE TEACHER: For this week, use the Grade 2 English Teacher’s Guide distributed by Basa Pilipinas. The objectives for Grade 3 are in bold italic which are addressed using the activities from the Grade 2 Teacher’s Guides and other additional activities for Grade 3 level.


Grade 2 Grade 3

1

f

OL

• EN2A-IIIa-e-1 Participate/Engage in a read-along of texts (e.g. poetry, repetitive text)


• Pupils recite a poem or sing a song.

• Pupils participate in read along of text.

OL • EN2OL-IIIe-f-1.1 Listen and respond to texts to clarify meanings heard while drawing on personal experiences



• Retelling the story

• Teacher walks class through a retelling of the Read Aloud Story, Go! by showing pictures.

• Teacher leads pupils to write a list of Jack’s problems and identify the solutions.



Grade 2 Grade 3

1

LC • EN2LC-IIa-j-1.1 Listen to a variety of media including books, audiotapes, videos and other age-appropriate publications and

• Identify the problem and solution

• Retell a story listened to

WC • Write a list* 3. Composing Activity: Writing a List

• Teacher models how to write a list.

• While Grade 2 pupils are doing their compositions, teacher guides through a writing activity for Grade 3 pupils.

ATR • EN3A-IIIf-g-1 express feelings, opinions through journals, logs, etc.

• Writing a hypothesis 3. Writing about the Future

• Teacher leads pupils in writing a first draft of their hypothesis statements.




Grade 2 Grade 3

1



PWR • EN2PWR-IIId-f-9 Read sight words


• Teacher introduces a game to practice sight words (this, it, a, from, an).



2

PA • EN2PA-IIIf-h-6.3 Produce the sounds of English letters using the letter sounds of Mother Tongue as reference

• Phonological awareness/alphabet knowledge and spelling games

1. Phonological Awareness/ Spelling and Grammar Games

• Teacher introduces a game to practice short vowel sounds and elements of speech.

LC • EN2LC-IIId-e-2.4 Use personal experiences to make predictions about text viewed and listened to


• Writing a list

2. Composing Activity: Writing a list

• Teacher assigns composing activity: Writing a list – two levels


• Teacher invites pupils to share their letter in groups of four.

• While Grade 2 pupils are doing their activities, teacher guides reading of the Leveled Reader with Grade 3 pupils.

WC • Write a list*



Grade 2 Grade 3

2

WC • Write different forms of simple composition as a response to stories/ poems listened to

• hypothesis statements about the future of endangered species*

2. Revisions to Hypothesis Statements

• Teacher leads pupils in revising their hypothesis statements.

f • EN3F-IIIa-1.6 read grade 3 level texts consisting of words with r-influenced vowels (er, ear, eer) with at least 95-100% accuracy*

3. Leveled Reader: Para, the Brave and Beautiful (Chapter 3, pages 12 to 15)








Grade 2 Grade 3

2

• Teacher assists Group 1 (reads relatively easy text) in reading individually then in pairs (pages 12 to 15), while Group 2 (reads relatively challenging text) pupils work on the revisions of their hypothesis statements.

• Teacher assists Group 2 (reads relatively challenging text) in reading individually then in pairs (pages 12 to 15), while Group 1 (reads relatively easy text) pupils work on the revisions of their hypothesis statements.

RC • read simple sentences and leveled stories*




• Teacher asks questions to elicit details about the story’s literary elements (character traits, setting, plot thus far).

• Teacher models to pupils how to write a notice about an endangered animal. Teacher provides criteria and guidelines in making a notice.


Homework: Take hypothesis statements drafts home and continue to make the revisions.



Grade 2 Grade 3

2

• EN3RC-IIa-b-2.19 reread, monitor, and self-correct one’s comprehension

3

RC • EN2RC-IIId-e-2.10 Note details in sentences and stories (controlled words, short /e/, /a/, ...) that they read

• Grade 2 Leveled Reader: Fruits and Trees



1. Leveled Reader: Fruits and Trees






Group Work



• While Grade 2 pupils are reading their Leveled Reader, teacher guides Grade 3 pupils in doing their activities.



Grade 2 Grade 3

3

f • EN3F-IIIa-1.6 read grade 3 level texts consisting of words with r-influenced vowels (er, ear, eer) with at least 95-100% accuracy*


• Phonics: Words with r-influenced vowels (er, ear, eer)

1. Phonics: Words with r-influenced vowels (er, ear, eer)

• Teacher writes words on board from Leveled Reader and word list and leads pupils in an interactive word sort on board.

• Teacher asks pupils to sort a series of words on their own, they correct together.

2. Skill Builder

• Teacher tells pupils to complete the Skill Builder on page 16: Phonics: Make a word search for your partner.

PWR • Contrast words with r-influenced vowels (er, ear, eer)*

3. Spelling





Grade 2 Grade 3

3

S • EN3S-IIIa-d-4 Spell words that were introduced during word recognition: words with r-influenced vowels (er, ear, eer)*

G • EN2G-IIIf-9.2 Use the use of a/an + noun

2./4. A/An

• Teacher conducts a game.

4

G • EN2G-IIId-2.4 Use common nouns and action words in simple sentences

• Sharing Information 1. Sharing Information or News

• Teacher asks questions allowing pupils to talk about food grown in their community.

PWR • EN2PWR-IIId-f-9 Read sight words

• Sight word 2. Sight Words

• Teacher conducts a game to practice sight words (this, it, a, from, an).PWR • EN2PWR-IIIi-j-12

Read a short story consisting of short /e/ words and sight words



3. Group Work



4. While discussing the Leveled Reader, Fruits and Trees, teacher asks questions to help pupils relate story to one’s experience .

• While Grade 2 pupils are reading the Leveled Reader, teacher guides Grade 3 pupils in reading their Leveled Reader.



Grade 2 Grade 3

4

f • EN2F-IIIa-b-2.11 Read aloud phrases, sentences, and stories consisting of short vowel words with appropriate speed, accuracy, and proper expression

WC • Complete a recipe given in the story listened to*

• Composing: Writing a recipe

5./1. Composing Activity: Recipe

• Teacher models how to write a recipe using a product from the community and assigns composing activity.

6./2. Group Work

• Level 1: Writing activity then A-B pair reading – short /e/ story

• Level 2: A-B pair reading then writing activityf • EN3F-IIIa-1.6

read grade 3 level texts consisting of words with r-influenced vowels (er, ear, eer) with at least 95-100% accuracy*

3. Leveled Reader: Para, the Brave and Beautiful (Chapter 4, pages 17 to 21)







Grade 2 Grade 3

4







• Teacher asks questions about details, character, the setting, and the plot.

• Teacher asks pupils answer the question: Do you think Para would make a good friend?



Grade 2 Grade 3

4


5

S • EN2S-IIId-j-3 Spell words with short /e/ sound in CVC pattern


• Sight words


1. Group Work

• Level 1: Reread Leveled Reader: Fruits and Trees


2. Sharing

• Teacher invites pupils to share what they have learned about local celebrations and parades.

3. Independent Reading

• Teacher invites pupils to choose something to read independently or in pairs.

• While Grade 2 pupils are answering worksheets, teacher guides Grade 3 pupils with their activities.

S • EN3S-IIIa-d-4 Spell words that were introduced during word recognition (words with r-influenced vowels (er, ear, eer)*



• Teacher gives a spelling test, then partners correct each other’s work.

• Teacher asks pupils to locate certain words from Chapters 3 and 4 (pages 12 to 20).



Grade 2 Grade 3

5



2. Writing

• Teacher shows pupils how to put their hypothesis statements in good copy.


• Teacher invites pupils to share their hypothesis statements with a partner and asks some groups to present to the class.



THEME: HOW SOUND, WIND, AND HEAT TRAVEL

LEVELED READER fOR GRADE 3: great inventorS, inSPiring inventionS


ENGLISH



Theme: How Sound, Wind, and Heat Travel Leveled Reader for Grade 3: great inventors, inspiring inventions (Authors: Nathalie Louge, Suzanne Simard, and Pia Zorayda Busiños; Illustrator: Rea Diwata Mendoza)




Grade 2 Grade 3

1

OL • EN3OL-IIIf-1.16.5 engage in discussions about specific topics

• Sharing information 1. Sharing Information

• Teacher explains they will learn about inventors and the inventions they made using sound, wind, and heat.

V • Give meaning of words used in Listening Stories and Leveled Readers read*

• Listening Story: “Creating Creative Communications”


2. Listening Story: “Creating Creative Communications”



• EN2V-IIIa-b-13.1 Give the meaning of words used in stories presented through real objects, illustrations, demonstration, and context clues



Grade 2 Grade 3

1

LC • EN3OL-IIIa-j-2 activate prior knowledge based on the stories to be read

• listen to a variety of literary and expository texts*

• EN3LC-IIIa-j-2.1 note important details


• Teacher explains they will be creating a character profile for the inventor, Gregorio Zara.


• Teacher reads the Listening Story to pupils and pauses to check pupils’ understanding.


• Teacher asks questions about the story and the characters, and invites pupils to comment on the character’s qualities and accomplishments to start building a character profile.

OL • EN1LC-IIIg-h-3.2 Ask and respond to questions about informational texts listened to (environment, health, How to’s, etc.)




Homework: Tell family members about what you learned on Gregorio Zara and answer the question: Why was the invention of the video phone important? Draw a picture to go with your answer.

2G • Follow the rules

on subject-verb agreement*

• Grammar: Subject-verb agreement

1. Grammar

• Teacher leads students through a mini-lesson on subject-verb agreement.



Grade 2 Grade 3

2

LC • EN2LC-IVh-3.1 Identify important details in expository text listened

• Listening Story: “Creating Creative Communications”

2. Reading Comprehension

• Teacher asks a group leader to reread the Listening Story.

• Teacher gives pupils activities to work on.


V • EN1V-IIIa-j-25 Show understanding of meaning of r-influenced vowels (ir, ire, ier) words through drawing, actions, and using them in sentences*

• EN3V-IIIa-7 recognize some words represented by common abbreviations (e.g. Mr. ave., oct.)

• Grade 3 Leveled Reader: Great Inventors, Inspiring Inventions


• Sight words: first, when, thank

2. Leveled Reader: Great Inventors, Inspiring Inventions (pages 1 to 5)





• Teacher divides class into two groups according to reading level (relatively easy and relatively challenging texts).

• Teacher assists Group 1 in reading individually then in pairs (pages 1 to 5) while Group 2 pupils in pairs share their drawing and sentence.

• Teacher assists Group 2 in reading individually then in pairs (pages 1 to 5) while Group 1 pupils in pairs share their drawing and sentence.


f • EN3F-IIIa-1,6 read grade 3 level texts consisting of words with r-influenced vowels (ir, ire, ier) with at least 95-100% accuracy*



Grade 2 Grade 3

2



• Teacher asks questions to elicit details on the character’s qualities and accomplishments to contribute further to the character profile on Gregorio Zara.


• Teacher asks follow-up questions to discuss character Gregorio Zara

Homework: Tell family members about Gregorio Zara’s accomplishments and life by answering the following questions:

What are three qualities of Gregorio Zara? Justify why you say this.

RC • EN3RC-IIc-e-2.2 note details in a given text

• EN3RC-IIIa 2.13 Distinguish fact from opinion

3

G • EN2G-IIIh-3.4 Use common action words in retelling, conversations, etc.

• Listening Story: “Great Inventors, Inspiring Inventions”

1. Retelling the story

• Teacher lets pupils work in groups to retell the story creatively.

• While Grade 2 pupils are doing their activity, teacher guides Grade 3 pupils with their tasks.

OL • EN3OL-IVa-j-5 engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling and show and tell)


• Phonics: r-influenced vowels (ir, ire, ier)

1. Phonics: r-influenced vowels (ir, ire, ier)





Grade 2 Grade 3

3

PWR • Contrast words with r-influenced vowels (ir, ire, ier)*

2. Skill Builder

• Teacher tells pupils to complete the Skill Builder: Phonics: find r-controlled vowels with “i.”

S • Spell words with r-influenced vowels (ir, ire, ier)*

3. Dictation

• Teacher asks pupils to practice dictating words in pairs.

• Homework: Spelling words using Look, Cover, Write, Check

4

G • EN2G-IIIg-3.1 Identify action words

• Action words 1. Action Words

• Teacher prepares activity on action words.


f • en3f-iiia-1.6 Read Grade 3 level texts consisting of words with r-influenced vowels (ir, ire, ier) with at least 95-100% accuracy*

• Grade 3 Leveled Reader: Great Inventors, inspiring inventions

• Phonics: r-influenced vowels (ir, ire, ier)


1. Skill Builder Correction


2. Leveled Reader: Great Inventors, Inspiring Inventions (pages 7 to 10)






Grade 2 Grade 3

4

• Teacher asks questions to recall what happened before.



• Teacher assists Group 1 (reads relatively easy text) in reading individually then in pairs (pages 7 to 10) while Group 2 (reads relatively challenging text) pupils reread Chapter 1 (pages 1 to 5) in pairs.

• Teacher assists Group 2 (reads relatively challenging text) in reading individually then in pairs (pages 7 to 10) while Group 1 (reads relatively easy text) pupils reread Chapter 2 (pages 7 to 10) in pairs.



Grade 2 Grade 3

4

RC • EN3RC-IIa-b-2.19 reread, monitor and self-correct one’s comprehension




• Teacher asks questions about what they learned about the videophone.

• Teacher asks pupils answer the prompt in writing: Name three things they learned about the videophone.

G • Follow the rules on subject-verb agreement*

2. Grammar

• Teacher leads a mini-lesson on subject-verb agreement.

• Teacher tells pupils to copy the Skill Builder on subject-verb agreement in their notebook to complete at home.


Grade 3 Homework: Teacher tells pupils to complete the Skill Builder exercise on subject-verb agreement at home and tells them to practice their spelling words.

• A different homework is given to Grade 2 pupils.



Grade 2 Grade 3

5


• Action words 1. Action Words

• Teacher prepares activity on action words.

• While Grade 2 pupils are answering worksheets, teacher guides Grade 3 pupils with their writing activity.

WC • EN3WC-IIa-b-1 Participate in generating ideas through brainstorming during the pre-writing activities


• Writing activity • While Grade 3 pupils are doing their writing activity, teacher guides Grade 2 pupils in writing a diary entry.

1. Writing

• Teacher explains what makes a good biography and models how to write a good biography.

• Teacher conducts guided practice of how to write a good biography.

• Teacher assigns individual writing. Pre-writing: Ask pupils to brainstorm a person to write a biography on.

• write a biography of someone in your family*


• Teacher invites pupils to share their chosen person to write a biography on.

Homework: Share your biography ideas with a family member.

WC • Writing a diary entry*

2./3. Composing Activity: Diary

• Teacher models writing a diary. Teacher gives guidelines and criteria for writing a diary.



THEME: POSITION Of A PERSON OR AN OBJECT IN RELATION TO A REfERENCE POINT

LEVELED READER fOR GRADE 2: toDay iS Moving Day



ENGLISH



Theme: Position of a Person or an Object in Relation to a Reference Point Leveled Reader for Grade 2: today is Moving Day (Author: Ani Rosa Almario; Illustrator: Rea Diwata Mendoza) Leveled Reader for Grade 3: great inventors, inspiring inventions (Authors: Nathalie Louge, Suzanne Simard, and Pia Zorayda Busiños; Illustrator: Rea Diwata Mendoza)




Grade 2 Grade 3

1





1. Listening Story: “Cool Inventions that Used the Sun”


2. Activating Prior Knowledge

• Teacher asks pupils to say what they know about cooking using solar energy or heat from the sun.

V • give meaning of words used in listening Stories and leveled reader read*

• Listening Story: “Cool Inventions that Used the Sun”



• Teacher reads the Listening Story to pupils and pauses to check for understanding.



Grade 2 Grade 3

1

LC • EN1LC-IIIg-h-3.2 Ask and respond to questions about informational texts listened to (environment, health, How to’s, etc.)

• EN3LC-IIIi-j-3.7 identify and use the elements of an informational/factual text heard


• Teacher asks questions about the text and the character of Barbara Kerr and invites pupils to comment on the character’s qualities and accomplishments to start building a character profile.




• While Grade 3 pupils are drafting biographies, teacher lets Grade 2 pupils read sight words and words with CVC patterns.

3. Writing a Biography

• Teacher leads pupils in writing a first draft of their short biography.


• Teacher asks pupils to say what they learned about Barbara Kerr’s life story and her solar cooker.

Homework: Tell the story of Great Inventors, Inspiring Inventions to a family member and begin drafting your biography.



Grade 2 Grade 3

1

PWR • EN2PWR-IIId-f-9 Read some sight words

3./5. Sight Words

• Teacher introduces a game to practice sight words (today, is, help, one, two, three).

PWR • Read words with short vowel sounds in CVC pattern*

4./6. Spelling: Short vowel CVC words

2



• Biography • While Grade 3 pupils are writing a biography, teacher discusses retelling of the story to Grade 2 pupils.

1. Revisions to biography

• Teacher leads pupils in revising their biography.

LC • EN2LC-IVi-j-2.6 Retell and/or reenact events from a story

• Listening Story: “Cool Inventions that Used the Sun”

1. Retell the Listening Story

WC • Write a complete sentence with a prepositional phrase*

• Writing a complete sentence with a prepositional phrase

2. Composing Activity: Writing a complete sentence with a prepositional phrase

• Teacher assigns composing activity: Writing a complete sentence with a prepositional phrase – two levels.

• While Grade 2 pupils are writing, teacher guides Grade 3 pupils in reading their Leveled Reader.



Grade 2 Grade 3

2




• Sight Words: after, start, like

2. Leveled Reader: Great Inventors, Inspiring Inventions (Chapter 3, pages 12 to 15)



• Teacher unlocks unfamiliar words and expressions.V • EN1V-IIIa-25

Show understanding of meaning of r-influenced vowels (or, ore, oar, oor) words through drawing, actions, and using them in sentences*

f • read grade 3 level texts consisting of words with r-influenced vowels (-or, -ore, -oar, -oor) with at least 95-100% accuracy*



• Teacher assists Group 2 (reads relatively challenging text) in reading individually then in pairs (pages 12 to 15) while Group 1 (reads relatively easy text) pupils work on the revisions of their biography individually.



Grade 2 Grade 3

2

• Teacher assists Group 2 (reads relatively challenging text) in reading individually then in pairs (pages 12 to 15) while Group 1 (reads relatively easy text) pupils work on the revisions of their biography individually.




• Teacher asks questions to elicit details on the character’s qualities and accomplishments to contribute further to the character profile on Barbara Kerr.


Homework: Take your biography home and continue to make revisions.

3

OL • acquire and use vocabulary and structures related to theme and stories*

• EN3OL-IVa-j-5 engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell)

• Grade 3 Leveled Reader: Great Inventors, inspiring inventions

• Phonics: r-influenced vowels (or, ore, oar, oor)

• While Grade 3 pupils are doing their activities, teacher guides Grade 2 pupils in reading their Leveled Reader.

1. Shared Writing

• Teacher asks pupils in pairs to share their revised drafts with a partner. Teacher asks a few pairs to share their revised riddles.



Grade 2 Grade 3

3

f • EN3F-IIIa-1.6 read grade 3 level texts consisting of words with r-influenced vowels (or, ore, oar, oor) with at least 95-100% accuracy*

2. Shared Reading

• Teacher asks pupils to reread Chapter 3: pages 12 to 15 of their Leveled Reader in pairs according to their reading level.

RC • EN2RC-IIIf-h-2.17 Answer questions to clarify understanding before, during, and after reading

• Grade 2 Leveled Reader: Today Is Moving Day

2. Leveled Reader: Today Is Moving Day


• Teacher unlocks unfamiliar words and expressions




Group Work


• Level 1: Teacher does a picture walk, points out high frequency words, and leads pupils through echo reading.

• While Grade 2 pupils are reading their Leveled Readers, teacher guides Grade 3 pupils in their tasks.



Grade 2 Grade 3

3

RC • EN2RC-IIId-e-2.4 Identify the basic sequence of events and make relevant predictions about stories

PWR • Contrast words with r-influenced vowels (or, ore, oar, oor)*

• r-influenced vowels 3. Phonics: r-influenced Vowels (-or, -ore, -oar, -oor)



4. Skill Builder

• Teacher tells pupils to complete the Skill Builder on page 16: Phonics: Copy the grid in your notebook. Find four r-controlled o words in your reader and put them in the grid. Write them on the side and fill in the rest of the squares.

• Ask your partner to find the r-controlled o words.

S • Spell words with r-influenced vowels (or, ore, oar, oor)*



Grade 2 Grade 3

3




4



• EN3WC-IIId-e-2.6 use appropriate punctuation marks


• Phonics: r-influenced vowels (or, ore, oar, oor)

• While Grade 2 pupils are doing their activities, teacher guides Grade 3 pupils in reading of the Leveled Readers.

1. Shared writing

• Teacher asks pupils to share their revised biographies in pairs.

2. Phonics


• Teacher reads sentences from the text and asks pupils to clap their hands when they hear an r-influenced vowel.

PWR • EN2PWR-IIId-f-9 Read some sight words


• Teacher conducts a game to practice sight words (one, is, three, two, help, today).



Grade 2 Grade 3

4



2./3. Group Work


• Level 2: Teacher does a picture walk, points out high frequency words, and leads pupils through echo reading.

V • EN1V-IIIa-j-25 Show understanding of meaning of r-influenced vowels (or, ore, oar, oor) words through drawing, actions, and using them in sentences*




• Teacher asks pupils to make predictions about what they will learn about solar box cookers using the pictures.


f • EN3F-IIIa-1.6 read grade 3 level texts consisting of words with r-influenced vowels (or, ore, oar, oor) with at least 95-100% accuracy*

• While Grade 3 pupils are reading the story, teacher can discuss Leveled Reader read by Grade 2 pupils.






Grade 2 Grade 3

4




• Note details regarding character


• Teacher asks questions about what pupils learned about solar box cookers.

• Teacher asks pupils to answer a question about the story in writing.

4. Grammar

• Teacher leads a mini-lesson on descriptive adjective and adverbs.

• Teacher tells pupils to copy the Skill Builder in their notebook to complete at home.


Homework: Teacher tells pupils to complete the Skill Builder on adverbs at home and tells them to practice their spelling words.



Grade 2 Grade 3

5

WC • Show understanding of a story by completing a warning sign*


1. Group Work

• Level 1: Reread Leveled Reader: Today Is Moving Day


• While Grade 2 pupils are doing Group Work, teacher guides Grade 3 pupils in their tasks.

G • en3g-iiif-g-5 review use of descriptive adjectives and adverbs


• Spelling words

• Adjectives

• Adverbs




• Teacher asks pupils to locate certain words from Chapters 3-4 (pages 12 to 21).

S • Spell words with r-influenced vowels (-or, -ore, -oar, -oor)*

WC • write different forms of simple composition as a response to stories/ poems listened to*

• write a biography for someone in your family*

• While Grade 3 pupils are doing their writing activity, Grade 2 pupils spell words with CVC pattern.

2. Writing

• Teacher shows pupils how to write their biography in good copy.


• Teacher invites pupils to share their biography with a partner and asks some groups to present to the class.

S • Spell words with short vowel sounds in CvC pattern*

• Spelling 2./4. Spelling

• Teacher gives spelling activity (CVC pattern).



THEME: KEEPING THINGS CLEAN AND GREEN

READ ALOUD STORY: Bakawan



ENGLISH



Theme: Keeping Things Clean and Green Read Aloud Story: Bakawan (Authors: Catherine Yu Untalan, Reena Rae Leon Sarmiento and Mae Astrid Tobias; Illustrator: Van Zeus Allen Bascon) Leveled Reader for Grade 3: great inventors, inspiring inventions (Authors: Nathalie Louge, Suzanne Simard, and Pia Zorayda Busiños; Illustrator: Rea Diwata Mendonza)




Grade 2 Grade 3

1

OL • EN2OL-IIIh-j-1.6 Dramatize familiar stories, rhymes, and poems


• Teacher introduces a poem or song that pupils will learn.

• Teacher encourages pupils to read along (choral reading, echo reading, and etc.).V • EN2V-IIIa-b-13.1

Give the meaning of words used in stories presented through real objects, illustrations, demonstration, and context clues

• Read Aloud Story: Bakawan


2. Read Aloud Story: Bakawan






Grade 2 Grade 3

1

V • Give meaning of words used in Listening Stories and Leveled Reader read*

• Story reading During Reading Activities

• Teacher reads the story to the pupils and pauses for pupils to predict possible endings.


• Teacher asks questions about the story: who, what, where, when, and asks pupils to identify important details.

3. Spelling

• Teacher leads a vocabulary activity.



LC • EN2LC-IIIh-3.1 Identify important details in expository text listened

2

G • EN2G-IIIh-3.4 Use common action words and simple prepositional phrases in retelling, conversations, etc.

• Sharing information 1. Sharing Information or News

• Teacher asks questions allowing pupils to talk about keeping things clean and green.



• Make relevant predictions

• Identify details

2. Rereading of the Read Aloud Story: Bakawan


• Teacher gives activity to Grade 2 pupils.



Grade 2 Grade 3

2

f • read grade 3 level texts consisting of words with r-influenced vowels (ur, ure) with at least 95-100% accuracy*

• read aloud from familiar prose and poetry consisting of r-influenced vowels (ur, ure) words with fluency, appropriate rhythm, pacing and intonation*

• While Grade 2 pupils are answering worksheets, teacher guides Grade 3 pupils in reading of the Leveled Reader.



• Pupils recall the Listening Story.

• Pupils review words that are unfamiliar.


• Group 1 (reads relatively easy text) pupils read the text individually (pages 23 to 27) and with a partner from their level while Group 2 (reads relatively challenging text) pupils share their biography with a partner.

• Group 2 (reads relatively challenging text) pupils read the text individually (pages 23 to 27) and with a partner from their level while Group 1 (reads relatively easy text) pupils share their biography with a partner.




• Pupils discuss the character to continue the character profile.



Grade 2 Grade 3

3

S • Spell CvC short vowel words*

• Vocabulary and spelling games

1. Vocabulary and Spelling Games

• Teacher introduces a game to practice short vowel sounds or word classification.OL • EN2OL-IIIg-1.16

Create and participate in oral dramatic activities


• Action words

2. Retelling of the Read Aloud Story: Bakawan

• Teacher shows pictures to help pupils retell the Read Aloud Story.

3. Rereading of the Read Aloud Story: Bakawan


• Teacher asks pupils about their predictions and tells them to watch and listen for characters, incidents, and setting that help the reader make predictions.


• EN2RC-IIIf-h-2.17 Answer questions to clarify understanding before, during, and after reading


• Teacher rereads the story pausing at some parts to ask questions and check comprehension.


• Teacher asks questions about the sequence of events.



Grade 2 Grade 3

3

V • Show understanding of meaning of r-influenced vowels (ur, ure) words through drawing, actions, and using them in sentences*

• Skill builder activity • While Grade 3 pupils are answering their Skill Builder, teacher provides worksheets that Grade 2 pupils can work on.

4. Phonics: r-influenced Vowels (ur, ure)

• Teacher writes words on board from Leveled Reader and word list. Various activities: categories, whole class reading, interactive word sort on board.


5. Skill Builder

• Teacher tells pupils to complete the Skill Builder: Fill in the blanks with r-influenced vowels (ur, ure).

S • Spell words from the story, sight words, and words from phonics list*

4

LC • EN2LC-IIIi-j-2.6 Retell and/or reenact events from a story

• Short vowel words

• Action words

1. Action Words

• Teacher rereads Read Aloud Story Tight Times and pupils identify action words.

f • EN2F-IIIa-b-2.11 Read aloud phrases, sentences and stories with appropriate speed, accuracy and proper expression

2. Fluency: Practice reading the poem, “Make Every Day a Clean Green Day.”



Grade 2 Grade 3

4

V • Classify words learned into conceptual categories*

3. Teacher conducts activity about classification of words

• While Grade 2 pupils are doing their activities, teacher guides reading of the Leveled Reader with Grade 3 pupils.

f • read grade 3 level texts consisting of words with r-influenced vowels (ur, ure) with at least 95-100% accuracy*

• read aloud from familiar prose and poetry consisting of r-influenced vowels (ur, ure) words with fluency, appropriate rhythm, pacing, and intonation*


• Learn about hyponyms

• r-influenced vowels (ur, ure)





• Teacher asks pupils to make predictions about what they will learn about wind turbines using the pictures.



Grade 2 Grade 3

4

• Note details regarding wind turbines







• Teacher asks questions about what they learned about solar box cookers.

• Teacher asks pupils to answer the question in writing: What are 3 things you learned about wind turbines?

4. Grammar

• Teacher leads a mini-lesson on hyponyms.

• Teacher tells pupils to copy the Skill Builder in their notebook to complete at home.



Grade 2 Grade 3

5

LC • EN2LC-IIIi-j-2.6 Retell and/or reenact events from a story


• Composing activity: Rewriting a story in sequence

1. Routine (same as above under Daily Activities) – Assessment Focus: Sequence of events

2. Composing Activity: Rewriting the story in sequence


• Teacher invites pupils to share their drawing and writing in groups of four.

• While Grade 2 pupils do their task, teacher discusses task of Grade 3 pupils.


WC • Rewriting a story in sequence*

G • EN3V-IIIi-j-13.7 hyponyms- type of (e.g. guava - type of fruit)

1a. Teacher corrects Skill Builder on board with pupils checking their work.

S • Spell words from the story, sight words, and words from phonics list*

1b. Teacher gives spelling test, then partners correct each other’s work.

ATR • EN3A-IId-f-7 identify favorite authors and stories

• Contrast character profiles

2. Discussion

• Teacher asks pupils to discuss their favorite story this quarter and why they like it.


• Teacher continues discussion by leading an activity to compare the character profiles of the different inventors.

Q3 G2&3 English Multigrade Outline (Odd Cycle)

Documents

Transcript of Q3 G2&3 English Multigrade Outline (Odd Cycle)