English Grade 2 Part 2

2ENGLISHPart II

2 English Learner’s Material Unit 3 This book belongs to:Name: ____________________________________________________Grade and Section: ___________________________________School: ___________________________________________________ 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. Department of Education Republic of the Philippines

English – Grade 2Learner’s MaterialFirst Edition, 2013ISBN: 978-971-9990-82-6Republic Act 8293, section 176 indicates that: No copyright shall subsist in any work ofthe Government of the Philippines. However, prior approval of the government agencyor office wherein the work is created shall be necessary for exploitation of such workfor profit. Such agency or office may, among other things, impose as a condition thepayment 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 fromtheir respective copyright owners. The publisher and authors do not represent nor claimownership over them.Published by the Department of Education and UnionBank of the PhilippinesDepEd Secretary: UnionBank Chairman/CEO:Br. Armin A. Luistro FSC Justo A. OrtizDepEd Undersecretary: UnionBank President:Yolanda S. Quijano, Ph.D. Victor B. ValdepeñasDepEd Assistant Secretary: UnionBank Executive Director:Elena R. Ruiz Maria Gonzalez-Goolsby Developmental Team of the Learner’s MaterialChairman: Luz S. Almeda, Ph.D.Assistant Chairman: Rizalino Jose T. RosalesTeam Leader: Victoria R. MayoWriters: Myrna J. Hipolito, Magdalena S. Rosopa, Porfiria B. Santos, MarimelJane H. Polita, Elisa O. Cerveza, Rose Ann B. Pamintuan, Nerissa R. Lomeda, andAmcy M. EstebanContributors: Leah N. Bautista, Ana Lou N. Caspi, Ivy M. Romano and PraxedesF. MendozaEditors: Victoria R. Mayo and Violeta M. GonzalesConsultant: Norma A. Adamos, Ph.D.Encoders: Eduardo A. Abutal and Christianne C. QuemadoIllustrator: Jose Miguel T. TejidoLayout Artist: Ernanie S. GonzalesPrinted in the PhilippinesDepartment of Education–Instructional Materials Council Secretariat(DepEd-IMCS)Office Address: 2nd Floor Dorm G, PSC ComplexTelefax: Meralco Avenue, Pasig CityE-mail Address: Philippines 1600 (02) 634-1054 or 634-1072 [email protected] ii

The gift of learning is made possible only through the hard work, dedication,and commitment of individuals who, over the last few years, have participated,in one way or another, to create this worthwhile project.The Department of Education and UnionBank of the Philippines extend theirheartfelt gratitude for their participation in this undertaking. UnionBank Learning System CreditsConceived, Produced and Published by: Maria Gonzalez-GoolsbyWritten by: Adalia D. SorianoIllustrations and Activity Pages by: Jose Miguel T. TejidoLayout by: Ernanie S. GonzalesCopy Editing by: Nancy Pe-RodrigoAlmario, Ani Rosa AcknowledgmentAlmeda, Luz S.Arce, Joseling L. Novido, Dolores G.Asprer, Merlie J. Pado, Felicitas E.Baltazar, Teresita D. Pilor, Socorro A.Barro, Mary Margaret M. Quemado, Christianne C.Batalla, Sally G. Quijano, Yolanda S.Belena, John M. Reyes, Lourdes C.Borgonia, Recaredo G. Reyes, NeilBragado, Rosebie J. Rosales, Rizalino Jose T.Dimaano, Marilyn D. Ruivivar, Ilene R.Domalanta, Teresita G. Ruiz, Elena R.Dulangon, Carmelita T. Ruiz, Jean Marie E.Estigoy, Susana Teresa B. Salvaña, Josefina AtienzaEvaristo, Ma. Luz F. Santos, Daisy O.Francisco S.J., Fr. Manoling Soto, Cornelia C.Hael, Elizabeth H. Tang, Elizabeth C.Hidalgo, Fe A. Tay, Dexter A.Hipolito, Myrna J. Teves, Gerard Jude F.Ilagan, Cesar G. Tirado, Kenneth C.Lapus, Jesli A. Tolentino, Maria Teresa A.Lastimoza, Zeny B. Torrevillas, ZonitoLee, Marcy D. Valarao, Carlos V.Magtibay, Januel M. Valencia, Joven M.Magtibay, Maria Elena A. Varela, Francisco M.Mayo, Victoria R. Vidanes, Hector A.Muyot, Alberto T. Villanueva, Roberto P.Ng, Therese Villanueva, Victor A.Niega, Josephine C. Villaruel, Othello T. Vispo, Marilou G. iii

FOREWORDIn our quest to make a difference in our community, we are guided by Magis – the relentless drive to look for something more in every opportunity with a heroic attitude and to engage our ideas, talents, and energies on endeavors thatmay at first seem undistinguished, but are in fact required. For us at UnionBank,this means a corporate philanthropy and social responsibility agenda that can bestleverage our resources and capabilities to develop our nation and our people.For us, this means taking the less travelled path of values formation.It is thus that we have endeavored to focus on youth development and to alignour values formation efforts with the public school curriculum. Through theUnionBank Learning System, we have succeeded in developing learning materialsthat are designed to integrate values formation – in particular, the time-honoredvalues enshrined in the Philippine Constitution – with the crucial area of reading.Knowing fully that reading is a survival skill – if you cannot read, you cannot learn– our learning system endeavors to help produce independent readers among ouryoung.Having launched the program in 2006, we have provided students’ workbooks toover 2.5 million pupils and teachers’ guides to 13,000 Grade 2 teachers in 5,200public schools throughout the country. Over the years, we have received variousawards and commendations for this philanthropic undertaking, as well as excellentimpact evaluations that show proof of its immense worth to Philippine education.Now, through this partnership with the Department of Education, we areembarking on the institutionalization of the program in the public school system,with each and every Grade 2 pupil to be given a copy of this book – revised inaccordance with the new basic education curriculum – beginning school year2013-2014!For UnionBank, this marks the end of a long yet fruitful journey.With hope and confidence in the future, it is our joy and privilege to give this book– through this monumental partnership with the Department of Education – as agift to the Filipino child.May it continue to serve as an effective learning tool, one that can help empowereach Filipino child with the capabilities required by the emerging global village.And may it continue to inspire others to participate in the noble struggle for nationbuilding and, to be reminded that “besides the earth, man’s principal resource isman himself,” for the transformation of each individual. JUSTO A. ORTIZ Chairman and CEO UnionBank of the Philippines iv

INTRODUCTION THE JOURNEYThis book has been eight years in the making. As the culminating output of the flagship program in Corporate Philanthropy and Social Responsibility of UnionBank of the Philippines, the UnionBank Learning System (UBLS)is the embodiment of the bank’s corporate creed – To Make a Difference in theCommunity – realized through programs and projects that focus on the all-important area of values formation, like the UBLS.Launched on June 19, 2006, auspiciously the 145th birth anniversary of ournational hero, Dr. Jose Rizal, the UBLS is the brainchild of UnionBank Chairmanand CEO Justo A. Ortiz and UnionBank Corporate Philanthropy and SocialResponsibility (CPSR) Executive Director Maria Gonzalez-Goolsby.Recognizing the importance of addressing the Millennium Development Goalof achieving universal primary education (MDG 2), and responding to the callfor volunteerism and private sector participation in Philippine public educationthrough the Adopt-A-School Program, UnionBank embarked on a journey to helpFilipino children read, write, and speak English and, at the same time, learn tobecome good and productive Filipino citizens.The Foreword of the first UBLS book reads— We want to give the Filipino child the solidarity of love, a guiding moral compass, pride in our Filipino heritage, and the capability to participate in the equalizing global village.As pointed out by Ortiz, “At the end of the day, values formation becomes a veryimportant foundation for the future, and that’s why more investment should beput into it.”In 2006, UnionBank commissioned Marcy Dans-Lee to write and illustrate thestorybook As A Filipino, as conceptualized by Goolsby. Likewise, Dr. FelicitasE. Pado of the University of the Philippines was commissioned to write aself-instructional Teacher’s Handbook using the Four-Pronged MotivationalApproach and a corresponding Student’s Workbook based on the storybook,while Ms. Lourdes Colina-Reyes, M.A., veteran teacher of De La Salle Zobeland author of a values formation book, was commissioned to write the ValuesEducation component of the book series.The UnionBank “As a Filipino” Learning System: Developmental ReadingIntegrated with Values Education for Good Citizenship (As A Filipino) was born. v

Compliance with the learning competencies set by the Department of Educationwas a primary consideration in developing the entire UnionBank program.The As a Filipino book introduced pupils to the 16 values enshrined in thepreamble of the Philippine Constitution – Faith in God, Unity, Patriotism, Work,Respect for Life, Respect for Law and Government, Truth, Justice, Freedom, Love,Equality, Peace, Promotion of the Common Good, Concern for Family and FutureGenerations, Concern for the Environment, and Order.In 2007, the program was launched in the National Capital Region (NCR), incoordination with then DepEd NCR Director Teresita G. Domalanta, where it wasrolled out in all its public elementary schools that year. Recognizing the Filipinoteacher’s noble mission and dual roles as mentor and model of the Filipino child,UnionBank paid tribute to all the 5,000 Grade 2 public schools teachers of NCR,who were also the first to use the As a Filipino books, through a massive teachertraining event on October 24-25 at the Philippine International ConventionCenter that preceded the region-wide rollout.To validate the program’s effectiveness, UnionBank commissioned Dr. CorneliaC. Soto of the Ateneo de Manila University’s Ateneo Teacher Center (ATC),an acknowledged Assessment and Evaluation of Learning Expert, to conductthe 2007-2008 census study “The Impact of the UnionBank Learning System:Developmental Reading Integrated with Values Education for Good Citizenship As aFilipino on Pupil Achievement in the National Capital Region (NCR).”Based on the performance results of 200,000 Grade 2 pupils, the study concludedthat there was a 41.59% increase in Reading Achievement. In assessing ValuesKnowledge and Feelings, a significant increase was also observed towardsLove for Reading (p.=.002) and Behavior Towards Family (p.=.015) and School(p.=.008). It further stated that, in general, both quantitative and qualitative dataindicated that the UBLS was substantially successful as a cognitive instrumentalsystem. Its affective impact was also substantially beneficial to teachers andpupils, with the Observational, Interview, and Survey results showing thefollowing: The principals (N=29) and teachers (N=168) selected from 450schools felt that the UBLS’ goals and objectives of developing reading skills andvalues integration were achieved. Both respondents gave the UBLS a high rating(principals’ mean = 4.38, teachers’ mean = 4.32 on scale of 1-5). They believedthe UBLS was relevant, useful, and helpful to both teachers and pupils. Theyfound the content logical and well organized, with values properly integratedand applicable to the pupils’ daily life at home and in school, and correlated withother subjects such as Filipino, Makabayan, and Character Education.Under the continuing conceptualization, direction, and management ofUnionBank CPSR head Goolsby, with CPSR officers Ilene R. Ruivivar and MaryMargaret M. Barro, the program evolved in 2008 into the UnionBank Learning vi

System: Development Reading Integrated with Values Education for GoodCitizenship, an integrated program for teaching Literacy, English Proficiency, andValues Education for pupils in the primary grade level.The five editions of the UBLS were written by Adalia D. Soriano, a highlyregarded Language Arts specialist with three masters degrees (GeneralEducation, Elementary School Administration, and Language Teaching) and 35years of teaching experience at the elementary level. Jose Miguel “Jomike” T.Tejido, architect, artist, and author of children’s books, magazines, and comics,enlivened the workbook with his illustrations and activity pages, engaging thepupils and motivating them to interact with the text.Composed of a Student’s WorkText for every pupil, a Teacher’s Edition of theWorkText for every teacher, a Teacher Training Video, and the As a Filipino AudioCD for every school, the UBLS Program was used 90 minutes daily for 32 weeksin participating public elementary schools.Since its launch in 2007, the UBLS has benefited over 2.5 million primarypublic school pupils and 13,000 teachers in 5,200 public elementary schoolsnationwide. Covering the main regions of NCR, Region VII (Central Visayas),and Region XI (Davao), the Divisions of Sarangani, Tawi-Tawi, Isabela City andLamitan City, and the Districts of Maluso and Tipo-Tipo, Basilan and San Isidro,Nueva Ecija, the UBLS was effectively a nationwide program.Coverage expanded in school year 2008-2009 to the Visayas and Mindanao, andATC’s Soto did a study in these areas using the same evaluation protocol usedin 2007-2008. Despite difficult logistics that allowed complete data gatheringin only a few schools, the study showed encouraging results. In Metro Cebu, forinstance, the sample of 2 schools, 9 teachers, and 466 pupils indicated a 16.54%increase in pupils’ reading achievement. In the Autonomous Region of MuslimMindanao, the sample of 29 schools, 36 teachers, and 1,786 pupils yielded anincrease of 34.03%.In school year 2011-2012, then DepEd NCR Director Elena R. Ruiz initiated aDepEd Impact Study, again independently conducted by the Ateneo TeacherCenter. This was administered by ATC’s Soto in collaboration with DepEd NCREducation Supervisor Victoria R. Mayo. The study focused on the rich sourceof data from Grade 2 NCR teachers (N=1592) evaluation of the UBLS Student’sWorkText and Student’s WorkText Teacher’s Edition. The “Teacher Evaluation ofthe UnionBank Learning System: Developmental Reading Integrated with ValuesEducation for Good Citizenship A Content Analysis” Study showed the value of theUBLS to both pupils and teachers.The teachers’ evaluation of the UBLS resource materials was overwhelminglypositive in terms of general impact, characteristics, and content and that these vii

materials were “useful and helpful because of their development of cognitivecompetencies such as the integrated skills of reading, writing, listening,and speaking, values education and integration, and their development ofpsychomotor skills and the arts.”Teachers felt that the focus on values education and integration was quitesignificant since pupils were exposed to “poems, stories, and activities whichcontain values and virtues that are essential for children to become goodpersons, [and which are] essential in strengthening and fortifying theircharacter.” Teachers thought that the inclusion of non-language arts skills andcontent such as art activities, puzzles, and games “challenged the pupils tothink, to question, and to be more creative and imaginative.” The activities “helpincrease their motivation” and made them “more participative and attentive.”The UBLS was given credit by teachers for the perceived change in attitude andbehavior of pupils: they were more attentive, participative, independent, critical,imaginative, and creative. Similarly, teachers expressed that they learned newstrategies and techniques, by using the new instructional materials. They alsobecame more creative, resourceful, patient, and imaginative.The Bureau of Elementary Education (BEE) under Director Marilyn D. Dimaano,also conducted an evaluation of the UBLS in 2012, which showed that the UBLSstudent’s workbook “designed to strengthen literacy skills and instill values, is acomplete package that will be of great help to both the teachers and the pupils.Thus, it is highly recommended for use in Grade 2.”It should be noted that the UBLS has earned several awards of distinction forUnionBank, including the Anvil Award for Excellence in Education (2008), theAnvil Award for Excellence in Responsible Citizenship (2008), the ManagementAssociation of the Philippines (MAP) Special Award for Best in Education (2009),and Finance Asia Top Ten Companies in Asia for CSR (2010).With the onset of the new basic education curriculum, the Department ofEducation saw the value of capitalizing on the strengths of the UBLS.“The UnionBank Learning System has been a great help to all our pupils andteachers for the past five years,” wrote DepEd-NCR Director Luz S. Almeda in herOctober 23, 2012 request to UnionBank to allow the DepEd Learning ResourceWriting Team (LRWT) to use materials from the UBLS for the new DepEdLearner’s Material (LM) and Teacher’s Guide (TG).“This is an opportunity for the UBLS seeds to grow and bear more fruits as they willbe sown in all parts of the country,” Almeda added. “It is high time that [UnionBank’s]advocacy on reading and good citizenship spread throughout the land.” viii

Having been granted permission by UnionBank through CPSR head Goolsby,Almeda requested clearance from Ruiz, who by then had been promotedto the position of DepEd Assistant Secretary for Programs and Projects, touse the UBLS in the development of the LM and TG for Grade 2 English. Thematter was eventually elevated to then DepEd Undersecretary for Programsand Projects Yolanda S. Quijano, and after several meetings with UnionBank’sGoolsby and other DepEd officials, among them Undersecretary for Finance andAdministration Francisco M. Varela, Undersecretary for Legal and LegislativeAffairs Alberto T. Muyot, Instructional Materials Council Secretariat DirectorSocorro A. Pilor, Adopt-A-School Program Operations Manager Merlie J. Asprer,BEE’s Dimaano, and NCR’s Almeda and Mayo (the latter serving as team leader ofthe DepEd-NCR LRWT), the integration of the UBLS in DepEd’s Grade 2 EnglishLM and TG and its institutionalization in the public school curriculum wasassured.At this point, the final chapter of UnionBank’s journey with the UBLS was alreadynear at hand.With DepEd formally “acknowledging and recognizing the proven usefulness andimpact of the UBLS” in providing schools with literacy, English proficiency, andValues Education for character formation, and having “examined, checked, andcleared it for adoption and use” in the Grade 2 English LM and TG for all publicelementary schools in the country, selected materials from the UBLS were usedin combination with materials provided by DepEd, using the UBLS template, asdeveloped by the DepEd-NCR LRWT.In completing its journey with the UBLS, UnionBank agreed to assign to DepEdits rights and interests and allow its use and adoption in the public schoolsystem.Thus, on February 6, 2013 a Memorandum of Agreement was signed byEducation Secretary Br. Armin A. Luistro FSC and UnionBank Chairman/CEOJusto A. Ortiz to formalize the turnover of the UBLS to the Department ofEducation.Under this agreement, UnionBank granted DepEd, at no cost, permission toadopt, integrate, and use in the Grade 2 English LM and TG selected exercisesand materials from the UBLS. UnionBank also gave DepEd the right to use allcomponents of the learning system – Student’s WorkText, Student’s WorkTextTeacher’s Edition, Teacher Training Video, As a Filipino Audio CD, and CorporatePhilanthropy and Social Responsibility (CPSR) Audio-Visual Presentation – freeof charge.These LMs will be disposable, on a 1:1 ratio for all Grade 2 public school pupilsnationwide, with every child entitled to bring home the LM at the end of the ix

school year. The TG, however, will be reusable, on a 1:1 ratio, for Grade 2 Englishpublic school teachers nationwide. The Grade 2 English LM will be printed byDepEd in time for school year 2013-2014 and then every year thereafter.Under this agreement, UnionBank and DepEd are copyright co-owners of theGrade 2 English Learner’s Material.According to Secretary Luistro, “The LM is like a student’s worktext which everypupil can study, answer and write on, and bring home as their own.”In the coming school year, it will be given to all 2.5 million Grade 2 pupils inpublic elementary schools nationwide.“This particular engagement comes at a very important segment in our journeytowards reforms,” Luistro explains. “We are thankful to UnionBank for thelearning system that will enable us to integrate and use the Learning Materialsand Teachers Guides in the context of K to 12.”On behalf of UnionBank, Ortiz notes –“We are happy to join DepEd in this historic, enabling, and noble project – abook for every child – for the benefit of all the 2.5 million Grade 2 pupils and the60,000 Grade 2 teachers nationwide. We share [DepEd’s] vision of creating abetter Philippines through the commitment of a better educational system.”This is UnionBank’s Gift to the Filipino Child. And now, through this partnershipwith the Department of Education and this book collaboration, it is for allFilipino children to own, learn from, and enjoy.CARLOS V. VALARAOMarch 13, 2013 x

CONTENTSForeword iv . ............................................................................................................................................................................................................................................................................................................................................Introduction v   . ...............................................................................................................................................................................................................................................................................................................................UNIT  3  –  School  Is  Fun 241 . ...........................................................................................................................................................................................................................Lesson  1:     Noting  Details  * 242 . ............................................................................................................................................................................................................................Lesson  2:     Things  Here  * 247 . ........................................................................................................................................................................................................................................Lesson  3:     Things  There  * 250  ..................................................................................................................................................................................................................................Lesson  4:     Consonant  Clusters/Blends  * 252  ................................................................................................................................................Lesson  5:     A  Proud  Filipino  Boy  * 256  .......................................................................................................................................................................................Lesson  6:     Which  Word?  * 260  .................................................................................................................................................................................................................................Lesson  7:     Talented  Too   265  ..........................................................................................................................................................................................................................................Lesson  8:     Tell  Me  Who,  What,  Where,  When,  Why,  and  How  * . ...................266Lesson  9:     I  Love  My  Family  and  Everyone  in  School  * 269 . ..................................................................Lesson  10:  Writing  a  Simple  Story  * 271  ............................................................................................................................................................................Lesson  11:  Real  or  Made-­‐up  * 274................................................................................................................................................................................................................Lesson  12:  Fiction  or  Non-­‐Fiction 278 . .......................................................................................................................................................................................Lesson  13:  Adjectives  * 279 . ...................................................................................................................................................................................................................................................Lesson  14:  What  Sound?  * 282...................................................................................................................................................................................................................................Lesson  15:  Writing  a  Simple  Story  Using  Adjectives  * 285 . .........................................................................Lesson  16:  What  Do  You  Mean?  * 287............................................................................................................................................................................................Lesson  17:  Good  Study  Habits 291 . ............................................................................................................................................................................................................Lesson  18:  Let’s  Give  a  Clearer  Picture 292 . ............................................................................................................................................................Lesson  19:  Just  One  Sound 294 . ...............................................................................................................................................................................................................................Lesson  20:  Memory  Game  * 296  ..........................................................................................................................................................................................................................Lesson  21:  I  Can  Follow  Directions  * 299 . ........................................................................................................................................................................Lesson  22:  I  Can  Perform 306 . .......................................................................................................................................................................................................................................Lesson  23:  I  Can  Obey 308 . .........................................................................................................................................................................................................................................................Lesson  24:  I  Can  Match  Letter  Patterns  * 310 . ................................................................................................................................................Lesson  25:  I  Can  Shorten  Words  * 313 . .......................................................................................................................................................................................Lesson  26:  I  Can  Retell  Stories  * 315 . ................................................................................................................................................................................................. xi

Lesson  27:  I  Can  Respond  to  Situations 319 . ........................................................................................................................................................ Lesson  28:  I  Can  Describe  Pictures 320 . ................................................................................................................................................................................. Lesson  29:  I  Can  Read  Graphs 323  .............................................................................................................................................................................................................. Lesson  30:  I  Can  Connect  Sounds  * 327 . ................................................................................................................................................................................. Lesson  31:  I  Can  Perform  Simple  Instructions  * 330  .......................................................................................................... Lesson  32:  I  Can  Do  Things  * 334 . ................................................................................................................................................................................................................... Lesson  33:  I  Can  Write  * 336  .............................................................................................................................................................................................................................................. Lesson  34:  I  Can  Meet  Friends 340............................................................................................................................................................................................................ Lesson  35:  I  Can  Tell  What  Is  Important 342  .................................................................................................................................................... Lesson  36:  I  Can  Tell  the  Sound  * 346  ............................................................................................................................................................................................ Lesson  37:  I  Can  Tell  What  Is  Next  * 350  ............................................................................................................................................................................ Lesson  38:  I  Can  Share  Things 357 . ........................................................................................................................................................................................................... Lesson  39:  I  Can  Use  a  Map 358    ............................................................................................................................................................................................................................*   Activities  and  Exercises  adopted  from  the  UnionBank  Learning  System  Student’s   WorkText  (2012)  and  revised  by  DepEd  National  Capital  Region  –  Learning   Resource  Writing  Team xii

UNIT 3 School Is Fun In school we come, to play and learn.We read, we write, and count a lot. Through songs and games,With poems and stories we all learn. Together now let’s join the fun. So we can be good citizens of our dear motherland.

UNIT 3 School Is FunLesson 1: Noting DetailsLet’s Try Say the name of each Philippine symbol. Write its beginning letter. 1.______ 2.______ 3.______ 4.______ 5.______ Complete the names of the pictures with the correct consonant blends.6. __ __ og 7. __ __ ass8. __ __ uck 9. __ __ own 10. __ __ ush 242

Listen to the words that the teacher will say. Write the beginning letter of each word. 11. _______ 12. _______ 13. _______ 14. _______ 15. _______Get Set Close your eyes. Your teacher will go around to let you smell something. Did you like the smell? Can you tell what it is? Tell something about it.Let’s Aim Read the sentences. Choose the meaning of the word in boldface. 1. Jose Rizal’s patriotism was the reason he died for our country. a. love of neighbors b. love of country c. love of family 2. He was a man of bravery who never feared death. a. courage b. fear c. pride 3. Mango is a tropical fruit so it grows in the Philippines and other neighboring countries. a. fruit that grows in cold places b. fruit that grows in places with warm temperature c. fruit that grows anywhere 243

4. We should plant more trees to have more lumber for making furniture. a. wood b. metal c. houseWe Can Do It Fill in the graphic organizer below with different Philippine symbols. Philippine SymbolsRemember This When listening, pay attention to the important details to better understand the story or text you listen to. In speaking and reading, it is important to produce the beginning and final sounds of a word. 244

I Can Do It Describe the Philippine symbols given below. Write your answers inside the box. Philippine SymbolsMeasure My Learning What is the most important symbol of our country? ___________________ 245

Color the Philippine flag below by following the color assignment of each number. You can use crayons or colored pencils.3 1 1 3 3 2 3 2Colorcode1 – Blue2 – Red3 – Yellow On the squares below, mix the assigned colors and discover the new colors you can create.red blue red yellow yellow blue 246

Lesson 2: Things HereGet Set Recite the chant. Near or Far By Elisa O. Cerveza Near or farLet’s Aim 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. Your teacher will point to an object or will show you something. Repeat after your teacher.1. This is Dr. Jose Rizal, our national hero. 247

2. This is a carabao. 3. That is our flag. 4. That is a mango.We Can Do It Choose a partner. Look around you. Tell your partner about the things you see using This and That.Remember This We use This is when the speaker is near one person, object, or thing. We use That is when pointing to one person, object, or thing far from the speaker. 248

Measure My Learning Write this or that to complete the sentence. 1. ________ hat is big for me. 2. Look! ________ is a falling star. 3. Is ________ sandwich delicious? 4. ________ is a heavy book bag. 5. ________ boy will jump into the water. 6. ________ is a deep swimming pool. 7. ________ is not my water bottle. 8. ________ is the notebook I want. 249

Lesson 3: Things ThereGet Set Recite the chant “Near or Far.”Let’s Aim Listen to your teacher and repeat what he/she says.We Can Do It Choose a partner. Go to the school ground or garden or look outside. Talk about the things you see using These are and Those are.Remember This We use These are when the speaker is holding or near two or more persons, objects, or places. We use Those are when the speaker is pointing to two or more persons, objects, or places far from us. 250

Measure My Learning Write those or these to complete the sentences. Use the pictures to guide you. 1. Are _________ toys yours? 2. _________ . toys are from my grandfather. 3. Are _________ dolls on top of the shelf yours? 4. Oh, _________ are my sister’s dolls. She got them on her birthday. 5. _________ are small cars. 6. Oh, _________ are my father’s toy car collection. 7. _________ are new cars. 8. _________ are my father’s favorite. 251

Lesson 4: Consonant Clusters/Blends cr br gr spr trGet Set These are our community helpers. Can you tell your classmates who they are and what they do to help us?Let’s Aim I Want to Serve My Country By Dali Soriano I want to be a soldier, Brave, strong, and true. I want to serve my country, Defending freedom and liberty. I want to be a businessman, Honest and courteous to all, I want to serve my people, Selling goods of the best kinds. Someday I’ll have a family, Loving, helpful, and kind, I’ll raise my children to be good Citizens of our dear motherland. 252

Let’s AnswerTitle:________________________________________________Author:_____________________________________________I can show my love for my country by ___________________________________________________________________ 253

We Can Do It Group yourselves into 10. Look at the word list below and write the words under the proper column. grass pray broom cross brave try great pride crown bring travel prosper trumpet grand grow crab prize cry bright pray gr br cr tr pr________ ________ ________ ________ ________________ ________ ________ ________ ________________ ________ ________ ________ ________________ ________ ________ ________ ________________ ________ ________ ________ ________Remember This A consonant cluster or blend is a group of consonants without any vowel between them. The sound of each consonant is heard like in the following words: drum (d-r-u-m) brown (b-r-o-w-n) crab (c-r-a-b) prize (p-r-i-z-e) frog (f-r-o-g) 254

I Can Do It Complete the name of each picture with the correct consonant blend.__ __ og __ __ own __ __ ab__ __ anch __ __ ass __ __ uck__ __ ince __ __ ush __ __ avelWrite a sentence using two or moreof the words above. 255

Lesson 5: A Proud Filipino BoyGet Set Put together two to three letters from the list to form consonant clusters. Give words or names that begin with these clusters/blends. ds f l r t cb Who are the people who help the school become clean and orderly? Are you helping them? How? Look at the pictures. Color the picture that shows how you want to serve your country in the future. 256

Let’s Aim A Proud Filipino Boy By Elisa O. Cerveza My name is Raymond Cruz. I am a little boy. I live in a beautiful country called the Philippines. I am a true Filipino. My father and mother are Filipinos, too. I study very well. When I grow up, I want to be the best engineer. I want to help build strong bridges and highways. I want to build many small and big houses, too. I will serve my country because I am proud to be a Filipino. 257

Let’s Answer Comprehension Check-up 1. Who is Raymond Cruz?_________________________ 2. Where does he live?___________________________ 3. What makes him a true Filipino?________________ 4. What does he want to be when he grows up? ______________________________________________ 5. How does he want to serve his country?________ ______________________________________________ 6. Are you a proud Filipino too? How can you show that? ___________________________________ ______________________________________________ 7. How will you serve your country?_______________ ______________________________________________I Can Do It Tell something about yourself as a proud Filipino. Read the story again and substitute the underlined words with details about yourself. 258

Measure My Learning Complete the name of the picture by writing the consonant cluster spr on the blank. Then, read the sentence. 1. I can __ __ __ ead jam on the bread. 2. When I’m happy, I __ __ __ ing into the air. 3. When I was in the garden, I saw a seed __ __ __ out. 4. I __ __ __ inkle water on the plants when the soil is dry. 5. To cool myself on a hot day, I __ __ __ ay cold water on my face. 6. A __ __ __ ite is a small fairy. 259

Lesson 6: Which Word?Let’s TryA. Complete the name of the picture with a consonant blend from the box. sl fl bl cl gl pl1. __ __ ock 2. __ __ ass 3. __ __ ate4. __ __ ass 5. __ __ anket 6. __ __ y7. __ __ ue 8. __ __ ideB. Write the correct wh- questions that will complete the sentences. 9. _______ do you live? 260

10. _______ is your favorite cartoon character? 11. _______ is your best friend? 12. _______ are you late? 13. _______ do you make a paper flower? 14. _______ will you pass your project? 15. _______ is the name of your English teacher?C. Put a J on the blank if the sentence shows love for the members of the family or people in school and L if it does not. ________16. Sara helps her mother in doing the household chores. ________17. Rafael does not ask permission from his parents whenever he leaves the house. ________18. Dennis always prays for the safety of his family. ________19. Sheryl often gets things of her classmates without asking permission. ________ 20. Marie always greets her teachers whenever she sees them.Get Set Today you will listen to the story of Wilma, a girl who was crippled by polio when she was four years old. Find out how she became a basketball champion and Olympic winner in track and field. 261

Let’s Listen Wilma’s Fight to Win From Pat Nelson’s Magic Minutes: Quick Read-Alouds for Every Day Retold by Dali Soriano Wilma Rudolph was an Olympic runner. When she was born, everyone did not think she would live. She was a very small baby of four and a half pounds. When she was four years old, Wilma was crippled by polio. The doctor told her parents that she would never walk again. The whole family, all 19 of them, didn’t believe it. Sixteen brothers and sisters massaged and exercised her leg. Her parents gave her heat and water treatments. Everybody helped. At eight years old, Wilma had a leg brace. Even when she had a limp, she played basketball with her brothers and sometimes, by herself. When she was 11 years old, she played basketball on her bare feet. Everyone was amazed. At 15 years old she became a basketball champion. Wilma was excellent in track and field. When she joined the Olympics in Melbourne, Australia, she got a bronze medal as a member of the US Olympic relay team. In the Summer Olympics in Rome, she won three gold medals in track and field events. She was voted US Female Athlete of the Year, “World’s Fastest Woman.” The little girl whom doctors said would never be able to walk 262

got a bronze and three gold medals. Every athlete that participated admired and respected her. But more than that, a loving family transformed Wilma into a real winner.Let’s Answer 1. How did Wilma become crippled? ______________________________________________ 2 What did Wilma’s family do to make her walk? ______________________________________________ 3. What made Wilma a real winner? ______________________________________________ 4. How did Wilma’s family show their love and concern for her? ______________________________________________ 5. If you were Wilma, how would you feel about yourself? ______________________________________________ 6. Is there any member of your family who is like Wilma who needs your love and concern? How do you show your love to him or her? ______________________________________________ 7. In school, how do you show your love and concern to your classmates? To your teacher? ______________________________________________ 263

We Can Do It Put this graphic organizer on a manila paper and present your work in front of the class. Who is the main character in the story? Describe her using the following timeline.Newborn At eight At eleven At fifteen Beyond fifteen Track and field championI Can Do It Retell the story by recalling the important events using the completed timeline. 264

Lesson 7: Talented TooWe Can Do It Match the picture of the important event with the appropriate age level of Wilma. Beyond 15 At fifteen At eight At four ABCDEI Can Do It Retell the story using the series of pictures in We Can Do It. 265

Lesson 8: Tell Me Who, What, Where, When, Why, and HowLet’s Aim Read the following statements and questions. Underline the word or phrase in the sentence that answers each question. 1. Wilma was crippled by polio. (Who was crippled by polio?) 2. The doctor told her parents that she would never walk again because she was crippled by polio. (Why did the doctor say that she would never walk again?) 3. Her parents gave her heat and water treatment. (What did her parents give her?) 4. When she was 11 years old, she played basketball. (When did she play basketball?) 5. She won three gold medals in the Summer Olympics in Rome. (Where did she win the Summer Olympics gold medals?) 6. She became a real winner through the love and concern of her family. (How did she become a real winner?)Let’s Answer What words/ interrogatives are we going to use if we want to ask about a person? A thing or idea? Time? Place? Reason? 266

What specific details do we use to answer the following questions? Who? ________________ What? ________________ Where? ________________ When? ________________ Why? ________________ How? ________________We Can Do It Choose a partner. Get to know more about him or her by asking and answering questions that begin with who, what, where, when, why, and how.Remember This We use interrogatives in asking for information. Who is used when asking about persons. What is used when asking about things, ideas, or events. Where is used when asking about places. When is used when asking about time. Why is used when asking about reasons or causes. How is used when asking about the way the thing is done. 267

I Can Do It1. Answer the following questions. Sample Your Answers Answersa. Who are you? Henry __________ (person) __________ __________b. Where are you? in school __________ (place) __________c. When do you come here? every day d. What is in your hand? (thing) pencil e. What are you winning medals thinking? f. Why? I want to be a champion like Wilma.2. Write a story using your answers. Example: I am Henry. I am in school. I have a pencil. I am thinking of winning medals. I want to be a champion like Wilma. Your story: _________________________________________________ _________________________________________________ _____________________________________________________ _____________________________________________________3. Read your sentences aloud one at a time. Your classmates should guess the question word for each answer. 268

Lesson 9: I Love My Family and Everyone in SchoolGet Set How do you show your love and concern for your family and classmates? LoveLet’s Aim My Family, My Treasure By Amcy M. Esteban I truly love my family For guiding and loving me. They give me love and happiness, Like a treasure chest filled with riches.Let’s Answer Use the poem to answer the following questions. 1. What is the author telling us about her family? 2. What kind of a person is she? 3. How can you show love and concern for your family? 4. Do you also love your family? Your classmates? Your teachers? How do you show it? 5. If you feel that your classmate does not like you, would you still like him? Why? Why not? 269

We Can Do It List all the persons you love and the persons who love you. Think of the common things you do to show your love for each other. Use the Venn Diagram below to present your answer.I Things The Person We Both Do I loveI Can Do It Read the words in the box. Write the correct word below the picture. swing stop spill star scout snake skirt stick swim 270

Lesson 10: Writing a Simple StoryGet Set Show your love for one of your relatives. Around the letters, draw or write down the things you love about this person. This person could be your mother, your father, cousins, brothers, or sisters. You may also choose your classmate or friend. Enjoy! Dear ______________________________________, (Write the name of your loved one here.) Look after your loved one. Make sure he or she is always safe.I Can Do It Write a simple story based on the following questions: 1. Who are you? I am _________________________________________. 271

2. Who is your loved one? My loved one is_______________________________. Or My loved ones are ___________________________. 3. Why do you love her or him? I love him or her because _____________________. 4. How do you show your love for him or her? I show my love for him or her by________________.Remember This Show your love for your parents by helping in the household chores. Show also your concern for your teacher and classmates by helping clean your classroom.Measure My Learning Write a short story or paragraph about your family. Use the previous activity in I Can Do It as your guide. (10 pts.) I am _____________________________. I love my ______________________ because _____________ ____________________________________________ I show my love to my ________________________ by _________________________________________. 272

Agreement Make a surprise pop-up card for someone special using the pattern below.Materials Step 2: Cut out Step 5: Write the• coloring each pattern. name of the materials Follow the black special person on• scissors outlines. the heart.• glue Step 3: Fold along Step 6: SeeStep 1: Cut out the all the broken lines. how it pops upbox. Follow the whenever youthick black lines. Step 4: Glue all the open the card! tabs so that the numbers and gray tabs match. 273

Lesson 11: Real or Made-upLet’s TryI. Listen to your teacher as he/she says the name of each picture. Write the missing letters (ch, sh, wh, th, or ph). 1. __ __ eese 2. __ __ orts 3. __ __ istle 4. __ __ umb 5. _ _ op sticks 6. __ __ ell 7. __ __ one 8. __ __ ildII. Write R if the story is real and F if it is a fantasy. 9. Jack and the Beanstalk 10. The Story of Manny Pacquiao 11. Ang Alamat ng PinyaIII. Choose a word from the box that will best describe each picture. Write your answer on the blank. hot light cold small round 12. 13. 14. 15. 274

Let’s Listen The Pixies and the Lazy Housewife By Mary Calhoun Retold by Dali Soriano Long ago in England, people believed in pixies. These invisible little people loved neatness. They cleaned the house of people they liked. They play tricks on lazy housewives. Bessy was a messy housewife. She didn’t want to wash the dishes. She never swept the floor of her cottage. Mice made a nest behind her broom. It was strange that the pixies did not punish her. One summer, Bessy saw pixies in the field. Bessy pretended to be sick. She groaned, saying, “Oh, I am too sick to clean my house. Please help me.” “What’s the matter?” said a pixie. Bessy said, “Who is that?” A pixie replied, “It’s Willy. I’ll help you.” “Thank you, please come home with me,” Bessy said. Willy and the pixies jumped into Bessy’s basket. When they got home, Bessy went straight to bed. The pixies started cleaning. They washed the dishes and the dirty clothes. They scrubbed the floor and swept away the cobwebs. The next day, Willy went to Bessy’s bed and asked, “Can you get up today?” Bessy just groaned and said, “I’m still too sick to get up.” So the pixies cleaned the house again. When they left, Bessy jumped and sang. “Tralalala. I have the pixies to work for me. I can just stay in bed.” Bessy did not know that the pixies were watching her. Willy laughed, “Hahaha, playing a trick on us? Here, 275

take this.” Willy pinched Bessy’s nose. The other pixies messed up the house. They ate all the food and blew out the candles. Bessy ran out of the house but the hill was misty. Bessy got lost. When the mist cleared up, Bessy went home. When she got home, Willy was in her house. “Get to work, lazy Bessy, or I’ll pinch you,” commanded Willy. When the house was clean, the pixies left. Bessy always cleaned her house after that. Willy and the other pixies might come back. Comprehension Questions: 1. Why did Bessy pretend to be sick? 2. Would you like to live in Bessy’s house? Why? 3. What can you do to keep your house clean?We Can Do It Recall the important events and tell which of them could happen in real life (real) and which are made-up (fiction). Write the fiction or made-up events in the circles on the left. Write the “real” events in the circles on the right.Fantasy Real 276

I Can Do It Look at the picture of the story “The Pixies and the Lazy Housewife.” Color all things which really exist with any color of your choice except yellow. Use yellow to color all the things that are not real. 277