English Grade 2

ENGLISHTeacher's Guide Grade 2

Saz1r1\0Ni 00* ENGLISH Teacher's Guide 10 -ENG ! Learner's .,. 410,.4sADepartment of EducationRepublic of the Philippines

2 English Teacher’s Guide This book belongs to:Name: ____________________________________________________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 2Teacher’’s GuideFirst Edition, 2013ISBN: 978-971-9990-83-3‡’—„Ž‹……–ͺʹͻ͵ǡ•‡…–‹‘ͳ͹͸‹†‹…ƒ–‡•–Šƒ–ǣ‘…‘’›”‹‰Š–•ŠƒŽŽ•—„•‹•–‹ƒ›™‘”‘ˆ–Š‡‘˜‡”‡–‘ˆ–Š‡Š‹Ž‹’’‹‡•Ǥ‘™‡˜‡”ǡ’”‹‘”ƒ’’”‘˜ƒŽ‘ˆ–Š‡‰‘˜‡”‡–ƒ‰‡…›‘”‘ˆϐ‹…‡™Š‡”‡‹–Š‡™‘”‹•…”‡ƒ–‡†•ŠƒŽŽ„‡‡…‡••ƒ”›ˆ‘”‡š’Ž‘‹–ƒ–‹‘‘ˆ•—…Š™‘”ˆ‘”’”‘ϐ‹–Ǥ—…Šƒ‰‡…›‘”‘ˆϐ‹…‡ƒ›ǡƒ‘‰‘–Š‡”–Š‹‰•ǡ‹’‘•‡ƒ•ƒ…‘†‹–‹‘–Š‡’ƒ›‡–‘ˆ”‘›ƒŽ–‹‡•Ǥ‘””‘™‡†ƒ–‡”‹ƒŽ•ȋ‹Ǥ‡Ǥǡ•‘‰•ǡ•–‘”‹‡•ǡ’‘‡•ǡ’‹…–—”‡•ǡ’Š‘–‘•ǡ„”ƒ†ƒ‡•ǡ–”ƒ†‡ƒ”•ǡ‡–…ǤȌ‹…Ž—†‡†‹–Š‹•„‘‘ƒ”‡‘™‡†„›–Š‡‹””‡•’‡…–‹˜‡…‘’›”‹‰Š–Š‘Ž†‡”•Ǥ˜‡”›‡ơ ‘”–Šƒ•„‡‡‡š‡”–‡†–‘Ž‘…ƒ–‡ƒ†•‡‡’‡”‹••‹‘–‘—•‡–Š‡•‡ƒ–‡”‹ƒŽ•ˆ”‘–Š‡‹””‡•’‡…–‹˜‡…‘’›”‹‰Š–‘™‡”•ǤŠ‡’—„Ž‹•Š‡”ƒ†ƒ—–Š‘”•†‘‘–”‡’”‡•‡–‘”…Žƒ‹‘™‡”•Š‹’‘˜‡”–Š‡Ǥ—„Ž‹•Š‡†„›–Š‡‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘ƒ†‹‘ƒ‘ˆ–Š‡Š‹Ž‹’’‹‡•DepEd Secretary: UnionBank Chairman/CEO:”Ǥ”‹Ǥ—‹•–”‘  —•–‘Ǥ”–‹œDepEd Undersecretary: UnionBank President:‘Žƒ†ƒǤ—‹Œƒ‘ǡŠǤǤ ‹…–‘”ǤƒŽ†‡’‡Óƒ•DepEd Assistant Secretary: UnionBank Executive Director:Ž‡ƒǤ—‹œ ƒ”‹ƒ‘œƒŽ‡œǦ‘‘Ž•„› Developmental Team of the Teacher’’s GuideChairman:—œǤŽ‡†ƒǡŠǤǤAssistant Chairman:‹œƒŽ‹‘‘•‡Ǥ‘•ƒŽ‡•Team Leader:‹…–‘”‹ƒǤƒ›‘Writers:›”ƒǤ‹’‘Ž‹–‘ǡƒ‰†ƒŽ‡ƒǤ‘•‘’ƒǡ‘”ϐ‹”‹ƒǤƒ–‘•ǡƒ”‹‡Žƒ‡Ǥ‘Ž‹–ƒǡŽ‹•ƒǤ‡”˜‡œƒǡ‘•‡Ǥƒ‹–—ƒǡ‡”‹••ƒǤ‘‡†ƒǡƒ†…›Ǥ•–‡„ƒContributors:‡ƒŠǤƒ—–‹•–ƒǡƒ‘—Ǥƒ•’‹ǡ ˜›Ǥ‘ƒ‘ƒ†”ƒš‡†‡• Ǥ‡†‘œƒEditors:‹…–‘”‹ƒǤƒ›‘ƒ†‹‘Ž‡–ƒǤ‘œƒŽ‡•Consultant:‘”ƒǤ†ƒ‘•ǡŠǤǤEncoders:†—ƒ”†‘Ǥ„—–ƒŽƒ†Š”‹•–‹ƒ‡Ǥ—‡ƒ†‘Illustrator:‘•‡‹‰—‡ŽǤ‡Œ‹†‘Layout Artist:”ƒ‹‡Ǥ‘œƒŽ‡•Printed in the PhilippinesDepartment of Education––Instructional Materials Council Secretariat(DepEd-IMCS)ˆϐ‹…‡††”‡••ǣ ʹ† Ž‘‘”‘”ǡ‘’Ž‡š ‡”ƒŽ…‘˜‡—‡ǡƒ•‹‰‹–› Š‹Ž‹’’‹‡•ͳ͸ͲͲ‡Ž‡ˆƒšǣ ȋͲʹȌ͸͵ͶǦͳͲͷͶ‘”͸͵ͶǦͳͲ͹ʹǦƒ‹Ž††”‡••ǣ ‹…•‡–†̷›ƒŠ‘‘Ǥ…‘ ii

Š‡‰‹ˆ–‘ˆŽ‡ƒ”‹‰‹•ƒ†‡’‘••‹„Ž‡‘Ž›–Š”‘—‰Š–Š‡Šƒ”†™‘”ǡ†‡†‹…ƒ–‹‘ǡƒ†…‘‹–‡–‘ˆ‹†‹˜‹†—ƒŽ•™Š‘ǡ‘˜‡”–Š‡Žƒ•–ˆ‡™›‡ƒ”•ǡŠƒ˜‡’ƒ”–‹…‹’ƒ–‡†ǡ‹‘‡™ƒ›‘”ƒ‘–Š‡”ǡ–‘…”‡ƒ–‡–Š‹•™‘”–Š™Š‹Ž‡’”‘Œ‡…–ǤŠ‡‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘ƒ†‹‘ƒ‘ˆ–Š‡Š‹Ž‹’’‹‡•‡š–‡†–Š‡‹”Š‡ƒ”–ˆ‡Ž–‰”ƒ–‹–—†‡ˆ‘”–Š‡‹”’ƒ”–‹…‹’ƒ–‹‘‹–Š‹•—†‡”–ƒ‹‰Ǥ UnionBank Learning System CreditsConceived, Produced and Published by:ƒ”‹ƒ‘œƒŽ‡œǦ‘‘Ž•„›Written by: †ƒŽ‹ƒǤ‘”‹ƒ‘Illustrations and Activity Pages by: ‘•‡‹‰—‡ŽǤ‡Œ‹†‘Layout by:  ”ƒ‹‡Ǥ‘œƒŽ‡•Copy Editing by:  ƒ…›‡Ǧ‘†”‹‰‘Žƒ”‹‘ǡ‹‘•ƒ AcknowledgmentŽ‡†ƒǡ—œǤ ‘˜‹†‘ǡ‘Ž‘”‡•Ǥ”…‡ǡ‘•‡Ž‹‰Ǥ ƒ†‘ǡ ‡Ž‹…‹–ƒ•Ǥ•’”‡”ǡ‡”Ž‹‡Ǥ ‹Ž‘”ǡ‘…‘””‘ǤƒŽ–ƒœƒ”ǡ‡”‡•‹–ƒǤ —‡ƒ†‘ǡŠ”‹•–‹ƒ‡Ǥƒ””‘ǡƒ”›ƒ”‰ƒ”‡–Ǥ —‹Œƒ‘ǡ‘Žƒ†ƒǤƒ–ƒŽŽƒǡƒŽŽ›Ǥ ‡›‡•ǡ‘—”†‡•Ǥ‡Ž‡ƒǡ‘ŠǤ ‡›‡•ǡ‡‹Ž‘”‰‘‹ƒǡ‡…ƒ”‡†‘Ǥ ‘•ƒŽ‡•ǡ‹œƒŽ‹‘‘•‡Ǥ”ƒ‰ƒ†‘ǡ‘•‡„‹‡Ǥ —‹˜‹˜ƒ”ǡ Ž‡‡Ǥ‹ƒƒ‘ǡƒ”‹Ž›Ǥ —‹œǡŽ‡ƒǤ‘ƒŽƒ–ƒǡ‡”‡•‹–ƒǤ —‹œǡ‡ƒƒ”‹‡Ǥ—Žƒ‰‘ǡƒ”‡Ž‹–ƒǤ ƒŽ˜ƒÓƒǡ‘•‡ϐ‹ƒ–‹‡œƒ•–‹‰‘›ǡ—•ƒƒ‡”‡•ƒǤ ƒ–‘•ǡƒ‹•›Ǥ˜ƒ”‹•–‘ǡƒǤ—œ Ǥ ‘–‘ǡ‘”‡Ž‹ƒǤ ”ƒ…‹•…‘ǤǤǡ ”Ǥƒ‘Ž‹‰ ƒ‰ǡŽ‹œƒ„‡–ŠǤƒ‡ŽǡŽ‹œƒ„‡–ŠǤ ƒ›ǡ‡š–‡”Ǥ‹†ƒŽ‰‘ǡ ‡Ǥ ‡˜‡•ǡ‡”ƒ”†—†‡ Ǥ‹’‘Ž‹–‘ǡ›”ƒǤ ‹”ƒ†‘ǡ‡‡–ŠǤ Žƒ‰ƒǡ‡•ƒ”Ǥ ‘Ž‡–‹‘ǡƒ”‹ƒ‡”‡•ƒǤƒ’—•ǡ‡•Ž‹Ǥ ‘””‡˜‹ŽŽƒ•ǡ‘‹–‘ƒ•–‹‘œƒǡ‡›Ǥ ƒŽƒ”ƒ‘ǡƒ”Ž‘•Ǥ‡‡ǡƒ”…›Ǥ ƒŽ‡…‹ƒǡ‘˜‡Ǥƒ‰–‹„ƒ›ǡƒ—‡ŽǤ ƒ”‡Žƒǡ ”ƒ…‹•…‘Ǥƒ‰–‹„ƒ›ǡƒ”‹ƒŽ‡ƒǤ ‹†ƒ‡•ǡ‡…–‘”Ǥƒ›‘ǡ‹…–‘”‹ƒǤ ‹ŽŽƒ—‡˜ƒǡ‘„‡”–‘Ǥ—›‘–ǡŽ„‡”–‘Ǥ ‹ŽŽƒ—‡˜ƒǡ‹…–‘”Ǥ‰ǡŠ‡”‡•‡ ‹ŽŽƒ”—‡Žǡ–Š‡ŽŽ‘Ǥ‹‡‰ƒǡ‘•‡’Š‹‡Ǥ ‹•’‘ǡƒ”‹Ž‘—Ǥ iii

FOREWORD ‘—”“—‡•––‘ƒ‡ƒ†‹ơ‡”‡…‡‹‘—”…‘—‹–›ǡ™‡ƒ”‡‰—‹†‡†„› Magis Ȃ –Š‡”‡Ž‡–Ž‡••†”‹˜‡–‘Ž‘‘ˆ‘”•‘‡–Š‹‰‘”‡‹‡˜‡”›‘’’‘”–—‹–›™‹–Šƒ Š‡”‘‹…ƒ––‹–—†‡ƒ†–‘‡‰ƒ‰‡‘—”‹†‡ƒ•ǡ–ƒŽ‡–•ǡƒ†‡‡”‰‹‡•‘‡†‡ƒ˜‘”•–Šƒ–ƒ›ƒ–ϐ‹”•–•‡‡—†‹•–‹‰—‹•Š‡†ǡ„—–ƒ”‡‹ˆƒ…–”‡“—‹”‡†Ǥ ‘”—•ƒ–‹‘ƒǡ–Š‹•‡ƒ•ƒ…‘”’‘”ƒ–‡’Š‹Žƒ–Š”‘’›ƒ†•‘…‹ƒŽ”‡•’‘•‹„‹Ž‹–›ƒ‰‡†ƒ–Šƒ–…ƒ„‡•–Ž‡˜‡”ƒ‰‡‘—””‡•‘—”…‡•ƒ†…ƒ’ƒ„‹Ž‹–‹‡•–‘†‡˜‡Ž‘’‘—”ƒ–‹‘ƒ†‘—”’‡‘’Ž‡Ǥ ‘”—•ǡ–Š‹•‡ƒ•–ƒ‹‰–Š‡Ž‡••–”ƒ˜‡ŽŽ‡†’ƒ–Š‘ˆ˜ƒŽ—‡•ˆ‘”ƒ–‹‘Ǥ –‹•–Š—•–Šƒ–™‡Šƒ˜‡‡†‡ƒ˜‘”‡†–‘ˆ‘…—•‘›‘—–Š†‡˜‡Ž‘’‡–ƒ†–‘ƒŽ‹‰‘—”˜ƒŽ—‡•ˆ‘”ƒ–‹‘‡ơ ‘”–•™‹–Š–Š‡’—„Ž‹…•…Š‘‘Ž…—””‹…—Ž—ǤŠ”‘—‰Š–Š‡‹‘ƒ‡ƒ”‹‰›•–‡ǡ™‡Šƒ˜‡•—……‡‡†‡†‹†‡˜‡Ž‘’‹‰Ž‡ƒ”‹‰ƒ–‡”‹ƒŽ•–Šƒ–ƒ”‡†‡•‹‰‡†–‘‹–‡‰”ƒ–‡˜ƒŽ—‡•ˆ‘”ƒ–‹‘Ȃ‹’ƒ”–‹…—Žƒ”ǡ–Š‡–‹‡ǦŠ‘‘”‡†˜ƒŽ—‡•‡•Š”‹‡†‹–Š‡Š‹Ž‹’’‹‡‘•–‹–—–‹‘Ȃ™‹–Š–Š‡…”—…‹ƒŽƒ”‡ƒ‘ˆ”‡ƒ†‹‰Ǥ‘™‹‰ˆ—ŽŽ›–Šƒ–”‡ƒ†‹‰‹•ƒ•—”˜‹˜ƒŽ•‹ŽŽȂif you cannot read, you cannot learnȂ‘—”Ž‡ƒ”‹‰•›•–‡‡†‡ƒ˜‘”•–‘Š‡Ž’’”‘†—…‡‹†‡’‡†‡–”‡ƒ†‡”•ƒ‘‰‘—”›‘—‰Ǥƒ˜‹‰Žƒ—…Š‡†–Š‡’”‘‰”ƒ‹ʹͲͲ͸ǡ™‡Šƒ˜‡’”‘˜‹†‡†•–—†‡–•ǯ™‘”„‘‘•–‘‘˜‡”ʹǤͷ‹ŽŽ‹‘’—’‹Ž•ƒ†–‡ƒ…Š‡”•ǯ‰—‹†‡•–‘ͳ͵ǡͲͲͲ”ƒ†‡ʹ–‡ƒ…Š‡”•‹ͷǡʹͲͲ’—„Ž‹…•…Š‘‘Ž•–Š”‘—‰Š‘—––Š‡…‘—–”›Ǥ˜‡”–Š‡›‡ƒ”•ǡ™‡Šƒ˜‡”‡…‡‹˜‡†˜ƒ”‹‘—•ƒ™ƒ”†•ƒ†…‘‡†ƒ–‹‘•ˆ‘”–Š‹•’Š‹Žƒ–Š”‘’‹…—†‡”–ƒ‹‰ǡƒ•™‡ŽŽƒ•‡š…‡ŽŽ‡–‹’ƒ…–‡˜ƒŽ—ƒ–‹‘•–Šƒ–•Š‘™’”‘‘ˆ‘ˆ‹–•‹‡•‡™‘”–Š–‘Š‹Ž‹’’‹‡‡†—…ƒ–‹‘Ǥ‘™ǡ–Š”‘—‰Š–Š‹•’ƒ”–‡”•Š‹’™‹–Š–Š‡‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘ǡ™‡ƒ”‡‡„ƒ”‹‰‘–Š‡‹•–‹–—–‹‘ƒŽ‹œƒ–‹‘‘ˆ–Š‡’”‘‰”ƒ‹–Š‡’—„Ž‹…•…Š‘‘Ž•›•–‡ǡ™‹–Š‡ƒ…Šƒ†‡˜‡”›”ƒ†‡ʹ’—’‹Ž–‘„‡‰‹˜‡ƒ…‘’›‘ˆ–Š‹•„‘‘Ȃ”‡˜‹•‡†‹ƒ……‘”†ƒ…‡™‹–Š–Š‡‡™„ƒ•‹…‡†—…ƒ–‹‘…—””‹…—Ž—Ȃ„‡‰‹‹‰•…Š‘‘Ž›‡ƒ”ʹͲͳ͵ǦʹͲͳͶǨ ‘”‹‘ƒǡ–Š‹•ƒ”•–Š‡‡†‘ˆƒŽ‘‰›‡–ˆ”—‹–ˆ—ŽŒ‘—”‡›Ǥ‹–ŠŠ‘’‡ƒ†…‘ϐ‹†‡…‡‹–Š‡ˆ—–—”‡ǡ‹–‹•‘—”Œ‘›ƒ†’”‹˜‹Ž‡‰‡–‘‰‹˜‡–Š‹•„‘‘Ȃ–Š”‘—‰Š–Š‹•‘—‡–ƒŽ’ƒ”–‡”•Š‹’™‹–Š–Š‡‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘Ȃƒ•ƒ‰‹ˆ––‘–Š‡ ‹Ž‹’‹‘…Š‹Ž†Ǥƒ›‹–…‘–‹—‡–‘•‡”˜‡ƒ•ƒ‡ơ ‡…–‹˜‡Ž‡ƒ”‹‰–‘‘Žǡ‘‡–Šƒ–…ƒŠ‡Ž’‡’‘™‡”‡ƒ…Š ‹Ž‹’‹‘…Š‹Ž†™‹–Š–Š‡…ƒ’ƒ„‹Ž‹–‹‡•”‡“—‹”‡†„›–Š‡‡‡”‰‹‰‰Ž‘„ƒŽ˜‹ŽŽƒ‰‡Ǥ†ƒ›‹–…‘–‹—‡–‘‹•’‹”‡‘–Š‡”•–‘’ƒ”–‹…‹’ƒ–‡‹–Š‡‘„Ž‡•–”—‰‰Ž‡ˆ‘”ƒ–‹‘„—‹Ž†‹‰ƒ†ǡ–‘„‡”‡‹†‡†–Šƒ–Dz„‡•‹†‡•–Š‡‡ƒ”–Šǡƒǯ•’”‹…‹’ƒŽ”‡•‘—”…‡‹•ƒŠ‹•‡Žˆǡdzˆ‘”–Š‡–”ƒ•ˆ‘”ƒ–‹‘‘ˆ‡ƒ…Š‹†‹˜‹†—ƒŽǤ JUSTO A. ORTIZ Šƒ‹”ƒƒ† ‹‘ƒ‘ˆ–Š‡Š‹Ž‹’’‹‡• iv

INTRODUCTIONŠ‹•„‘‘Šƒ•„‡‡‡‹‰Š–›‡ƒ”•‹–Š‡ƒ‹‰Ǥ•–Š‡…—Ž‹ƒ–‹‰‘—–’—–‘ˆ –Š‡ϐŽƒ‰•Š‹’’”‘‰”ƒ‹‘”’‘”ƒ–‡Š‹Žƒ–Š”‘’›ƒ†‘…‹ƒŽ‡•’‘•‹„‹Ž‹–› ‘ˆ‹‘ƒ‘ˆ–Š‡Š‹Ž‹’’‹‡•ǡ–Š‡‹‘ƒ‡ƒ”‹‰›•–‡ȋȌ‹•–Š‡‡„‘†‹‡–‘ˆ–Š‡„ƒǯ•…‘”’‘”ƒ–‡…”‡‡†Ȃ‘ƒ‡ƒ‹ơ ‡”‡…‡‹–Š‡‘—‹–›Ȃ”‡ƒŽ‹œ‡†–Š”‘—‰Š’”‘‰”ƒ•ƒ†’”‘Œ‡…–•–Šƒ–ˆ‘…—•‘–Š‡ƒŽŽǦ‹’‘”–ƒ–ƒ”‡ƒ‘ˆ˜ƒŽ—‡•ˆ‘”ƒ–‹‘ǡŽ‹‡–Š‡Ǥƒ—…Š‡†‘—‡ͳͻǡʹͲͲ͸ǡƒ—•’‹…‹‘—•Ž›–Š‡ͳͶͷ–Š„‹”–Šƒ‹˜‡”•ƒ”›‘ˆ‘—”ƒ–‹‘ƒŽŠ‡”‘ǡ”Ǥ‘•‡‹œƒŽǡ–Š‡‹•–Š‡„”ƒ‹…Š‹Ž†‘ˆ‹‘ƒŠƒ‹”ƒƒ†—•–‘Ǥ”–‹œƒ†‹‘ƒ‘”’‘”ƒ–‡Š‹Žƒ–Š”‘’›ƒ†‘…‹ƒŽ‡•’‘•‹„‹Ž‹–›ȋȌš‡…—–‹˜‡‹”‡…–‘”ƒ”‹ƒ‘œƒŽ‡œǦ‘‘Ž•„›Ǥ‡…‘‰‹œ‹‰–Š‡‹’‘”–ƒ…‡‘ˆƒ††”‡••‹‰–Š‡‹ŽŽ‡‹—‡˜‡Ž‘’‡–‘ƒŽ‘ˆƒ…Š‹‡˜‹‰—‹˜‡”•ƒŽ’”‹ƒ”›‡†—…ƒ–‹‘ȋʹȌǡƒ†”‡•’‘†‹‰–‘–Š‡…ƒŽŽˆ‘”˜‘Ž—–‡‡”‹•ƒ†’”‹˜ƒ–‡•‡…–‘”’ƒ”–‹…‹’ƒ–‹‘‹Š‹Ž‹’’‹‡’—„Ž‹…‡†—…ƒ–‹‘–Š”‘—‰Š–Š‡†‘’–ǦǦ…Š‘‘Ž”‘‰”ƒǡ‹‘ƒ‡„ƒ”‡†‘ƒŒ‘—”‡›–‘Š‡Ž’ ‹Ž‹’‹‘…Š‹Ž†”‡”‡ƒ†ǡ™”‹–‡ǡƒ†•’‡ƒ‰Ž‹•Šƒ†ǡƒ––Š‡•ƒ‡–‹‡ǡŽ‡ƒ”–‘„‡…‘‡‰‘‘†ƒ†’”‘†—…–‹˜‡ ‹Ž‹’‹‘…‹–‹œ‡•ǤŠ‡ ‘”‡™‘”†‘ˆ–Š‡ϐ‹”•–„‘‘”‡ƒ†•Ȅ 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.•’‘‹–‡†‘—–„›”–‹œǡDz––Š‡‡†‘ˆ–Š‡†ƒ›ǡ˜ƒŽ—‡•ˆ‘”ƒ–‹‘„‡…‘‡•ƒ˜‡”›‹’‘”–ƒ–ˆ‘—†ƒ–‹‘ˆ‘”–Š‡ˆ—–—”‡ǡƒ†–Šƒ–ǯ•™Š›‘”‡‹˜‡•–‡–•Š‘—Ž†„‡’—–‹–‘‹–Ǥdz ʹͲͲ͸ǡ‹‘ƒ…‘‹••‹‘‡†ƒ”…›ƒ•Ǧ‡‡–‘™”‹–‡ƒ†‹ŽŽ—•–”ƒ–‡–Š‡•–‘”›„‘‘•ƒ ‹Ž‹’‹‘ǡƒ•…‘…‡’–—ƒŽ‹œ‡†„›‘‘Ž•„›Ǥ‹‡™‹•‡ǡ”Ǥ ‡Ž‹…‹–ƒ•Ǥƒ†‘‘ˆ–Š‡‹˜‡”•‹–›‘ˆ–Š‡Š‹Ž‹’’‹‡•™ƒ•…‘‹••‹‘‡†–‘™”‹–‡ƒ•‡ŽˆǦ‹•–”—…–‹‘ƒŽ‡ƒ…Š‡”ǯ•ƒ†„‘‘—•‹‰–Š‡ ‘—”Ǧ”‘‰‡†‘–‹˜ƒ–‹‘ƒŽ’’”‘ƒ…Šƒ†ƒ…‘””‡•’‘†‹‰–—†‡–ǯ•‘”„‘‘„ƒ•‡†‘–Š‡•–‘”›„‘‘ǡ™Š‹Ž‡•Ǥ‘—”†‡•‘Ž‹ƒǦ‡›‡•ǡǤǤǡ˜‡–‡”ƒ–‡ƒ…Š‡”‘ˆ‡ƒƒŽŽ‡‘„‡Žƒ†ƒ—–Š‘”‘ˆƒ˜ƒŽ—‡•ˆ‘”ƒ–‹‘„‘‘ǡ™ƒ•…‘‹••‹‘‡†–‘™”‹–‡–Š‡ƒŽ—‡•†—…ƒ–‹‘…‘’‘‡–‘ˆ–Š‡„‘‘•‡”‹‡•ǤŠ‡‹‘ƒ““As a Filipino”” Learning System: Developmental ReadingIntegrated with Values Education for Good Citizenship (As a Filipino)™ƒ•„‘”Ǥ v

‘’Ž‹ƒ…‡™‹–Š–Š‡Ž‡ƒ”‹‰…‘’‡–‡…‹‡••‡–„›–Š‡‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘™ƒ•ƒ’”‹ƒ”›…‘•‹†‡”ƒ–‹‘‹†‡˜‡Ž‘’‹‰–Š‡‡–‹”‡‹‘ƒ’”‘‰”ƒǤŠ‡As a Filipino„‘‘‹–”‘†—…‡†’—’‹Ž•–‘–Š‡ͳ͸˜ƒŽ—‡•‡•Š”‹‡†‹–Š‡’”‡ƒ„Ž‡‘ˆ–Š‡Š‹Ž‹’’‹‡‘•–‹–—–‹‘Ȃ ƒ‹–Š‹‘†ǡ‹–›ǡƒ–”‹‘–‹•ǡ‘”ǡ‡•’‡…–ˆ‘”‹ˆ‡ǡ‡•’‡…–ˆ‘”ƒ™ƒ†‘˜‡”‡–ǡ”—–Šǡ—•–‹…‡ǡ ”‡‡†‘ǡ‘˜‡ǡ“—ƒŽ‹–›ǡ‡ƒ…‡ǡ”‘‘–‹‘‘ˆ–Š‡‘‘‘‘†ǡ‘…‡”ˆ‘” ƒ‹Ž›ƒ† —–—”‡‡‡”ƒ–‹‘•ǡ‘…‡”ˆ‘”–Š‡˜‹”‘‡–ǡƒ†”†‡”Ǥ ʹͲͲ͹ǡ–Š‡’”‘‰”ƒ™ƒ•Žƒ—…Š‡†‹–Š‡ƒ–‹‘ƒŽƒ’‹–ƒŽ‡‰‹‘ȋȌǡ‹…‘‘”†‹ƒ–‹‘™‹–Š–Š‡‡’†‹”‡…–‘”‡”‡•‹–ƒǤ‘ƒŽƒ–ƒǡ™Š‡”‡‹–™ƒ•”‘ŽŽ‡†‘—–‹ƒŽŽ‹–•’—„Ž‹…‡Ž‡‡–ƒ”›•…Š‘‘Ž•–Šƒ–›‡ƒ”Ǥ‡…‘‰‹œ‹‰–Š‡ ‹Ž‹’‹‘–‡ƒ…Š‡”ǯ•‘„Ž‡‹••‹‘ƒ††—ƒŽ”‘Ž‡•ƒ•‡–‘”ƒ†‘†‡Ž‘ˆ–Š‡ ‹Ž‹’‹‘…Š‹Ž†ǡ‹‘ƒ’ƒ‹†–”‹„—–‡–‘ƒŽŽ–Š‡ͷǡͲͲͲ”ƒ†‡ʹ’—„Ž‹…•…Š‘‘Ž•–‡ƒ…Š‡”•‘ˆǡ™Š‘™‡”‡ƒŽ•‘–Š‡ϐ‹”•––‘—•‡–Š‡As a Filipino„‘‘•ǡ–Š”‘—‰Šƒƒ••‹˜‡–‡ƒ…Š‡”–”ƒ‹‹‰‡˜‡–‘…–‘„‡”ʹͶǦʹͷƒ––Š‡Š‹Ž‹’’‹‡ –‡”ƒ–‹‘ƒŽ‘˜‡–‹‘‡–‡”–Šƒ–’”‡…‡†‡†–Š‡”‡‰‹‘Ǧ™‹†‡”‘ŽŽ‘—–Ǥ‘˜ƒŽ‹†ƒ–‡–Š‡’”‘‰”ƒǯ•‡ơ ‡…–‹˜‡‡••ǡ‹‘ƒ…‘‹••‹‘‡†”Ǥ‘”‡Ž‹ƒǤ‘–‘‘ˆ–Š‡–‡‡‘†‡ƒ‹Žƒ‹˜‡”•‹–›ǯ•–‡‡‘‡ƒ…Š‡”‡–‡”ȋȌǡƒƒ…‘™Ž‡†‰‡†••‡••‡–ƒ†˜ƒŽ—ƒ–‹‘‘ˆ‡ƒ”‹‰š’‡”–ǡ–‘…‘†—…––Š‡ʹͲͲ͹ǦʹͲͲͺ…‡•—••–—†›““The Impact of the UnionBank Learning System:Developmental Reading Integrated with Values Education for Good Citizenship As aFilipino‘—’‹Ž…Š‹‡˜‡‡–‹–Š‡ƒ–‹‘ƒŽƒ’‹–ƒŽ‡‰‹‘ȋȌǤdzƒ•‡†‘–Š‡’‡”ˆ‘”ƒ…‡”‡•—Ž–•‘ˆʹͲͲǡͲͲͲ”ƒ†‡ʹ’—’‹Ž•ǡ–Š‡•–—†›…‘…Ž—†‡†–Šƒ––Š‡”‡™ƒ•ƒͶͳǤͷͻΨ‹…”‡ƒ•‡‹‡ƒ†‹‰…Š‹‡˜‡‡–Ǥ ƒ••‡••‹‰ƒŽ—‡•‘™Ž‡†‰‡ƒ† ‡‡Ž‹‰•ǡƒ•‹‰‹ϐ‹…ƒ–‹…”‡ƒ•‡™ƒ•ƒŽ•‘‘„•‡”˜‡†–‘™ƒ”†•‘˜‡ˆ‘”‡ƒ†‹‰ȋ’ǤαǤͲͲʹȌƒ†‡Šƒ˜‹‘”‘™ƒ”†• ƒ‹Ž›ȋ’ǤαǤͲͳͷȌƒ†…Š‘‘Žȋ’ǤαǤͲͲͺȌǤ –ˆ—”–Š‡”•–ƒ–‡†–Šƒ–ǡ‹‰‡‡”ƒŽǡ„‘–Š“—ƒ–‹–ƒ–‹˜‡ƒ†“—ƒŽ‹–ƒ–‹˜‡†ƒ–ƒ‹†‹…ƒ–‡†–Šƒ––Š‡™ƒ••—„•–ƒ–‹ƒŽŽ›•—……‡••ˆ—Žƒ•ƒ…‘‰‹–‹˜‡‹•–”—‡–ƒŽ•›•–‡Ǥ –•ƒơ ‡…–‹˜‡‹’ƒ…–™ƒ•ƒŽ•‘•—„•–ƒ–‹ƒŽŽ›„‡‡ϐ‹…‹ƒŽ–‘–‡ƒ…Š‡”•ƒ†’—’‹Ž•ǡ™‹–Š–Š‡„•‡”˜ƒ–‹‘ƒŽǡ –‡”˜‹‡™ǡƒ†—”˜‡›”‡•—Ž–••Š‘™‹‰–Š‡ˆ‘ŽŽ‘™‹‰ǣŠ‡’”‹…‹’ƒŽ•ȋαʹͻȌƒ†–‡ƒ…Š‡”•ȋαͳ͸ͺȌ•‡Ž‡…–‡†ˆ”‘ͶͷͲ•…Š‘‘Ž•ˆ‡Ž––Šƒ––Š‡ǯ‰‘ƒŽ•ƒ†‘„Œ‡…–‹˜‡•‘ˆ†‡˜‡Ž‘’‹‰”‡ƒ†‹‰•‹ŽŽ•ƒ†˜ƒŽ—‡•‹–‡‰”ƒ–‹‘™‡”‡ƒ…Š‹‡˜‡†Ǥ‘–Š”‡•’‘†‡–•‰ƒ˜‡–Š‡ƒŠ‹‰Š”ƒ–‹‰ȋ’”‹…‹’ƒŽ•ǯ‡ƒαͶǤ͵ͺǡ–‡ƒ…Š‡”•ǯ‡ƒαͶǤ͵ʹ‘•…ƒŽ‡‘ˆͳǦͷȌǤŠ‡›„‡Ž‹‡˜‡†–Š‡™ƒ•”‡Ž‡˜ƒ–ǡ—•‡ˆ—Žǡƒ†Š‡Ž’ˆ—Ž–‘„‘–Š–‡ƒ…Š‡”•ƒ†’—’‹Ž•ǤŠ‡›ˆ‘—†–Š‡…‘–‡–Ž‘‰‹…ƒŽƒ†™‡ŽŽ‘”‰ƒ‹œ‡†ǡ™‹–Š˜ƒŽ—‡•’”‘’‡”Ž›‹–‡‰”ƒ–‡†ƒ†ƒ’’Ž‹…ƒ„Ž‡–‘–Š‡’—’‹Ž•ǯ†ƒ‹Ž›Ž‹ˆ‡ƒ–Š‘‡ƒ†‹•…Š‘‘Žǡƒ†…‘””‡Žƒ–‡†™‹–Š‘–Š‡”•—„Œ‡…–••—…Šƒ• ‹Ž‹’‹‘ǡƒƒ„ƒ›ƒǡƒ†Šƒ”ƒ…–‡”†—…ƒ–‹‘Ǥ†‡”–Š‡…‘–‹—‹‰…‘…‡’–—ƒŽ‹œƒ–‹‘ǡ†‹”‡…–‹‘ǡƒ†ƒƒ‰‡‡–‘ˆ‹‘ƒŠ‡ƒ†‘‘Ž•„›ǡ™‹–Š‘ˆϐ‹…‡”• Ž‡‡Ǥ—‹˜‹˜ƒ”ƒ†ƒ”›ƒ”‰ƒ”‡–Ǥƒ””‘ǡ–Š‡’”‘‰”ƒ‡˜‘Ž˜‡†‹ʹͲͲͺ‹–‘–Š‡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

ƒ–‡”‹ƒŽ•™‡”‡Dz—•‡ˆ—Žƒ†Š‡Ž’ˆ—Ž„‡…ƒ—•‡‘ˆ–Š‡‹”†‡˜‡Ž‘’‡–‘ˆ…‘‰‹–‹˜‡…‘’‡–‡…‹‡••—…Šƒ•–Š‡‹–‡‰”ƒ–‡†•‹ŽŽ•‘ˆ”‡ƒ†‹‰ǡ™”‹–‹‰ǡŽ‹•–‡‹‰ǡƒ†•’‡ƒ‹‰ǡ˜ƒŽ—‡•‡†—…ƒ–‹‘ƒ†‹–‡‰”ƒ–‹‘ǡƒ†–Š‡‹”†‡˜‡Ž‘’‡–‘ˆ’•›…Š‘‘–‘”•‹ŽŽ•ƒ†–Š‡ƒ”–•Ǥdz‡ƒ…Š‡”•ˆ‡Ž––Šƒ––Š‡ˆ‘…—•‘˜ƒŽ—‡•‡†—…ƒ–‹‘ƒ†‹–‡‰”ƒ–‹‘™ƒ•“—‹–‡•‹‰‹ϐ‹…ƒ–•‹…‡’—’‹Ž•™‡”‡‡š’‘•‡†–‘Dz’‘‡•ǡ•–‘”‹‡•ǡƒ†ƒ…–‹˜‹–‹‡•™Š‹…Š…‘–ƒ‹˜ƒŽ—‡•ƒ†˜‹”–—‡•–Šƒ–ƒ”‡‡••‡–‹ƒŽˆ‘”…Š‹Ž†”‡–‘„‡…‘‡‰‘‘†’‡”•‘•ǡȏƒ†™Š‹…Šƒ”‡Ȑ‡••‡–‹ƒŽ‹•–”‡‰–Š‡‹‰ƒ†ˆ‘”–‹ˆ›‹‰–Š‡‹”…Šƒ”ƒ…–‡”Ǥdz‡ƒ…Š‡”•–Š‘—‰Š––Šƒ––Š‡‹…Ž—•‹‘‘ˆ‘ǦŽƒ‰—ƒ‰‡ƒ”–••‹ŽŽ•ƒ†…‘–‡–•—…Šƒ•ƒ”–ƒ…–‹˜‹–‹‡•ǡ’—œœŽ‡•ǡƒ†‰ƒ‡•Dz…ŠƒŽŽ‡‰‡†–Š‡’—’‹Ž•–‘–Š‹ǡ–‘“—‡•–‹‘ǡƒ†–‘„‡‘”‡…”‡ƒ–‹˜‡ƒ†‹ƒ‰‹ƒ–‹˜‡ǤdzŠ‡ƒ…–‹˜‹–‹‡•DzŠ‡Ž’‹…”‡ƒ•‡–Š‡‹”‘–‹˜ƒ–‹‘dzƒ†ƒ†‡–Š‡Dz‘”‡’ƒ”–‹…‹’ƒ–‹˜‡ƒ†ƒ––‡–‹˜‡ǤdzŠ‡™ƒ•‰‹˜‡…”‡†‹–„›–‡ƒ…Š‡”•ˆ‘”–Š‡’‡”…‡‹˜‡†…Šƒ‰‡‹ƒ––‹–—†‡ƒ†„‡Šƒ˜‹‘”‘ˆ’—’‹Ž•ǣ–Š‡›™‡”‡‘”‡ƒ––‡–‹˜‡ǡ’ƒ”–‹…‹’ƒ–‹˜‡ǡ‹†‡’‡†‡–ǡ…”‹–‹…ƒŽǡ‹ƒ‰‹ƒ–‹˜‡ǡƒ†…”‡ƒ–‹˜‡Ǥ‹‹Žƒ”Ž›ǡ–‡ƒ…Š‡”•‡š’”‡••‡†–Šƒ––Š‡›Ž‡ƒ”‡†‡™•–”ƒ–‡‰‹‡•ƒ†–‡…Š‹“—‡•ǡ„›—•‹‰–Š‡‡™‹•–”—…–‹‘ƒŽƒ–‡”‹ƒŽ•ǤŠ‡›ƒŽ•‘„‡…ƒ‡‘”‡…”‡ƒ–‹˜‡ǡ”‡•‘—”…‡ˆ—Žǡ’ƒ–‹‡–ǡƒ†‹ƒ‰‹ƒ–‹˜‡ǤŠ‡—”‡ƒ—‘ˆŽ‡‡–ƒ”›†—…ƒ–‹‘ȋȌ—†‡”‹”‡…–‘”ƒ”‹Ž›Ǥ‹ƒƒ‘ǡƒŽ•‘…‘†—…–‡†ƒ‡˜ƒŽ—ƒ–‹‘‘ˆ–Š‡‹ʹͲͳʹǡ™Š‹…Š•Š‘™‡†–Šƒ––Š‡•–—†‡–ǯ•™‘”„‘‘Dz†‡•‹‰‡†–‘•–”‡‰–Š‡Ž‹–‡”ƒ…›•‹ŽŽ•ƒ†‹•–‹ŽŽ˜ƒŽ—‡•ǡ‹•ƒ…‘’Ž‡–‡’ƒ…ƒ‰‡–Šƒ–™‹ŽŽ„‡‘ˆ‰”‡ƒ–Š‡Ž’–‘„‘–Š–Š‡–‡ƒ…Š‡”•ƒ†–Š‡’—’‹Ž•ǤŠ—•ǡ‹–‹•Š‹‰ŠŽ›”‡…‘‡†‡†ˆ‘”—•‡‹”ƒ†‡ʹǤdz –•Š‘—Ž†„‡‘–‡†–Šƒ––Š‡Šƒ•‡ƒ”‡†•‡˜‡”ƒŽƒ™ƒ”†•‘ˆ†‹•–‹…–‹‘ˆ‘”‹‘ƒǡ‹…Ž—†‹‰–Š‡˜‹Ž™ƒ”†ˆ‘”š…‡ŽŽ‡…‡‹†—…ƒ–‹‘ȋʹͲͲͺȌǡ–Š‡˜‹Ž™ƒ”†ˆ‘”š…‡ŽŽ‡…‡‹‡•’‘•‹„Ž‡‹–‹œ‡•Š‹’ȋʹͲͲͺȌǡ–Š‡ƒƒ‰‡‡–••‘…‹ƒ–‹‘‘ˆ–Š‡Š‹Ž‹’’‹‡•ȋȌ’‡…‹ƒŽ™ƒ”†ˆ‘”‡•–‹†—…ƒ–‹‘ȋʹͲͲͻȌǡƒ†Finance Asia‘’‡‘’ƒ‹‡•‹•‹ƒˆ‘”ȋʹͲͳͲȌǤ‹–Š–Š‡‘•‡–‘ˆ–Š‡‡™„ƒ•‹…‡†—…ƒ–‹‘…—””‹…—Ž—ǡ–Š‡‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘•ƒ™–Š‡˜ƒŽ—‡‘ˆ…ƒ’‹–ƒŽ‹œ‹‰‘–Š‡•–”‡‰–Š•‘ˆ–Š‡ǤDzŠ‡‹‘ƒ‡ƒ”‹‰›•–‡Šƒ•„‡‡ƒ‰”‡ƒ–Š‡Ž’–‘ƒŽŽ‘—”’—’‹Ž•ƒ†–‡ƒ…Š‡”•ˆ‘”–Š‡’ƒ•–ϐ‹˜‡›‡ƒ”•ǡdz™”‘–‡‡’†Ǧ‹”‡…–‘”—œǤŽ‡†ƒ‹Š‡”…–‘„‡”ʹ͵ǡʹͲͳʹ”‡“—‡•––‘‹‘ƒ–‘ƒŽŽ‘™–Š‡‡’†‡ƒ”‹‰‡•‘—”…‡”‹–‹‰‡ƒȋȌ–‘—•‡ƒ–‡”‹ƒŽ•ˆ”‘–Š‡ˆ‘”–Š‡‡™‡’†‡ƒ”‡”ǯ•ƒ–‡”‹ƒŽȋȌƒ†‡ƒ…Š‡”ǯ•—‹†‡ȋȌǤDzŠ‹•‹•ƒ‘’’‘”–—‹–›ˆ‘”–Š‡•‡‡†•–‘‰”‘™ƒ†„‡ƒ”‘”‡ˆ”—‹–•ƒ•–Š‡›™‹ŽŽ„‡•‘™‹ƒŽŽ’ƒ”–•‘ˆ–Š‡…‘—–”›ǡdzŽ‡†ƒƒ††‡†ǤDz –‹•Š‹‰Š–‹‡–Šƒ–ȏ‹‘ƒǯ•Ȑƒ†˜‘…ƒ…›‘”‡ƒ†‹‰ƒ†‰‘‘†…‹–‹œ‡•Š‹’•’”‡ƒ†–Š”‘—‰Š‘—––Š‡Žƒ†Ǥdz viii

ƒ˜‹‰„‡‡‰”ƒ–‡†’‡”‹••‹‘„›‹‘ƒ–Š”‘—‰ŠŠ‡ƒ†‘‘Ž•„›ǡŽ‡†ƒ”‡“—‡•–‡†…Ž‡ƒ”ƒ…‡ˆ”‘—‹œǡ™Š‘„›–Š‡Šƒ†„‡‡’”‘‘–‡†–‘–Š‡’‘•‹–‹‘‘ˆ‡’†••‹•–ƒ–‡…”‡–ƒ”›ˆ‘””‘‰”ƒ•ƒ†”‘Œ‡…–•ǡ–‘—•‡–Š‡‹–Š‡†‡˜‡Ž‘’‡–‘ˆ–Š‡ƒ†ˆ‘””ƒ†‡ʹ‰Ž‹•ŠǤŠ‡ƒ––‡”™ƒ•‡˜‡–—ƒŽŽ›‡Ž‡˜ƒ–‡†–‘–Š‡‡’††‡”•‡…”‡–ƒ”›ˆ‘””‘‰”ƒ•ƒ†”‘Œ‡…–•‘Žƒ†ƒǤ—‹Œƒ‘ǡƒ†ƒˆ–‡”•‡˜‡”ƒŽ‡‡–‹‰•™‹–Š‹‘ƒǯ•‘‘Ž•„›ƒ†‘–Š‡”‡’†‘ˆϐ‹…‹ƒŽ•ǡƒ‘‰–Š‡†‡”•‡…”‡–ƒ”›ˆ‘” ‹ƒ…‡ƒ††‹‹•–”ƒ–‹‘ ”ƒ…‹•…‘Ǥƒ”‡Žƒǡ†‡”•‡…”‡–ƒ”›ˆ‘”‡‰ƒŽƒ†‡‰‹•Žƒ–‹˜‡ơ ƒ‹”•Ž„‡”–‘Ǥ—›‘–ǡ •–”—…–‹‘ƒŽƒ–‡”‹ƒŽ•‘—…‹Ž‡…”‡–ƒ”‹ƒ–‹”‡…–‘”‘…‘””‘Ǥ‹Ž‘”ǡ†‘’–ǦǦ…Š‘‘Ž”‘‰”ƒ’‡”ƒ–‹‘•ƒƒ‰‡”‡”Ž‹‡Ǥ•’”‡”ǡǯ•‹ƒƒ‘ǡƒ†ǯ•Ž‡†ƒƒ†ƒ›‘ȋ–Š‡Žƒ––‡”•‡”˜‹‰ƒ•–‡ƒŽ‡ƒ†‡”‘ˆ–Š‡‡’†ǦȌǡ–Š‡‹–‡‰”ƒ–‹‘‘ˆ–Š‡‹‡’†ǯ•”ƒ†‡ʹ‰Ž‹•Šƒ†ƒ†‹–•‹•–‹–—–‹‘ƒŽ‹œƒ–‹‘‹–Š‡’—„Ž‹…•…Š‘‘Ž…—””‹…—Ž—™ƒ•ƒ••—”‡†Ǥ––Š‹•’‘‹–ǡ–Š‡ϐ‹ƒŽ…Šƒ’–‡”‘ˆ‹‘ƒǯ•Œ‘—”‡›™‹–Š–Š‡™ƒ•ƒŽ”‡ƒ†›‡ƒ”ƒ–Šƒ†Ǥ‹–Š‡’†ˆ‘”ƒŽŽ›Dzƒ…‘™Ž‡†‰‹‰ƒ†”‡…‘‰‹œ‹‰–Š‡’”‘˜‡—•‡ˆ—Ž‡••ƒ†‹’ƒ…–‘ˆ–Š‡dz‹’”‘˜‹†‹‰•…Š‘‘Ž•™‹–ŠŽ‹–‡”ƒ…›ǡ‰Ž‹•Š’”‘ϐ‹…‹‡…›ǡƒ†ƒŽ—‡•†—…ƒ–‹‘ˆ‘”…Šƒ”ƒ…–‡”ˆ‘”ƒ–‹‘ǡƒ†Šƒ˜‹‰Dz‡šƒ‹‡†ǡ…Š‡…‡†ǡƒ†…Ž‡ƒ”‡†‹–ˆ‘”ƒ†‘’–‹‘ƒ†—•‡dz‹–Š‡”ƒ†‡ʹ‰Ž‹•Šƒ†ˆ‘”ƒŽŽ’—„Ž‹…‡Ž‡‡–ƒ”›•…Š‘‘Ž•‹–Š‡…‘—–”›ǡ•‡Ž‡…–‡†ƒ–‡”‹ƒŽ•ˆ”‘–Š‡™‡”‡—•‡†‹…‘„‹ƒ–‹‘™‹–Šƒ–‡”‹ƒŽ•’”‘˜‹†‡†„›‡’†ǡ—•‹‰–Š‡–‡’Žƒ–‡ǡƒ•†‡˜‡Ž‘’‡†„›–Š‡‡’†ǦǤ …‘’Ž‡–‹‰‹–•Œ‘—”‡›™‹–Š–Š‡ǡ‹‘ƒƒ‰”‡‡†–‘ƒ••‹‰–‘‡’†‹–•”‹‰Š–•ƒ†‹–‡”‡•–•ƒ†ƒŽŽ‘™‹–•—•‡ƒ†ƒ†‘’–‹‘‹–Š‡’—„Ž‹…•…Š‘‘Ž•›•–‡ǤŠ—•ǡ‘ ‡„”—ƒ”›͸ǡʹͲͳ͵ƒ‡‘”ƒ†—‘ˆ‰”‡‡‡–™ƒ••‹‰‡†„›†—…ƒ–‹‘‡…”‡–ƒ”›”Ǥ”‹Ǥ—‹•–”‘ ƒ†‹‘ƒŠƒ‹”ƒȀ—•–‘Ǥ”–‹œ–‘ˆ‘”ƒŽ‹œ‡–Š‡–—”‘˜‡”‘ˆ–Š‡–‘–Š‡‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘Ǥ†‡”–Š‹•ƒ‰”‡‡‡–ǡ‹‘ƒ‰”ƒ–‡†‡’†ǡƒ–‘…‘•–ǡ’‡”‹••‹‘–‘ƒ†‘’–ǡ‹–‡‰”ƒ–‡ǡƒ†—•‡‹–Š‡”ƒ†‡ʹ‰Ž‹•Šƒ†•‡Ž‡…–‡†‡š‡”…‹•‡•ƒ†ƒ–‡”‹ƒŽ•ˆ”‘–Š‡Ǥ‹‘ƒƒŽ•‘‰ƒ˜‡‡’†–Š‡”‹‰Š––‘—•‡ƒŽŽ…‘’‘‡–•‘ˆ–Š‡Ž‡ƒ”‹‰•›•–‡Ȃ–—†‡–ǯ•‘”‡š–ǡ–—†‡–ǯ•‘”‡š–‡ƒ…Š‡”ǯ•†‹–‹‘ǡ‡ƒ…Š‡””ƒ‹‹‰‹†‡‘ǡAs a Filipino—†‹‘ǡƒ†‘”’‘”ƒ–‡Š‹Žƒ–Š”‘’›ƒ†‘…‹ƒŽ‡•’‘•‹„‹Ž‹–›ȋȌ—†‹‘Ǧ‹•—ƒŽ”‡•‡–ƒ–‹‘Ȃˆ”‡‡‘ˆ…Šƒ”‰‡ǤŠ‡•‡•™‹ŽŽ„‡†‹•’‘•ƒ„Ž‡ǡ‘ƒͳǣͳ”ƒ–‹‘ˆ‘”ƒŽŽ”ƒ†‡ʹ’—„Ž‹…•…Š‘‘Ž’—’‹Ž•ƒ–‹‘™‹†‡ǡ™‹–Š‡˜‡”›…Š‹Ž†‡–‹–Ž‡†–‘„”‹‰Š‘‡–Š‡ƒ––Š‡‡†‘ˆ–Š‡ ix

•…Š‘‘Ž›‡ƒ”ǤŠ‡ǡŠ‘™‡˜‡”ǡ™‹ŽŽ„‡”‡—•ƒ„Ž‡ǡ‘ƒͳǣͳ”ƒ–‹‘ǡˆ‘””ƒ†‡ʹ‰Ž‹•Š’—„Ž‹…•…Š‘‘Ž–‡ƒ…Š‡”•ƒ–‹‘™‹†‡ǤŠ‡”ƒ†‡ʹ‰Ž‹•Š™‹ŽŽ„‡’”‹–‡†„›‡’†‹–‹‡ˆ‘”•…Š‘‘Ž›‡ƒ”ʹͲͳ͵ǦʹͲͳͶƒ†–Š‡‡˜‡”››‡ƒ”–Š‡”‡ƒˆ–‡”Ǥ†‡”–Š‹•ƒ‰”‡‡‡–ǡ‹‘ƒƒ†‡’†ƒ”‡…‘’›”‹‰Š–…‘Ǧ‘™‡”•‘ˆ–Š‡”ƒ†‡ʹ‰Ž‹•Š‡ƒ”‡”ǯ•ƒ–‡”‹ƒŽǤ……‘”†‹‰–‘‡…”‡–ƒ”›—‹•–”‘ǡDzŠ‡‹•Ž‹‡ƒ•–—†‡–ǯ•™‘”–‡š–™Š‹…Š‡˜‡”›’—’‹Ž…ƒ•–—†›ǡƒ•™‡”ƒ†™”‹–‡‘ǡƒ†„”‹‰Š‘‡ƒ•–Š‡‹”‘™Ǥdz –Š‡…‘‹‰•…Š‘‘Ž›‡ƒ”ǡ‹–™‹ŽŽ„‡‰‹˜‡–‘ƒŽŽʹǤͷ‹ŽŽ‹‘”ƒ†‡ʹ’—’‹Ž•‹’—„Ž‹…‡Ž‡‡–ƒ”›•…Š‘‘Ž•ƒ–‹‘™‹†‡ǤDzŠ‹•’ƒ”–‹…—Žƒ”‡‰ƒ‰‡‡–…‘‡•ƒ–ƒ˜‡”›‹’‘”–ƒ–•‡‰‡–‹‘—”Œ‘—”‡›–‘™ƒ”†•”‡ˆ‘”•ǡdz—‹•–”‘‡š’Žƒ‹•ǤDz‡ƒ”‡–Šƒˆ—Ž–‘‹‘ƒˆ‘”–Š‡Ž‡ƒ”‹‰•›•–‡–Šƒ–™‹ŽŽ‡ƒ„Ž‡—•–‘‹–‡‰”ƒ–‡ƒ†—•‡–Š‡‡ƒ”‹‰ƒ–‡”‹ƒŽ•ƒ†‡ƒ…Š‡”•—‹†‡•‹–Š‡…‘–‡š–‘ˆ–‘ͳʹǤdz„‡ŠƒŽˆ‘ˆ‹‘ƒǡ”–‹œ‘–‡•ȂDz‡ƒ”‡Šƒ’’›–‘Œ‘‹‡’†‹–Š‹•Š‹•–‘”‹…ǡ‡ƒ„Ž‹‰ǡƒ†‘„Ž‡’”‘Œ‡…–Ȃƒ„‘‘ˆ‘”‡˜‡”›…Š‹Ž†Ȃˆ‘”–Š‡„‡‡ϐ‹–‘ˆƒŽŽ–Š‡ʹǤͷ‹ŽŽ‹‘”ƒ†‡ʹ’—’‹Ž•ƒ†–Š‡͸ͲǡͲͲͲ”ƒ†‡ʹ–‡ƒ…Š‡”•ƒ–‹‘™‹†‡Ǥ‡•Šƒ”‡ȏ‡’†ǯ•Ȑ˜‹•‹‘‘ˆ…”‡ƒ–‹‰ƒ„‡––‡”Š‹Ž‹’’‹‡•–Š”‘—‰Š–Š‡…‘‹–‡–‘ˆƒ„‡––‡”‡†—…ƒ–‹‘ƒŽ•›•–‡ǤdzŠ‹•‹•‹‘ƒǯ•‹ˆ––‘–Š‡ ‹Ž‹’‹‘Š‹Ž†Ǥ†‘™ǡ–Š”‘—‰Š–Š‹•’ƒ”–‡”•Š‹’™‹–Š–Š‡‡’ƒ”–‡–‘ˆ†—…ƒ–‹‘ƒ†–Š‹•„‘‘…‘ŽŽƒ„‘”ƒ–‹‘ǡ‹–‹•ˆ‘”ƒŽŽ ‹Ž‹’‹‘…Š‹Ž†”‡–‘‘™ǡŽ‡ƒ”ˆ”‘ǡƒ†‡Œ‘›ǤǤƒ”…Šͳ͵ǡʹͲͳ͵ x

CONTENTSForeword iv.............................................................................................................................................................................................................................................................................................................................................Introduction v................................................................................................................................................................................................................................................................................................................................UNIT 1 - I Can Get Along 1..........................................................................................................................................................................................................................................Lesson 1: Sounds Around 1..............................................................................................................................................................................................................................................Lesson 1: Sounds Around (Day 2) 4...............................................................................................................................................................................................Lesson 2: Animal Sounds 5................................................................................................................................................................................................................................................Lesson 3: Sounds of Musical Instruments 7....................................................................................................................................................Lesson 4: Sounds in the Environment 9.........................................................................................................................................................................Lesson 5: The Alphabet - Medial /e/ 11........................................................................................................................................................................Lesson 6: Elements of the Story 13...................................................................................................................................................................................................Lesson 7: Speech SoundsLesson 8: Medial /e/, Rimes /-et/ and /-en/ 17.......................................................................................................................... Speech SoundsLesson 9: Medial /e/, Rimes /-eg/ and /-ed/ 20........................................................................................................................ Speech Sounds Medial /e/, Rimes /-em/, /-ell/, and /-eb/ 23...........................................................................Lesson 10: Bat Cat and Fat Rat 25.................................................................................................................................................................................................................Lesson 11: Speech Sounds Medial /a/, Rimes /-am/, /-an/, and /-at/ 27..............................................................................Lesson 12: Speech Sounds Medial /a/, Rimes /-ag/, /-ad/, and /-ap/ 29................................................................................Lesson 13: The Pink Wig 32..................................................................................................................................................................................................................................................Lesson 14: Rhyming Words 34..................................................................................................................................................................................................................................Lesson 15: Speech Sounds Medial /i/, Rimes /-it/, /-ip/, and /-ig/ 36..............................................................................................Lesson 16: Speech Sounds Medial /i/, Rimes /-id/, /-in/, and /-ill/ 37..........................................................................................Lesson 17: Being Courteous 37...............................................................................................................................................................................................................................Lesson 18: Naming Words 38......................................................................................................................................................................................................................................... xi

Lesson 19: Working Together Is Best * 43....................................................................................................................................................................Lesson 20: Sequencing of Events * 45...........................................................................................................................................................................................Lesson 21: Words Showing Order of Events * 46..............................................................................................................................Lesson 22: Plural Form of Nouns by Adding –s * 47.............................................................................................................Lesson 23: More Rules: Plural Form of Nouns 48........................................................................................................................Lesson 24: Doing It Right * 49......................................................................................................................................................................................................................................Lesson 25: More on Naming Words 51......................................................................................................................................................................................Lesson 26: Specific Naming Words * 52................................................................................................................................................................................Lesson 27: Differentiating Common from Proper Nouns 53...............................................................Lesson 28: Having Faith in God * 54.....................................................................................................................................................................................................Lesson 29: For the Sake of Honey * 56........................................................................................................................................................................................Lesson 30: Knowing Myself Better * 57..................................................................................................................................................................................Lesson 31: Befriending Others 58................................................................................................................................................................................................................Lesson 32: I Love Naming Words 59...................................................................................................................................................................................................Lesson 33: My Body and the Letter B 61............................................................................................................................................................................Lesson 34: Speaking Well in Dialogues * 63..........................................................................................................................................................Lesson 35: Using Personal Pronouns * 64....................................................................................................................................................................Lesson 36: Rap the Letter C 65..................................................................................................................................................................................................................................Lesson 37: Learning the Letter C as in /s/ 65................................................................................................................................................Lesson 38: More Fun with the Letter C as in /s/ 67...............................................................................................................UNIT 2 – My Home, My Family 68...........................................................................................................................................................................................Lesson 1: Oops! It’s My Turn* 68...............................................................................................................................................................................................................Lesson 2: We Do Things Together 70........................................................................................................................................................................................Lesson 3: This Is Home 70...................................................................................................................................................................................................................................................Lesson 4: Having Fun Together 72......................................................................................................................................................................................................Lesson 5: I Am Part of a Family 73......................................................................................................................................................................................................Lesson 6: Together as One 74.................................................................................................................................................................................................................................Lesson 7: Keep Things Tidy 76.......................................................................................................................................................................................................................Lesson 8: I Have a Cool Family 77..........................................................................................................................................................................................................Lesson 9: More Fun at the Camp 78...............................................................................................................................................................................................Lesson 10: Meet My Family 79...................................................................................................................................................................................................................................Lesson 11: Wake Up! Wake Up! 80............................................................................................................................................................................................................. xii

Lesson 12: Talking about Action Words 82..............................................................................................................................................................Lesson 13: Time Attack 83.........................................................................................................................................................................................................................................................Lesson 14: I See Doubles 85.................................................................................................................................................................................................................................................Lesson 15: Making Stories on Our Own 86................................................................................................................................................................Lesson 16: Off for a Picnic 87...........................................................................................................................................................................................................................................Lesson 17: What We Did 89...................................................................................................................................................................................................................................................Lesson 18: I Can Help 90....................................................................................................................................................................................................................................................................Lesson 19: It’s Time for Bed 91...............................................................................................................................................................................................................................Lesson 20: We Do Many Things at Home 92........................................................................................................................................................Lesson 21: We Are Filipinos * 93.......................................................................................................................................................................................................................Lesson 22: Words with the Same Beginning and Ending Sound * 96.............................................................................................................................................................................................................Lesson 23: Rhyming Words 97..................................................................................................................................................................................................................................Lesson 24: Let’s Switch Places 98..................................................................................................................................................................................................................Lesson 25: Phoneme Manipulation (Substitution of Final Sound) 101................................................................................................................................................Lesson 26: Wonderworks 1 * 103..................................................................................................................................................................................................................Lesson 27: Wonderworks 2 * 105..................................................................................................................................................................................................................Lesson 28: Grouping Together 106...........................................................................................................................................................................................................Lesson 29: Recognizing Sound Differences 107.....................................................................................................................................Lesson 30: What’s the Word? 108.................................................................................................................................................................................................................Lesson 31: The Little Sampaguita Girl 109................................................................................................................................................................Lesson 32: The Little Sampaguita Girl (Part 2) 112................................................................................................................Lesson 33: Summer Is Fun 114................................................................................................................................................................................................................................Lesson 34: Graph It Out 115.................................................................................................................................................................................................................................................Lesson 35: Stop, Look, and Listen! 116.....................................................................................................................................................................................Lesson 36: I Am Talented 118........................................................................................................................................................................................................................................Lesson 37: Listen 120.....................................................................................................................................................................................................................................................................................Lesson 38: Speak Up! 121..............................................................................................................................................................................................................................................................Lesson 39: Story of Me 123......................................................................................................................................................................................................................................................Lesson 40: Water, Water, Everywhere! 125.............................................................................................................................................................. xiii

UNIT 3 –– School is Fun ͳʹ͹ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͳǣ ‘–‹‰‡–ƒ‹Ž•ȗ ͳʹ͹ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹǣ Š‹‰•‡”‡ȗ ͳ͵ͲǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͵ǣ Š‹‰•Š‡”‡ȗ ͳ͵ͳǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘Ͷǣ ‘•‘ƒ–Ž—•–‡”•ȀŽ‡†•ȗ ͳ͵͵ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͷǣ ”‘—† ‹Ž‹’‹‘‘›ȗ ͳ͵ͷǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͸ǣ Š‹…Š‘”†ǫȗ ͳ͵͸ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͹ǣ ƒŽ‡–‡†‘‘ȗ ͳ͵͹ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͺǣ ‡ŽŽ‡Š‘ǡŠƒ–ǡŠ‡”‡ǡ Š‡ǡŠ›ǡƒ†‘™ȗ ͳ͵ͺǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͻǣ ‘˜‡› ƒ‹Ž›ƒ†˜‡”›‘‡‹…Š‘‘Žȗ ͳͶͲǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͳͲǣ”‹–‹‰ƒ‹’Ž‡–‘”›ȗ ͳͶͳǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͳͳǣ‡ƒŽ‘”ƒ†‡Ǧ—’ȗ ͳͶ͵ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͳʹǣ ‹…–‹‘‘”‘Ǧ ‹…–‹‘ ͳͶͷǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͳ͵ǣ†Œ‡…–‹˜‡•ȗ ͳͶ͸ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͳͶǣŠƒ–‘—†ǫȗ ͳͶ͹ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͳͷǣ”‹–‹‰ƒ‹’Ž‡–‘”›•‹‰†Œ‡…–‹˜‡•ȗ ͳͶͻǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͳ͸ǣŠƒ–‘‘—‡ƒǫȗ ͳͷͲǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͳ͹ǣ‘‘†–—†›ƒ„‹–• ͳͷ͵ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͳͺǣ‡–ǯ•‹˜‡ƒŽ‡ƒ”‡”‹…–—”‡ ͳͷͶǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ͳͻǣ—•–‡‘—† ͳͷͷǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͲǣ‡‘”›ƒ‡ȗ ͳͷ͸ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͳǣ ƒ ‘ŽŽ‘™‹”‡…–‹‘•ȗ ͳͷ͹ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹʹǣ ƒ‡”ˆ‘” ͳ͸ͲǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹ͵ǣ ƒ„‡› ͳ͸ʹǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͶǣ ƒƒ–…Š‡––‡”ƒ––‡”•ȗ ͳ͸ͶǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͷǣ ƒŠ‘”–‡‘”†•ȗ ͳ͸ͷǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹ͸ǣ ƒ‡–‡ŽŽ–‘”‹‡•ȗ ͳ͸͸ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹ͹ǣ ƒ‡•’‘†–‘‹–—ƒ–‹‘• ͳ͸ͺǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͺǣ ƒ‡•…”‹„‡‹…–—”‡• ͳ͹ͲǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͻǣ ƒ‡ƒ†”ƒ’Š• ͳ͹ʹǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͵Ͳǣ ƒ‘‡…–‘—†•ȗ ͳ͹͵ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͵ͳǣ ƒ‡”ˆ‘”‹’Ž‡ •–”—…–‹‘•ȗ ͳ͹ͶǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ xiv

Lesson 32: I Can Do Things * 176....................................................................................................................................................................................................................Lesson 33: I Can Write * 178..............................................................................................................................................................................................................................................Lesson 34: I Can Meet Friends 180............................................................................................................................................................................................................Lesson 35: I Can Tell What Is Important 181....................................................................................................................................................Lesson 36: I Can Tell the Sound * 183............................................................................................................................................................................................Lesson 37: I Can Tell What Is Next * 184............................................................................................................................................................................Lesson 38: I Can Share Things 185............................................................................................................................................................................................................Lesson 39: I Can Use a Map 187............................................................................................................................................................................................................................UNIT 4 - I Belong to a Community 188............................................................................................................................................................Lesson 1: I Am a Man for Others * 188................................................................................................................................................................................Lesson 2: My Responsibility, My Community * 190.........................................................................................................Lesson 3: Let’s Talk about Our Community * 192....................................................................................................................Lesson 4: Learn More about Your Community 193...........................................................................................................Lesson 5: Punctuation Marks Are Important 196...................................................................................................................Lesson 6: Be Aware of Your Community 197...........................................................................................................................................Lesson 7: We Are the GuardiansLesson 8: of Our Environment * 200........................................................................................................................................................................................... Experience Is the Best Teacher for Everybody 202......................................................................................................................................................................................................................................Lesson 9: Beautiful Sights in Our Environment 203......................................................................................................Lesson 10: Our Plants: Our Life 204.....................................................................................................................................................................................................Lesson 11: Find the Inner Beauty of Others 206.................................................................................................................................Lesson 12: Reading Shapes Our Community * 208....................................................................................................................Lesson 13: We Are Unique and Special 210............................................................................................................................................................Lesson 14: Teamwork Leads to Success * 210..............................................................................................................................................Lesson 15: Working as a Team 212..........................................................................................................................................................................................................Lesson 16: Respect for Life: Uplift People * 214...................................................................................................................................Lesson 17: Bring Out the Hero in You * 216...........................................................................................................................................................Lesson 18: Studying Can Save Lives * 217.....................................................................................................................................................................Lesson 19: Be Proud of Who You Are 218......................................................................................................................................................................Lesson 20: Be Thankful for God’s Creation * 220.............................................................................................................................Lesson 21: I Have a Good Friend * 221....................................................................................................................................................................................... xv

‡••‘ʹͳǣ ƒ˜‡ƒ‘‘† ”‹‡†ȋƒ›ʹȌȗ ʹʹͶǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹʹǣ ‘™Šƒ–ƒ‡…Žƒ”ƒ–‹˜‡‡–‡…‡ • ʹʹͷǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹ͵ǣ ‘™‘™–‘‡“—‡…‡˜‡–• ʹʹ͹ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͶǣ ƒƒ‡ƒƒ”† ʹʹͻǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͷǣ ‘˜‡–‘‡Ž’–Š‡”•ȗ ʹ͵ͲǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͷǣ ‘˜‡–‘‡Ž’–Š‡”•ȋƒ›ʹȌ ʹ͵͵ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹ͸ǣ ‘™Šƒ–ƒš…Žƒƒ–‘”›‡–‡…‡ • ʹ͵ͶǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹ͹ǣ ƒƒ”–‘ˆƒŠ‘Ž‡ ʹ͵͹ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͺǣ ƒ”‹–‡ƒ‹’Ž‡–‘”› ʹ͵ͻǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͻǣ ƒ ‹Ž‹’‹‘ȗ ʹͶͲǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘ʹͻǣ ƒ ‹Ž‹’‹‘ȋƒ›ʹȌȗ ʹͶ͵ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͵Ͳǣ ‘™‘™–‘•—‡•–‹‘• ʹͶ͸ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͵ͳǣ ‘™Šƒ–‹ŽŽƒ’’‡‡š– ʹͶͺǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͵ʹǣ ƒ”‹–‡ƒ‹’Ž‡–‘”›‰ƒ‹ ʹͶͻǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͵͵ǣ ‘˜‡› ‹Ž‹’‹‘”‘–Š‡”•ƒ†‹•–‡”•ȗ ʹͷͲǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͵͵ǣ ‘˜‡› ‹Ž‹’‹‘”‘–Š‡”•ƒ†‹•–‡”• ȋƒ›ʹȌȗ ʹͷ͵ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͵Ͷǣ ƒƒ‡–Š‡‹ơ ‡”‡–‹†•‘ˆ‡–‡…‡•ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤʹͷͷ‡••‘͵ͷǣ ‘™›‘‘† ”‹‡†• ʹͷ͹ǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ‡••‘͵͸ǣ‡–ǯ•‡Ž‡„”ƒ–‡‡‹‰ ‹Ž‹’‹‘• ʹͷͺǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤǤ* Activities and exercises adopted from the UnionBank Learning System Student’’s WorkText (2012) and revised by DepEd National Capital Region –– Learning Resource Writing Team xvi

UNIT 1 I Can Get AlongLesson 1: Sounds AroundTarget Skills:• Oral Language: Interacting with others• Auditory Discrimination: Recognizing/ identifying, classifying/ categorizing a sound heard: transportations, animals, musical instruments, mechanical objects, environmental, distinguishing between loud/ soft, high/low sounds• Listening Comprehension: answering Wh- questionsObjectives:Recognize/Identify and classify transportation sounds as loud/softGet the meaning of words through pictures/ modelsAnswer Wh- questionsSubject Matter: Transportation sounds Answering Wh- questionsMaterials: Story: “Off to School” by Myrna J. Hipolito pre-recorded transportation sounds, tape/CD player, transportation pictures/ models, word cards, chartsProcedure:Pre-Assessment: (Refer to LM, pp. 2-3, Let’s Try)Key to correction: II. meeooow- meeooow III. x xI. x x tweeet-tweeet x x wheeeng-wheeeng x 9 99 ding-dong, ding-dong 99 kleng-kleng 99 x9Motivation:Ask the pupils the sounds that they know.Ask: How do you go to school? Do you walk to school? What kinds of transportation do you take? 1

Write the pupils’’ responses in a circle map or bubble map.Model reading the pupils’’ responses and let them repeat after you. bus jeep Transportations car tricyclePresentation:Do: Present pictures of vehicles/models and word cards. Say the words and let pupils repeat after you. Ask pupils to match the word cards and the pictures. Ask the pupils to locate and encircle the word in the circle map. Let them post the pictures and the words on the chart. Present the story in a big book/accordion book/picture book/individual poster/chart. Guide pupils to talk about its cover and guess what the story is about.Say: Listen to the story of a Grade 2 boy. Find out how he goes to school.Listening:Give the pupils the standards to observe during listening.Refer to the following guidelines when reading to the class:1. Read the whole story aloud. Point to the illustrations when needed.2. Read the story again. Ask questions as the story is being read/listened to.3. Read parts of the story where the pupils can mimic the sounds heard. 2

Story: Off to School by Myrna J. HipolitoIt was seven o’’clock in the morning. Lito’’s service vehicle arrived. ““Brrroom, brrroom,brrroom,”” sounded the tricycle. Lito happily boarded the tricycle to school. Where was Lito going?When they reached the junction, the tricycle could not go fast like before. ““I am sorryLito, there’’s a trafc jam again! We can’’t get ahead of the cars and jeeps,”” Kuya Bensaid. ““Yes, there are trucks, vans, and taxis, too,”” Lito added. Why can’’t Lito’’s tricycle get ahead of the cars and jeeps? What other transportations were there?““There, the signal light just turned green.”” ““Now, we can go,”” Kuya Ben happily droveto school. Brrroom, brrroom, brrroom, tooot, tooot, tooot. Eeeeeeeeng, beeep, beeep,beeep! Prrrriiiiit! These sounds can be heard everywhere. Everybody was in a hurry togo.Screeeeech! ““Here we are, Lito,”” Kuya Ben said. Lito got off the tricycle. ““Thank you,Kuya Ben see you this noon.”” And Lito happily walked to his classroom. What sounds were heard?Ask the pupils to give the best answer to the following:1. Where was Lito going?2. Who is Kuya Ben?3. How did Lito get to school?4. What sounds were heard by Lito on his way to school?5. Which means of transportation made these sounds?6. Do you think Lito arrived in school on time? What made you think so?7. How did Lito feel that day?8. Will Lito see Kuya Ben again?Application: (Refer to LM, p. 4, I Can Do It)Evaluation: (Refer to LM, p. 5, Measure My Learning)Key to Correction:1. Lito2. brrroom-brrroom3. 7:00 a.m.4. tricycle driver5. noon 3

Lesson 1: Sounds Around (Day 2) Motivation: Do: Present the circle map accomplished the day before. Ask pupils to form dyads. Say: Today, we shall have another game with your partner, you shall do the following: Pupil A shall secretly choose a transportation in their circle map, produce its sound, and ask pupil B to identify the sound produced. If the answer is correct, pupil B gets the point and the chance to ask pupil A. Group Work: Divide the class into four groups. Distribute pictures/models of different kinds of transportation. Provide each group with a thinking matrix to work on (the sample is shown below). Let pupils produce the transportation sounds and classify them as loud or soft. Specify the number of minutes the pupils shall work as a group. The pupils will present by groups. Tell them to imitate the transportation sound as they present. Thinking MatrixTransportation Sound produced Loud Soft tricycle brooom-brooom 9Generalization: Transportations make different sounds. They make loud or soft sounds.Evaluation:Tell the pupils to look at each picture. Check (9) if the sound it makes is loud or soft.(Refer to LM, p. 6, I Can Do It)Application:“Guessing Game”Form three groups. Imitate the sound of different kinds of transportation. Let the groupsidentify the transportation. The group that gets the most number of correct answers wins.Agreement:Show how to complete the following story. Then, ask the pupils to do it by themselves.Hello, I’m ___________(n_a_m_e_)___________. I ride in a _______(t_ra_n_s_p_o_rt_a_ti_on_)_______in going to school. The _______(_tr_a_n_sp_o_r_ta_t_io_n_) ______ makes a loud/soft sound________(s_o_un_d_)_______ and off we go to school. 4

Lesson 2: Animal SoundsObjectives:Recognize/identify/ and classify sounds produced by animals as loud/softAnswer Wh- questionsSubject Matter: Animal sounds Classication of loud/soft soundMaterials: Story: ““Five Little Goats”” by Myrna J. Hipolito pre-recorded animal sounds, tape/CD, cassette/CD player, pictures/models of animals, word cards, charts/mapsProcedure:Review:Divide the class into two.Each group shall take turns mimicking transportation sounds, identifying, and classifyingthem as loud or soft. The group that gets the most number of correct answer wins.Motivation:Ask: What kind of pets do you have? What sounds do they make? When do they make these sounds?Plot the animals mentioned by the pupils in the bubble map. dog animalsModel reading the animals the pupils mentioned and let pupils read after you. 5

Vocabulary:Say: You named some animals and they are now posted in the bubble map. I’m going to show you the picture of another animal.Do: Show the picture of a goat. Post the picture on the chart. Present the words for study. Read the words and let the pupils read after you. Distribute the pictures and the word cards. Ask pupils to match them. Ask the pupils to pair off the picture with the correct word. Tell them to read the word again.Listening:Remind pupils of the standards to observe during listening.1. Read the whole story aloud. Tell the pupils to listen very well. Ask: What animal is mentioned in the story?2. Read the story again. Ask questions to monitor pupils’ comprehension and attention.3. Let them repeat/say some lines from the story. Five Little Goats Retold by Myrna J. HipolitoThe first little goat went to the market. The second little goat stayed home. The thirdlittle goat ate a lot of grass. Where did the first goat go?The fourth little goat had none. “I have nothing” he cried, “Meee-meee-meee!” Which goat had nothing? How did the goat cry?The fifth little goat cried, “I can’t find my way home. Meee-meee-meee meee-meee-meee!” Why did the fifth little goat cry? What sound did it make?Ask: What animal was mentioned in the story? What sound did it make? Why? Guess what sound the first three goats made? Ask several pupils to mimic animal sounds. The other pupils classify them as loud or soft. List down the names of animals and the sound they make in a diagram or chart. An example is shown. (Refer to LM, p. 8, I Can Do It) 6

Activities:Activity 1: Choose a story with four different animal characters. Divide the class into four groups. Assign an animal to each group.Activity 2: Instruct the pupils to mimic the animal sound as the animal is mentioned inActivity 3: the story being told. Play the tape/CD (pre-recorded animal sounds). Let the pupils identify the sounds and classify them as loud or soft. Show the picture of an animal. Let the pupils produce the sound the animals make and classify them as loud or soft.Generalization:Ask: Do animals produce the same sounds? What kind of sounds do they make? Different animals produce different sounds. Their sounds could be loud or soft.Application:Divide the class into two groups:Group I Mimics the animal soundGroup II Identies the animal and tells whether the sound is loud or soft.Evaluation:Have the pupils connect the animals with the sounds they make.(Refer to LM, p. 9, Measure My Learning)Agreement:Think of another animal to take the place of the animal in the story, ““Five Little Goats.””Be able to produce the sound it makes. Be ready to tell your new story.Lesson 3: Sounds of Musical InstrumentsObjective:Recognize/identify and classify sounds produced by musical instruments as high/lowSubject Matter: Musical Instrument Sounds High/low soundsMaterials: pictures/models of musical instruments toy instruments/ real musical instrumentsProcedure:Review:Let the pupils listen to different animal sounds.Ask them to identify whether the sound made is loud or soft.(The sound can be pre-recorded or you can mimic the sounds.) 7

Motivation:Ask: What is your favorite musical instrument? (Refer to LM, p. 10, Get Set)Presentation:Do the ““Orchestra Game.””Divide the class into ve groups. Assign a musical instrument to every group.Each group mimics the sound of the instrument assigned to them.The group plays the instrument as the conductor points to them.Later, the pupils identify the instruments and the sounds they make. Likewise, theyaccomplish the sample thinking matrix.Say: You may draw or write the name of the musical instruments that make a loud/soft and high/low sounds in the chart. (Refer to LM, p. 10, Let’’s Aim)Other Activities:Activity 1: Play the pre-recorded musical instruments.Activity 2: Ask pupils to identify the instrument. Play the instrument using models/real musical instruments. Have the pupils identify the instrument and classify the sound as high/low.Generalization:Ask: Do musical instruments have the same sounds? Are the sounds produced loud/soft, high/low? (Refer to LM, p. 11, Remember This)Application:Ask the pupils to put a check (9) if the musical instruments make a loud, soft, big orlow sound. (Refer to LM, p. 12, I Can Do It)Evaluation:Have the pupils connect the musical instrument with the sound it makes.(Refer to LM, p. 13, Measure My Learning)Agreement:Encircle the instrument that makes a loud sound.1. 4.2. 5.3. 8

Lesson 4: Sounds in the EnvironmentObjective:Recognize/identify/classify environmental sounds heard as loud/soft, high/lowSubject Matter: Environmental SoundsMaterials: pre-recorded environmental sounds, tape/CD, cassette/CD player, pictures/ models/real objects, chartsProcedure:Review:Recall the sounds learned the day before. Group the class into two.Show pictures of musical instruments. Tell the pupils to raise their right hand if theinstrument makes a high sound and raise the left hand for a low sound.Also, clap twice if it makes a loud sound and once if it makes a soft sound.Motivation:Ask: What sounds do you hear at home? Outside your home? Use a matrix to publish pupils’’ responses.Presentation:Use the viewing technique in identifying the sounds pupils hear in the classroom.Tell them to close their eyes. At the count of three, they should be totally quiet.Have the class listen to the sounds around. At the count of ve, they will slowly opentheir eyes and tell their seatmate the sound/s they heard. Bring back the matrix earlierused to publish the pupils responses. Guide pupils in classifying the sounds heard asloud/soft, high/low.Other Activities:Activity 1: Play the pre-recorded sounds. Ask pupils to identify the sounds heard.Activity 2: Lead the pupils to a trip in the school yard. Ask them to identify the sounds they hear.Ask: What sounds did you hear? Are they loud/soft, high/low?Say: List down on the chart the sounds you heard. Check (9) if it is loud, soft, high, or low. (Refer to LM, p. 14, We Can Do It) Guide pupils in lling up the matrix. Ask them to list the sounds they heard and identify if the sound is loud/soft, high/low.Possible Sounds They Heard:Heartbeat, sneezing, breathing, coughing, creaking chair, noise of an electric fan, anair-conditioning unit, opening/closing/banging of door, transportations: motorcycle,train, car, bus, airplane, jeep, tractor, sounds of a bell, buzzer, siren, children walking/running, talking, shouting, footsteps, falling objects, birds, wind blowing, honking, cars/jeeps, music playing/radio broadcast, wind, rain, thunder, spilling water, animal sounds,machine sounds, running faucet, loud/soft/high/low voices and many more 9

Generalization: Sounds in the environment differ from one another. They can be loud/soft, high/low.Application: (Refer to LM, p. 15, I Can Do It)Evaluation: (Refer to LM, p. 15, Measure My Learning)Agreement:Make a chart and let the pupils list down ve different sounds you hear at home. Checkwhether the sound is loud or soft, high or low. Sound Source Loud Soft High Low1.2.3.4.5.Additional Activities:Name the pictures. Encircle the picture if the sound it makes is heard at home and boxthose which are heard in school. 10

Lesson 5: The Alphabet – Medial /e/Target Skills:• Alphabet Knowledge: Reading letters of the alphabet• Phonics and Word Recognition: Medial /e/, blending onsets and rimes• Alphabet Knowledge: Applying basic phonemic performance task – blending• Listening Comprehension: Identifying the elements of the story, answering Wh- questionsObjectives:Name the letters of the Filipino and English AlphabetsIdentify the letters of the Filipino Alphabet which are not present in the English Alphabetand vice versaSubject Matter: Filipino and English AlphabetsMaterials: letter cutouts of both Filipino and English Alphabets, magnetic letters/ board picture, onset, rime, word cards and chartProcedure:Pre-Assessment (Refer to LM, pp. 16-17, Let’s Try)Key to Correction: II. 1. N III. 1. BenI. All the letters except Ñ, NG 2. W 2. coop 3. L 3. 8:00 a.m. belong to the English alphabet. 4. M 4. school 5. H 5. Miss Lara 6. WMotivation:Say: You have learned the Alphabet song in Grade One. Who among you can sing the English Alphabet song? the Filipino Alphabet? Let’s find out who among you can recall the song. Get your partner and sing the alphabet songs in English then in Filipino. As you sing with your partner, take turns in completing the letters of both alphabets in the boxes provided in your LM. (Refer to LM, pp. 17-18, Get Set) 11

Presentation:Model the songs rst and then lead the pupils in singing the Filipino Alphabet song andthen, the English Alphabet song. Point to each letter on the chart as the pupils sing. Eachsong can be sung twice.ENGLISH FILIPINO ENGLISH FILIPINO Aa Aa Ññ Bb Bb Nn Cc Cc Oo Ng ng Dd Dd Pp Oo Ee Ee Qq Pp Ff Ff Rr Qq Gg Gg Ss Rr Hh Hh Tt Ss Ii Ii Uu Tt Jj Jj Vv Uu Kk Kk Ww Vv Ll Ll Xx Ww Mm Mm Yy Xx Nn Zz Yy ZzSay: Let’’s count the letters of the Filipino Alphabet, how many letters are there? Now, let’’s count the letters of the English Alphabet. How many letters are there? Which alphabet has more letters? Why? Which letters in the Filipino Alphabet are not found in the English Alphabet?Practice Exercise:Have the pupils write on the blanks the missing letters of the alphabet.(Refer to LM, p. 18, We Can Do It)Generalization: The English alphabet has 26 letters. The Filipino alphabet has 28 letters. There are letters in the Filipino which are not present in the English alphabet. ñ and ng in the Filipino alphabet are not found in the English alphabet. 12

Additional Activities:Activity 1: Post the magnetic letters on the magnetic board. Do the “Letter SequencingActivity 2: Game” on the magnetic board. Let the pupils arrange the letters of theActivity 3: English Alphabet in its proper sequence. Have them also arrange the letters of the Filipino Alphabet in its proper sequence. Give a letter. Ask the pupils to give words beginning with the given letter. “Letter Game” Say: Mother went to the grocery store. She bought (fruits) the names of which begin with letter (C). The group to give the most number of correct answer wins. The following categories may be used: Fruits Animals Heroes Cartoon Characters Flowers TreesEvaluation:Ask: In which alphabet are the following letters found? Encircle the correct answer. (Refer to LM, p. 19, Measure My Learning)Agreement:Show the Teacher Chart to the pupils and ask them to give a word that starts with thefollowing letters. Letter English Filipino b s m d lLesson 6: Elements of the StoryObjectives:Answer Wh- questions from the story listened toIdentify the elements of a storySubject Matter: Elements of a StoryMaterials: pictures of animals, word cards, chartProcedure:Motivation:Ask: What do you do to help at home?Do: Post pupils’ answers on the board or in a multi-bubble map. 13

Model reading the content of the bubble map. Let the pupils repeat after you. Helping at homeDo: Show pictures of animals to the pupils. Ask them to identify the animals. Ask if they have seen such animals. Present the name card for each animal. Read the words and let the pupils repeat after you. Show the picture and say the word. Explain what the word means.Vocabulary:hens, coop, pen, counted, shouted, feedsDo: Present the big book / accordion book / picture book / individual poster / chart. Talk about the cover of the book, the title, and the illustrations.Ask: What do you think is the story about?Say: Listen to the story. Find out the answer to this question: What does Ben do before going to school?Listening:1. Read the whole story aloud.2. Read the story again and ask questions while reading to help pupils understand the story. 14

Story: The Tenth Hen by Myrna J. HipolitoBen’s father, Tem, has ten hens. Ben feeds the ten hens every day. He sets them free untilten in the morning. Ben sees to it that the chickens are in the coop before he leaves forschool. Who owns the hens? How many hens are there? Who feeds the hens?“One, two, three, four, five, six, seven, eight, nine...,” Ben counted the hens. “Father,Ren-ren, the tenth hen is missing,” Ben shouted. “No, Ben. Ren-ren is in the pen. Go, getRen-ren,” Father replied. What does Ben do before going to school? Why did Ben shout?“One, two, three, four, five, six, seven, eight, nine, ten,” Ben happily counted the tenhens. Now, he has ten hens in the coop. Where was Ren-ren? Why was Ben happy?Ask the following questions. Present the parts of a story using a story map or bridgemap.1. Where did the story happen? (Setting: Ben’s house)2. Who were the characters in the story? (Characters: Ben, Tem, Ren-ren and the other hens)3. What was Ben’s problem? (Problem: The tenth hen, Ren-ren, was missing.)4. How was Ben’s problem solved? (Solution: Father told Ben where to find Ren-ren.)5. How did the story end? (Ending: Ben completed the ten hens.) 15

Guided Practice:Guide the pupils in posting the elements of the story in a bridge map or story map.Ben’’s house Ben The tenth hen Father told Ben Tem is missing. Ben where completed the Ten hens problem the tenth tenth hens. solution hen is.setting characters ending Elements of the Story ““The Tenth Hen””Application:Say: Identify the elements of the story. Encircle the correct answer. (Refer to LM, p. 22, I Can Do It)1. Completed the hens character ending problem setting2. Ren-ren is in the pen. solution climax ending solution3. The tenth hen is missing. solution problem problem ending4. Ben found the tenth hen. setting character character5. Tem character setting6. Ben’’s house setting solution7. Ben solution endingEvaluation:Ask the pupils to work as a group in doing this exercise.Match and connect the elements of the story. (Refer to LM, p. 22, Measure My Learning)1. Mario the polite boy a. problem2. in the school b. character3. Mario lost his wallet. c. solution4. The school helper found the wallet. d. ending5. Mario was able to have his recess. e. setting 16

Additional Activity:Let the pupils put a check mark (9) if the statement is true and a cross (x) if thestatement is false._____ 1. There are twelve hens._____ 2. Ben goes to school at ten o’clock in the morning._____ 3. Ben feeds the hens._____ 4. The ninth hen was missing._____ 5. Father got angry with Ben.Lesson 7: Speech Sounds Medial /e/, Rimes /-et/ and /-en/Objectives:Recognize/identify/read/give example of words with medial /e/Answer Wh- questionsSubject Matter: Medial /e/ Onsets and rimes (-et, -en)Materials: word cards, pictures, chart, phrase/sentence strips, four sets of onsets and rime cards and four pocket chartsProcedure:Review:Ask: What is the title of our story yesterday? (The Tenth Hen) Post the words taken from the story on the chart. Model reading the words. Then, ask pupils to repeat after you.Presentation:Ask: What other words from the story sound like the words we read? Publish the pupils’ answers as shown in the organizer. What is the beginning letter of each word? (B, h, t, p, m) What are the last letters? (en) Let us sound the first letter and the last 2 letters.Model reading the onsets (initial letters), rimes (last two letters), and the whole word.Ask pupils to repeat after you. 17

This is how the organizer looks. (Refer to LM, p. 23, Let’’s Aim)Beginnings Two letters whole word (Onsets) at the end Ben (Rime)Bh hen ++ ten pent + -en + +pm menAsk: With what letter does Ben begin? (B)Do: Continue asking until all the initial letters of the words are identied. (b, h, t, p, r)Ask: With what letters do they end? (en) What letter is found between the beginning and the ending letter? (e)Say: Come in front and point the beginning letter and the two ending letters. Put them together and read the whole word. (B+en=Ben)Activity 1: Read each sentence. Let the pupils repeat after you.1. The ten hens are in the pen.2. Ben met ten men.3. The red hen is Ren-ren.4. Ben fed the ten hens.5. The tenth hen, Ren-ren, is in the pen.Activity 2: Say: Look at the pictures. Write their missing beginning letters. Then, write the whole word. (Refer to LM, p. 24, Let’’s Aim) 18

Present another rime -et.Do the same procedure done where the first rime was presented. Beginnings Two letters whole word (Onsets) at the end net n (Rime)jet j ++ jetwet w + -et wet + + p petget g getActivity 3: Let the pupils write the names of the pictures. (Refer to LM, p. 24, We Can Do It)Group Work:Divide the class into four groups. Distribute onset and rime cards. Distribute picturecards as well. Ask pupils to come up with words. Let them match the words with thepictures. Tell them to post their output on the chart for presentation.Example: h en henPicture card onset card rime card word card Pupil #1 Pupil #2 Pupil #3 Pupil #4 j et jetPicture card onset card rime card word card Pupil #1 Pupil #2 Pupil #3 Pupil #4 19

Application:Say: Write the correct beginning letter to form the word. (Refer to LM, p. 25, I Can Do It) e t en e t en e t en e t en e t enEvaluation:Say: Complete the phrases and sentences. (Refer to LM, p. 26, Measure My Learning)Lesson 8: Speech Sounds Medial /e/, Rimes /-eg/ and /-ed/Objectives:Recognize/identify/read/give example of words with medial /e/Answer Wh- questionsSubject Matter: Medial /e/ Onsets and rimes (-eg, -ed)Materials: pictures, onset, rime, word cards and charts 20

Procedure: Presentation: Show pictures of the following:Say each word as you show the picture.Read by blending the onset and the rime to form a word.Ask pupils to give the beginning letter of each word.Ask pupils to give the ending letter of each word.Ask the pupils to come up with the whole word. (Write their answers on the board.)Ask the pupils to match the pictures and the words.Model reading the words and sentences. Tell pupils to read after you.Tell pupils to read on their own. (Refer to LM, pp. 27-28, We Can Do It)Beginnings Two letters whole word (Onsets) at the end keg k (Rime) l+ leg beg + -eg + b+ p peg 21

Beginnings Two letters whole word (Onsets) at the end wed w red (Rime) bed fed r led ++ b + -ed + + f lGroup Work:Distribute onset/rime/word cards. Ask pupils to form words and present their output.Application:Encircle the correct ending letters. (Refer to LM, p. 28, I Can Do It)Evaluation:Say: Listen as I say each word. Encircle the word that you hear. (Refer to LM, p. 29, Measure My Learning) bed net web hen sell gem well red beg pet keg Rem Ted led wed met Ben leg bell MegAdditional Activity:Say: Read each sentence. Ask the class to repeat after you. Ask pupils to point/show/ color______1. Ten big eggs in the nest. (color the eggs __________ )2. Ted weds Meg. (color the hair __________ ) 22

3. Color the bed red. (color the bed __________ )4. Ben fed the hens. (color the hen __________ )5. The well is near the big bell. (color the well __________ )Lesson 9: Speech Sounds Medial /e/, Rimes /-em/, /-ell/, and /-eb/Objectives: Recognize/identify/read/give example of words with medial /e/ Answer Wh- questionsSubject Matter: Medial /e/ Onsets and rimes (-em, -eb, -ell)Materials: pictures, onset, rime, word cards, charts, sentence stripsProcedure:Review:Use the word cards from yesterday’’s lesson. Ask pupils to read these words. wed beg Ted red keg red bed leg Jed fed peg Ned led Meg medPresentation:Present picture and word cards of the following: well hem web peck bell Pem deb neck sell gem deck tell Jem fell Rem dell TemAsk the pupils to match the words with the pictures and post them on the board. Modelreading the words. Let pupils read after you. Present the new rime, -ell. Do the sameprocedure as in the rst rime presented. 23

Guided Practice:Distribute the onset, rime, picture and word cards.Challenge pupils to nd their group mates (pupils holding the onset and rime cards thatmake a whole word).Examples: w eb webPicture card onset card rime card word card Pupil #1 Pupil #2 Pupil #3 Pupil #4The rst group to complete the task wins.Application:Say: Connect the pictures to the phrases/sentences. (Refer to LM, p. 31, I Can Do It)Evaluation:Fill up the boxes with the correct word. (Refer to LM, p. 31, Measure My Learning) 1. 4. 2. 5. 3. 24

Lesson 10: Bat Cat and Fat RatTarget Skills: •• Phonics and Word Recognition: Medial /a/, blending onsets and rimes •• Alphabet Knowledge: Applying basic performance task –– blending •• Listening Comprehension: Answering Wh- questionsObjectives: Answer Wh- questions from the story listened toSubject Matter: Wh- questionsMaterials: Story: ““Bat Cat and Fat Rat”” by Myrna J. Hipolito word cards, pictures/real objectsProcedure:Motivation:Ask: Who among you have pets at home? What pets do you have? What can they do?Post the pupils’’ answers in the thinking matrix.Model reading the words in the matrix. Ask the pupils to repeat after you. Pet What it can do My pet is a ______ It can __________.Say: I also have a pet. This is the picture of my pet. (Show) I call my pet, Bat Cat. Today, I’’ll read you a story about my pet, Bat Cat. (Show) But before I do that here are some pictures. What do you see? (mat, jam, can, etc.) 25

Vocabulary:Present the words mat, jam, can, sat, run.Read the words and let the pupils repeat after you.Match the pictures and the words. (Make your own materials.)Picture of mat Show the picture of Demonstrate satPicture of jam real mat Demonstrate ranPicture of can Picture of pet under Show the picture of under the table real jam Show the picture of real canShow the picture of Bat Cat and Fat Rat. (Picture of an angry cat in Batman costumeand a small but very fat rat)Ask: What do you see? Possible answers: The cat is like Batman. The cat is angry. The rat is small. The rat is fat. The rat is afraid.Say: I will read the story. Listen very well.Reading/Listening:1. Read the whole story aloud.2. Ask questions to monitor pupil’’s comprehension.3. Ask pupils to do the action mentioned in the story. •• Bat Cat sat on a mat. •• Here comes Fat Rat. •• Fat Rat ran to the can of jam.Story: Bat Cat and Fat Rat by Myrna J. HipolitoThis is Bat Cat. This is Fat Rat. How does Bat Cat look? What can you say about Fat Rat?Bat Cat has a can. It is a can of jam.Bat Cat sat on the mat with his can of jam. Where did Bat Cat sit? 26

Along came Fat Rat. Fat Rat ran to the can of jam.“Fat Rat, that’s my can of jam!” shouted Bat Cat to Fat Rat. What is in the can? Who came? Why?Fat Rat ran, but Bat Cat got and put Fat Rat under his hat!Read the questions. Guide pupils in answering the questions.(Refer to LM, p. 32, Let’s Answer)Evaluation:Say: Write YES if the statement is correct and NO if the statement is incorrect. (Refer to LM, p. 32, Measure My Learning)NO 1. Bat Cat and Fat Rat are friends.YES 2. Bat Cat guarded his can of jam.YES 3. Fat Rat ran to the can of jam.NO 4. Bat Cat hit Fat Rat.YES 5. Bat Cat is angry with Fat Rat.Lesson 11: Speech Sounds Medial /a/, Rimes /-am/, /-an/, and /-at/Objectives:Recognize/identify/read/give example of words with medial /a/Read words with medial /a/ in phrases and sentencesSubject Matter: Words with medial /a/ Onsets and rimes (-am, -an, and -at)Materials: picture, onset, rime, word card, chart, phrase/sentence stripsProcedure:Pre-Assessment: (Refer to LM, pp. 33-34, Let’s Try)Motivation:Show the illustrations of the story, “Bat Cat and Fat Rat.”Ask pupils to tell what they can say about the illustration.Possible responses:That is Bat Cat.That is Fat Rat.That is a can of jam.Fat Cat ran to the can of jam.Bat Cat is angry with Fat Rat.Bat Cat ran after Fat Rat.Bat Cat put Fat Rat under is hat.Write the pupils’ responses on the thinking matrix. 27

Presentation:Using the thinking matrix, focus the pupils’ attention on the sound of /a/ in medialposition. Model reading and let the pupils repeat after you. Then, let the pupils readindependently. Responses -at -an -amThat is Bat Cat bat can jam cat ran fat rat hat onsets rime whole word b -at bat c -at cat f -at fat r -at rat h -at hat s -at sat m -at mat onsets rime whole word c -an can r -an ranActivity 1: Show more pictures/words ending with -at, -am, -an for the pupils to identify. List them down in the matrix. Model reading the words and askActivity 2: pupils to read after you. Call on individual pupils to read.Activity 3: Practice reading. (Refer to LM, p. 34, Let’s Read) Divide the class into groups. Distribute word and picture cards. Ask pupils to match the words and pictures. The first group to complete the task wins. 28

Evaluation:Say: Complete the words to form phrases and sentences. (Refer to LM, p. 35, Measure My Learning) __am and __am __am and __am __an’’s __am __at and small __at __at __at sits on a __at.Lesson 12: Speech Sounds Medial /a/, Rimes /-ag/, /-ad/, and /-ap/Objectives:Recognize/identify/read/give example of words with medial /a/Use words with medial /a/ in phrases and sentencesSubject Matter: Words with medial /a/ Onsets and rimes (-ag, -ad, and -ap)Materials: pictures, onsets, rimes, word cards, chartProcedure:Motivation:Recall the story ““Bat Cat and Fat Rat.””Flash word cards with -at, -am, and -an rimes. Ask the pupils to read them. 29

Presentation:Distribute pictures and word cards to the pupils.Ask the pupils to identify the pictures and match them with the word cards. Write theiranswer in the matrix. (See the matrix below.)After completion, model reading and let the pupils read after you. Then let the pupilsread independently.Picture Beginning Two letters at the Whole word (onsets) end (rime) w ag wag m ad mad n ap napGroup Work:Distribute pictures, onset, rime (-ag, -ad, and -ap) cards.Say: Find the picture and the onset that will match with the rime. Read the words formed. List them in the matrix. (See the matrix below.)Do: Model the reading and let the pupils read after you. Let the pupils read independently.(Note: Prepare the following picture and word cards for the group work. You mayinclude other words belonging to the same family.)pictures words pictures words pictures words bag bad cap wag mad gap 30

nag wad laprag lad nap hag sad sapApplication: (Refer to LM, p. 37, I Can Do It)Evaluation:Encircle the correct answer. (Refer to LM, p. 38, Measure My Learning)nap gap lap sap cap gapbad lad mad bag hag nag wag rag bag(Note: Prepare onset, rime, word cards enough for all the pupils.) 31

Lesson 13: The Pink WigTarget Skills: •• Phonics and Word Recognition: Medial /i/, blending onsets and rimes •• Listening Comprehension: Identifying the elements of the story, answer Wh- questions •• Oral Language: Using polite expressions •• Fluency: Reading aloud literary text –– rhymeObjectives:Answer Wh- questionsIdentify the elements of the storySubject Matter: Elements of the StoryMaterials: Story: ““The Pink Wig”” by Myrna J. Hipolito picture cards, word cards, chartsProcedure:Motivation:Show a picture of a pink wig or a real wig.Show pink wig Demonstrate Fixes her bedDemonstrate everybody Demonstrate children shouted was surprisedIntroduce the story in any of the following forms: big book, accordion book, picturebook, individual poster, and charts. Then, point to the cover of the book with Winniewearing a pink wig.Ask pupils to talk about the cover and guess what the story is about. Create the purposefor listening.Say: Today, you will listen to the story of Winnie, a girl who surprised her teacher and classmates. Find out what she did to surprise her teacher and classmates.Listening:1. Read the whole story aloud.2. Ask questions to monitor the pupils’’ comprehension.3. Read by part and ask questions. 32