2

English
Learner’s Material
Unit 1
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 2
Learner’s Material
First Edition, 2013
ISBN: 978-971-9990-82-6
Republic Act 8293, section 176 indicates that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor
claim ownership over them.
Published by the Department of Education and UnionBank of the Philippines
DepEd Secretary: UnionBank Chairman/CEO:
Br. Armin A. Luistro FSC Justo A. Ortiz
DepEd Undersecretary: UnionBank President:
Yolanda S. Quijano, Ph.D. Victor B. Valdepeñ as UnionBank
DepEd Assistant Secretary: Executive Director: Maria
Elena R. Ruiz Gonzalez-Goolsby

Developmental Team of the Learner’s Material

Chairman: Luz S. Almeda, Ph.D.
Assistant Chairman: Rizalino Jose T. Rosales
Team Leader: Victoria R. Mayo
Writers: Myrna J. Hipolito, Magdalena S. Rosopa, Porfiria B. Santos, Marimel
Jane H. Polita, Elisa O. Cerveza, Rose Ann B. Pamintuan, Nerissa R. Lomeda,
and Amcy M. Esteban
Contributors: Leah N. Bautista, Ana Lou N. Caspi, Ivy M. Romano and
Praxedes F. Mendoza
Editors: Victoria R. Mayo and Violeta M. Gonzales
Consultant: Norma A. Adamos, Ph.D.
Encoders: Eduardo A. Abutal and Christianne C. Quemado
Illustrator: Jose Miguel T. Tejido
Layout Artist: Ernanie S. Gonzales

Printed in the Philippines

Department of Education–Instructional Materials Council
Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: [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
their heartfelt gratitude for their participation in this undertaking.

UnionBank Learning System Credits

Conceived, Produced and Published by: Maria Gonzalez-Goolsby
Written by: Adalia D. Soriano
Illustrations and Activity Pages by: Jose Miguel T. Tejido
Layout by: Ernanie S. Gonzales
Copy Editing by: Nancy Pe-Rodrigo

Acknowledgment

Almario, Ani Rosa Novido, Dolores G.

Almeda, Luz S. Pado, Felicitas E.

Arce, Joseling L. Pilor, Socorro A.
Asprer, Merlie J. Quemado, Christianne C.
Baltazar, Teresita D. Quijano, Yolanda S.
Barro, Mary Margaret M. Reyes, Lourdes C.
Batalla, Sally G. Reyes, Neil
Belena, John M. Rosales, Rizalino Jose T.
Borgonia, Recaredo G. Ruivivar, Ilene R.
Bragado, Rosebie J. Ruiz, Elena R.
Dimaano, Marilyn D. Ruiz, Jean Marie E.
Domalanta, Teresita G. Salvañ a, Josefina Atienza
Dulangon, Carmelita T. Santos, Daisy O.
Estigoy, Susana Teresa B. Soto, Cornelia C.
Evaristo, Ma. Luz F. Tang, Elizabeth C.
Francisco S.J., Fr. Manoling Tay, Dexter A.
Hael, Elizabeth H. Teves, Gerard Jude F.
Hidalgo, Fe A. Tirado, Kenneth C.
Hipolito, Myrna J. Tolentino, Maria Teresa A.
Ilagan, Cesar G. Torrevillas, Zonito
Lapus, Jesli A. Valarao, Carlos V.
Lastimoza, Zeny B. Valencia, Joven M.
Lee, Marcy D. Varela, Francisco M.
Magtibay, Januel M. Vidanes, Hector A.
Magtibay, Maria Elena A. Villanueva, Roberto P.
Mayo, Victoria R. Villanueva, Victor A.
Muyot, Alberto T. Villaruel, Othello T.
Ng, Therese Vispo, Marilou G.
Niega, Josephine C.

iii
 FOREWORD
In 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 that
may at first seem undistinguished, but are in fact required. For us at UnionBank,
this means a corporate philanthropy and social responsibility agenda that can best
leverage 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 align our
values formation efforts with the public school curriculum. Through the
UnionBank Learning System, we have succeeded in developing learning materials
that are designed to integrate values formation – in particular, the time-honored
values 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
our young.
Having launched the program in 2006, we have provided students’ workbooks to
over 2.5 million pupils and teachers’ guides to 13,000 Grade 2 teachers in 5,200
public schools throughout the country. Over the years, we have received various
awards and commendations for this philanthropic undertaking, as well as excellent
impact evaluations that show proof of its immense worth to Philippine education.
Now, through this partnership with the Department of Education, we are
embarking 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 in accordance with the new basic education curriculum – beginning
school year 2013-2014!
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 a gift to the Filipino child.
May it continue to serve as an effective learning tool, one that can help empower
each 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
nation building and, to be reminded that “besides the earth, man’s principal
resource is man himself,” for the transformation of each individual.

JUSTO A. ORTIZ
Chairman and CEO
UnionBank of the Philippines

iv
 INTRODUCTION
THE JOURNEY

T his 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
the Community – 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 our
national hero, Dr. Jose Rizal, the UBLS is the brainchild of UnionBank
Chairman and CEO Justo A. Ortiz and UnionBank Corporate Philanthropy and
Social Responsibility (CPSR) Executive Director Maria Gonzalez-Goolsby.

Recognizing the importance of addressing the Millennium Development Goal of

achieving universal primary education (MDG 2), and responding to the call for
volunteerism and private sector participation in Philippine public education
through the Adopt-A-School Program, UnionBank embarked on a journey to
help Filipino children read, write, and speak English and, at the same time, learn
to become 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
very important foundation for the future, and that’s why more investment
should be put into it.”

In 2006, UnionBank commissioned Marcy Dans-Lee to write and illustrate

the storybook As A Filipino, as conceptualized by Goolsby. Likewise, Dr.
Felicitas E. Pado of the University of the Philippines was commissioned to
write a self-instructional Teacher’s Handbook using the Four-Pronged
Motivational Approach and a corresponding Student’s Workbook based on
the storybook, while Ms. Lourdes Colina-Reyes, M.A., veteran teacher of De La
Salle Zobel and author of a values formation book, was commissioned to
write the Values Education component of the book series.

The UnionBank “As a Filipino” Learning System: Developmental Reading

Integrated with Values Education for Good Citizenship (As A Filipino) was born.

v
Compliance with the learning competencies set by the Department of Education
was a primary consideration in developing the entire UnionBank program.

The As a Filipino book introduced pupils to the 16 values enshrined in the

preamble 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 Future
Generations, Concern for the Environment, and Order.

In 2007, the program was launched in the National Capital Region (NCR), in
coordination with then DepEd NCR Director Teresita G. Domalanta, where it was
rolled out in all its public elementary schools that year. Recognizing the Filipino
teacher’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 teacher
training event on October 24-25 at the Philippine International
Convention Center that preceded the region-wide rollout.

To validate the program’s effectiveness, UnionBank commissioned Dr. Cornelia C.

Soto of the Ateneo de Manila University’s Ateneo Teacher Center (ATC),
an acknowledged Assessment and Evaluation of Learning Expert, to conduct the
2007-2008 census study “The Impact of the UnionBank Learning System:
Developmental Reading Integrated with Values Education for Good Citizenship As
a Filipino on Pupil Achievement in the National Capital Region (NCR).”

Based on the performance results of 200,000 Grade 2 pupils, the study concluded
that there was a 41.59% increase in Reading Achievement. In assessing Values
Knowledge and Feelings, a significant increase was also observed towards Love for
Reading (p.=.002) and Behavior Towards Family (p.=.015) and School (p.=.008). It
further stated that, in general, both quantitative and qualitative data indicated that
the UBLS was substantially successful as a cognitive instrumental system. Its
affective impact was also substantially beneficial to teachers and pupils, with the
Observational, Interview, and Survey results showing the following: The principals
(N=29) and teachers (N=168) selected from 450 schools felt that the UBLS’ goals
and objectives of developing reading skills and values 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 believed the UBLS was relevant, useful, and
helpful to both teachers and pupils. They found the content logical and well
organized, with values properly integrated and applicable to the pupils’ daily life at
home and in school, and correlated with other subjects such as Filipino, Makabayan,
and Character Education.

Under the continuing conceptualization, direction, and management of

UnionBank CPSR head Goolsby, with CPSR officers Ilene R. Ruivivar and Mary
Margaret M. Barro, the program evolved in 2008 into the UnionBank Learning

vi
System: Development Reading Integrated with Values Education for Good
Citizenship, an integrated program for teaching Literacy, English Proficiency, and
Values Education for pupils in the primary grade level.

The five editions of the UBLS were written by Adalia D. Soriano, a highly
regarded Language Arts specialist with three masters degrees (General
Education, Elementary School Administration, and Language Teaching) and
35 years 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 the pupils and motivating them to interact with the text.

Composed of a Student’s WorkText for every pupil, a Teacher’s Edition of the

WorkText for every teacher, a Teacher Training Video, and the As a Filipino Audio
CD for every school, the UBLS Program was used 90 minutes daily for 32
weeks in participating public elementary schools.

Since its launch in 2007, the UBLS has benefited over 2.5 million primary
public school pupils and 13,000 teachers in 5,200 public elementary schools
nationwide. Covering the main regions of NCR, Region VII (Central Visayas),
and Region XI (Davao), the Divisions of Sarangani, Tawi-Tawi, Isabela City and
Lamitan 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,

and ATC’s Soto did a study in these areas using the same evaluation protocol
used in 2007-2008. Despite difficult logistics that allowed complete data
gathering in only a few schools, the study showed encouraging results. In Metro
Cebu, for instance, the sample of 2 schools, 9 teachers, and 466 pupils indicated
a 16.54% increase in pupils’ reading achievement. In the Autonomous Region
of Muslim Mindanao, the sample of 29 schools, 36 teachers, and 1,786 pupils
yielded an increase of 34.03%.

In school year 2011-2012, then DepEd NCR Director Elena R. Ruiz initiated a
DepEd Impact Study, again independently conducted by the Ateneo Teacher
Center. This was administered by ATC’s Soto in collaboration with DepEd NCR
Education Supervisor Victoria R. Mayo. The study focused on the rich source of
data from Grade 2 NCR teachers (N=1592) evaluation of the UBLS Student’s
WorkText and Student’s WorkText Teacher’s Edition. The “Teacher Evaluation of
the UnionBank Learning System: Developmental Reading Integrated with Values
Education for Good Citizenship A Content Analysis” Study showed the value of the
UBLS to both pupils and teachers.

The teachers’ evaluation of the UBLS resource materials was overwhelmingly

positive in terms of general impact, characteristics, and content and that these

vii
materials were “useful and helpful because of their development of
cognitive competencies such as the integrated skills of reading, writing,
listening, and speaking, values education and integration, and their
development of psychomotor skills and the arts.”

Teachers felt that the focus on values education and integration was quite
significant since pupils were exposed to “poems, stories, and activities which
contain values and virtues that are essential for children to become good persons,
[and which are] essential in strengthening and fortifying their character.” Teachers
thought that the inclusion of non-language arts skills and content such as art
activities, puzzles, and games “challenged the pupils to think, to question, and to be
more creative and imaginative.” The activities “help increase their motivation” and
made them “more participative and attentive.” The UBLS was given credit by
teachers for the perceived change in attitude and behavior of pupils: they were
more attentive, participative, independent, critical, imaginative, and creative.
Similarly, teachers expressed that they learned new strategies and techniques, by
using the new instructional materials. They also became 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 UBLS student’s workbook “designed to strengthen literacy skills and instill
values, is a complete 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 for
UnionBank, including the Anvil Award for Excellence in Education (2008), the
Anvil Award for Excellence in Responsible Citizenship (2008), the Management
Association 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
of Education saw the value of capitalizing on the strengths of the UBLS.

“The UnionBank Learning System has been a great help to all our pupils and
teachers for the past five years,” wrote DepEd-NCR Director Luz S. Almeda in
her October 23, 2012 request to UnionBank to allow the DepEd Learning
Resource Writing Team (LRWT) to use materials from the UBLS for the new
DepEd Learner’s Material (LM) and Teacher’s Guide (TG).

“This is an opportunity for the UBLS seeds to grow and bear more fruits as they will be
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 promoted to the
position of DepEd Assistant Secretary for Programs and Projects, to use the
UBLS in the development of the LM and TG for Grade 2 English. The matter was
eventually elevated to then DepEd Undersecretary for Programs and Projects
Yolanda S. Quijano, and after several meetings with UnionBank’s Goolsby and
other DepEd officials, among them Undersecretary for Finance and
Administration Francisco M. Varela, Undersecretary for Legal and Legislative
Affairs Alberto T. Muyot, Instructional Materials Council Secretariat Director
Socorro 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
of the DepEd-NCR LRWT), the integration of the UBLS in DepEd’s Grade 2
English LM and TG and its institutionalization in the public school curriculum
was assured.

At this point, the final chapter of UnionBank’s journey with the UBLS was
already near at hand.

With DepEd formally “acknowledging and recognizing the proven usefulness

and impact of the UBLS” in providing schools with literacy, English proficiency,
and Values Education for character formation, and having “examined, checked,
and cleared it for adoption and use” in the Grade 2 English LM and TG for all
public elementary schools in the country, selected materials from the UBLS were
used in combination with materials provided by DepEd, using the UBLS
template, as developed by the DepEd-NCR LRWT.

In completing its journey with the UBLS, UnionBank agreed to assign to

DepEd its rights and interests and allow its use and adoption in the public
school system.

Thus, on February 6, 2013 a Memorandum of Agreement was signed by

Education Secretary Br. Armin A. Luistro FSC and UnionBank
Chairman/CEO Justo A. Ortiz to formalize the turnover of the UBLS to the
Department of Education.

Under this agreement, UnionBank granted DepEd, at no cost, permission to

adopt, integrate, and use in the Grade 2 English LM and TG selected exercises
and materials from the UBLS. UnionBank also gave DepEd the right to use all
components of the learning system – Student’s WorkText, Student’s WorkText
Teacher’s Edition, Teacher Training Video, As a Filipino Audio CD, and Corporate
Philanthropy and Social Responsibility (CPSR) Audio-Visual Presentation –
free of charge.

These LMs will be disposable, on a 1:1 ratio for all Grade 2 public school pupils
nationwide, 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 English
public school teachers nationwide. The Grade 2 English LM will be printed by
DepEd in time for school year 2013-2014 and then every year thereafter.

Under this agreement, UnionBank and DepEd are copyright co-owners of

the Grade 2 English Learner’s Material.

According to Secretary Luistro, “The LM is like a student’s worktext which

every pupil 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
in public elementary schools nationwide.

“This particular engagement comes at a very important segment in our

journey towards reforms,” Luistro explains. “We are thankful to UnionBank for
the learning system that will enable us to integrate and use the Learning
Materials and 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 – a
book for every child – for the benefit of all the 2.5 million Grade 2 pupils and
the 60,000 Grade 2 teachers nationwide. We share [DepEd’s] vision of creating
a better Philippines through the commitment of a better educational system.”

This is UnionBank’s Gift to the Filipino Child. And now, through this
partnership with the Department of Education and this book collaboration, it is
for all Filipino children to own, learn from, and enjoy.

CARLOS V. VALARAO
March 13, 2013

x
 CONTENTS

Foreword.......................................................................................................................................iv
Introduction..................................................................................................................................v

UNIT 1 – I Can Get Along..........................................................................................1

Lesson 1: Sounds Around...................................................................................................2
Lesson 1: Sounds Around (Day 2)...............................................................................5
Lesson 2: Animal Sounds....................................................................................................7
Lesson 3: Sounds of Musical Instruments...........................................................10
Lesson 4: Sounds in the Environment...................................................................14
Lesson 5: The Alphabet -‐ Medial /e/.....................................................................16
Lesson 6: Elements of the Story.................................................................................20
Lesson 7: Speech Sounds
Medial /e/, Rimes /-‐et/ and /en/ 23
Lesson 8: Speech Sounds
Medial /e/, Rimes /-‐eg/ and /-‐ed/ 27
Lesson 9: Speech Sounds
Medial /e/, Rimes /-‐em/, /-‐ell/, and /-‐eb/ 30
Lesson 10: Bat Cat and Fat Rat.....................................................................................32
Lesson 11: Speech Sounds
Medial /a/, Rimes /-‐am/, /-‐an/, and /-‐at/ 33
Lesson 12: Speech Sounds
Medial /a/, Rimes /-‐ag/, /-‐ad/, and /-‐ap/ 36
Lesson 13: The Pink Wig...................................................................................................38
Lesson 14: Rhyming Words............................................................................................41
Lesson 15: Speech Sounds
Medial /i/, Rimes /-‐it/, /-‐ip/, and /-‐ig/ 43
Lesson 16: Speech Sounds
Medial /i/, Rimes /-‐id/, /-‐in/, and /-‐ill/ 48
Lesson 17: Being Courteous...........................................................................................51
Lesson 18: Naming Words...............................................................................................53

xi
Lesson 19: Working Together Is Best *..................................................................55
Lesson 20: Sequencing of Events *............................................................................59
Lesson 21: Words Showing Order of Events *...................................................63
Lesson 22: Plural Form of Nouns by Adding –s *............................................65
Lesson 23: More Rules: Plural Form of Nouns..................................................67
Lesson 24: Doing It Right *..............................................................................................69
Lesson 25: More on Naming Words..........................................................................74
¤‡••‘ ’‡…‹ ‹…ƒ‹‰  ‘”†• .............................................................................................................77
¤‡••‘
‹ ‡”‡–‹ƒ–‹‰‘‘ˆ”‘”‘’‡”‘—.• .....................................................................................................81
Lesson 28: Having Faith in God *................................................................................84
Lesson 29: For the Sake of Honey *...........................................................................89
Lesson 30: Knowing Myself Better *........................................................................93
Lesson 31: Befriending Others.....................................................................................99
Lesson 32: I Love Naming Words............................................................................100
Lesson 33: My Body and the Letter B...................................................................104
Lesson 34: Speaking Well in Dialogues *...........................................................106
Lesson 35: Using Personal Pronouns *................................................................112
Lesson 36: Rap the Letter C.........................................................................................116
Lesson 37: Learning the Letter C as in /s/........................................................118
Lesson 38: More Fun With the Letter C as in /s/.........................................120

* 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 1
I Can Get Along
We hear different sounds around us.
At home, we hear sounds from the radio
and the television. We hear the sounds made
by animals in the yards.
When we go out in the streets, we hear the sounds
made by cars, jeeps, buses, tricycles, and many others.
Yes, we hear sounds that are loud, soft,
high, or low.
In Lessons 1 to 4 you will learn about the
different sounds you hear around you. You will listen
to these sounds, identify them, and try to imitate
them.
Moreover, in the next lessons,
you will gain skills on how to properly introduce
yourself to others and know them well, too.
 UNIT 1
I Can Get Along
Lesson 1: Sounds Around
Let’s Try
I. Listen to the sound made by what you see in the pictures.
Put a check (ü) on the blank if it is the correct sound and
cross (x) if it is not correct.

___ ding-dong-ding-dong ___ aw-aw-aw-aw

___ ting-ting-ting-ting ___ eeeng-eeeng-eeeng

___ pok-pok-pok-pok ___ tic-tac-tic-tac

___ brrroom-brrroom-brrroom ___ krrring-krrring- krrring

___ mooo-mooo- moo ___ krrra-krrra-krrra

II. Draw a line to connect the object with the sound it makes.

tweeet-tweeet

ding-dong, ding-dong

meeooow-meeooow

wheeeng-wheeeng

kleng-kleng

III. Put a cross (x) on the line to mark objects that make loud
sounds and check (ü) for those that make soft sounds.
_____ telephone _____ crying baby
_____ drum _____ tiger
_____ bus _____ mosquitoes
Get Set
How do you go to school? Do you walk?
What kind of transportation do you take?
Let’s Aim
As you listen to the story, find out the answers to be
given by the teacher.
I Can Do It
Who said the following lines? Label the speech
bubbles.

I am sorry Lito,
there’s a traffic
jam again!

Yes, and there are

trucks, vans, and
taxis, too.
Oh, there the
signal light turned
green.
Measure My Learning
Encircle the correct answer.
1. Who went to school?
(Lito, Kuya Ben, Mario)
2. What sounds did Lito hear?
(brrroom-brrroom, meow-meow, krrring-krrring)
3. What time did Lito go to school? (8:00
a.m., 7:00 p.m., 7:00 a.m.)
4. Who is Kuya Ben?
(tricycle driver, truck driver, Lito’s father)
5. What time would Kuya Ben see Lito again?
(evening, noon, tomorrow)
Lesson 1: Sounds Around
(Day 2)
Get Set
Mimic the sounds of the transportation and
ask your seatmate to identify the transportation. We Can
Do It
Mimic the sounds of the transportations below.
Classify the sound they make as loud or soft.
Remember This

Transportations make different sounds.

They make loud or soft sounds.

I Can Do It
Look at the pictures. Put a check (ü) if the sound is loud or
soft.

Pictures Loud Soft Pictures Loud Soft

Lesson 2: Animal Sounds
Get Set
What kind of pets do you have?
What tricks can they make?
What sounds do they make?
When do they make these sounds?
Let’s Aim
What animal is mentioned in the story?
Let’s Answer
1. Where did the first goat go?
2. Which goat had nothing to eat?
3. How did the goat cry?
4. Why did the fifth little goat cry?
5. What sound did it make?
I Can Do It
In the map, list down names of animals in the circle. Write
the sound they make in the rectangle. Write in the triangle if
the sound they make is loud or soft.

loud

aw-aw

dog

animals

Remember This

Different animals produce different sounds.

Their sounds could be loud or soft.
Measure My Learning
Draw a line to connect the animals with the sounds
they make.

meeeow, meeeow

meee-meee, meee-meee

neigh-eeeh, eeeh

mooooo, moooooo

ungaaaaa, ungaaaaa

tweeet, tweeet
Lesson 3: Sounds of Musical Instruments
Get Set
What musical instrument can you play or would like to play?
Draw it and write the sound it makes.

Draw Here.

Let’s Aim
Draw the musical instruments that produce loud/ soft,
high/low sounds in the chart.

Soft High

Loud Low

10
We Can Do It
Encircle the musical instruments.

Remember This

Musical instruments have different sounds. Some

musical instruments produce loud/soft, high/low
sound.

11
I Can Do It
Put a check (ü) if the musical instrument makes a loud,
soft, high, or low sound.

Musical Sounds loud soft high low

instruments produced
sheek-sheek

eng-eng

kleng-kleng

tot-tot-tot

boom-boom

tac-pararak

12
Measure My Learning
Draw a line to connect the musical instrument to the
sound it makes.

sheek -- sheek -- sheek

kleng -- kleng -- kleng

tot -- tot -- tot

boom -- boom -- boom

tic -- tic -- tic

13
Lesson 4: Sounds in the Environment
We Can Do It
Write down on the chart the sounds you heard.
Put a check (ü) if it is loud/soft or high/low.

Sounds in the Loud Soft High Low

Environment

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Remember This

Sounds in the environment differ from one

another. They can be loud/soft, high/low.

14
I Can Do It
Encircle the correct answer. What kind of sound does the
object in the picture produce?

high, low high, low high, low

high, low high, low

Measure My Learning
Listen to the sounds. What makes the sound? Is it loud or
soft? Encircle the correct answer.
Sound Source of Sound Quality of
Sound
1. neigh-neigh cow horse loud soft
2. arf-arf puppy dog loud soft
3. whooooo ghost wind loud soft
4. wheeeee ambulance fire truck loud soft
5. bzzz-bzzz butterfly bees loud soft

15
Lesson 5: The Alphabet
Medial /e/
Let’s Try
I. Encircle the letters which belong to both the English
and Filipino alphabets. Box the letters which belong to
the Filipino alphabet only.

A B C D E F

G H I J K L

M N Ñ Ng O P

Q R S T U V

W X Y Z

II. Write the beginning letter of the following:

1. ___ et 4. men ___ en

2. ___ eb 5. ___ em

3. ___ eg 6. ___ ell

16
III. Read the sentences and answer the questions. Encircle
the correct answer.
Sentences Choices
1. Ben fed the hens. Ted
Who fed the hens? Ben
Rem
2. The hens are in the coop. coop
Where are the hens? pen
farm
3. Ben fed the hen at 8:00 a.m. 8:00 a.m.
What time did Ben feed the 9:00 a.m.
hen? 10:00 a.m.
4. Ben went to school. clinic
Where did Ben go? school
canteen
5. Ben greeted Miss Lara. Ben
Who did Ben greet? Teacher
Miss Lara

Get Set
You have learned the alphabet song in Grade One. Get
your partner; sing the alphabet song in English then in
Filipino. As you sing with your partner, take turns in
writing the letters of both alphabets in the boxes provided
below.
English Alphabet:

17
 Filipino Alphabet:

We Can Do It
Write on the blanks the missing letters of the
alphabet.

A B E __G
__ __ HI__

K L O P S __ __ __ English
__ __ __ __ __ __ Y __ Alphabet

A B __ __ I J
__ __ __ H __ __

M N O P S __ __ X Filipino
__ __ Q __ U __ Y __ Alphabet

Remember This

The English alphabet has 26 letters.

The Filipino alphabet has 28 letters.
There are letters in the Filipino alphabet which are not
present in the English alphabet.
ñ and ng in the Filipino alphabet are not found in the
English alphabet.

18
I Can Do It ____ ____ C D
I. On the blanks, write the ____ ____ G H
missing letters in the English ____ ____ K L
alphabet order.
____ ____ O P
____ ____ S T
____ ____ W X
____ Z

II. On the blanks, write the A ____ ____ ____

missing letters in the Filipino
alphabet order. E F ____ ____
I J ____ ____
M ____ ____ ____
O P ____ ____
S ____ ____ V
____ X ____ ____

Measure My Learning
In which alphabet are the following letters found? Encircle
the correct answer.
1. c (English, Filipino) alphabet

2. ñ (English, Filipino) alphabet

3. j (English, Filipino) alphabet

4. ng (English, Filipino) alphabet

5. z (English, Filipino) alphabet

19
Lesson 6: Elements of the Story
Get Set
What do you do to help at home? You are going to listen
to a story about a very helpful boy. Find out what he does
to help at home.
Let’s Aim
Write your name in the middle of the crescent. Fill up
the bubbles with what you do to help at home.

Let’s Answer
I. Encircle the correct answer.
1. Who owns the hens? (Ben, Tem, Ren)
2. How many hens are there? (seven, nine, ten)
3. Who feeds the hens? (Tem, Ben, Pen)
4. What does Ben do before going to school? (feed,
seed, weed) the hens
5. Where was Ren-ren? in the (ten, pen, hen)
6. Why was Ben happy?
He (found, met, lost) Ren-ren.

20
II. Answer the following questions.
1. Where did the story happen?
Setting: _____________________________
2. Who were the characters in the story?
Characters: _________________________
3. What was Ben’s problem?
Problem: ____________________________
4. How was Ben’s problem solved? Solution:
____________________________
5. How did the story end?
Ending: _____________________________
We Can Do It
Below is an illustration of a story map. The map shows
the elements of a story. Recall the story, “The Tenth
Hen,” and identify its elements. Write them in the story
map provided.

problem

solution

characters ending

21
Remember This

The elements of the story are:

Setting – tells where the story happened Character –
tells who are the persons/animals
in the story
Problem – tells what the problem is
Solution – tells how the problem is solved
Ending – tells how the story ends

I Can Do It
Identify the elements of the story. Encircle the correct
answer.
1. Completed the hens. character ending problem
2. Ren-ren is in the pen. solution climax setting
3. The tenth hen is missing. solution problem ending
4. Ben found the tenth hen. setting character solution
5. Tem character setting problem
6. Ben’s house setting solution ending
7. Ben solution ending character

Measure My Learning
Match and connect the elements of the story.
1. Mario, the polite boy a. problem
2. in the school b. character
3. Mario lost his wallet. c. solution
4. The school helper d. ending
found the wallet. e. setting
5. Mario was able to
have his recess.

22
Lessons 7: Speech Sounds
Medial /e/, Rimes /-et/ and /en/
Get Set
You have learned how to read the letters of both Filipino
and English alphabet in Grade 1. You shall learn how to
put the sounds of letters together to come up with new
words.
Let’s Aim
Identify the pictures. With what letter sound do they
begin? Fill the blanks with the missing beginning letters.
Then, write the whole word in the blanks at the right.

beginning two letter whole

consonant sounds word
(Onsets)
___ _____

___ + _____
+

-en
+
___ _____
++
___ _____
___ _____

23
 beginning two letter whole
consonant sounds word
(Onsets)
___ _____

___ + _____
+

-et
+
___ + _____
+
___ _____
___ _____

We Can Do It
Write the name of each picture below. Choose the
answer from the words in the box.
net jet wet hen men pen

________ ________ ________

________ ________ ________

24
I Can Do It
Write the correct beginning letter to form the word.

e t e n

e t e n

e t e n

e t e n

e t e n

25
Measure My Learning
Complete the phrases and sentences.

___en ___ens

___ens in the ___en

Ren-ren, the th ___enth ___en

The tenth ___en is in the ___en

Bet ___et met Net by the ___et

Tet ___ets the ___et

Let ___et the wet ___et

26
Lesson 8: Speech Sounds
Medial /e/, Rimes /-eg/ and /-ed/

We Can Do It
I. Identify the pictures. Write the beginning letter to form
the whole word.

___ ______

______
___
___ eg ______

___ ______

II. Identify the pictures. Write the beginning letter to form

the whole word.

___ ______
___ ______

___ ed ______

___ ______
___ ______

27
III. Practice reading.

1. Ten big eggs in the nest

2. Ted weds Meg.

3. Color the bed red.

4. Ben fed the hens.

5. The well is near the big bell.

I Can Do It
Encircle the correct ending letters.
1. b ___ (- ed eg en)

2. k ___ (- ed eg en)

3. p ___ (- ed eg en)

4. l ___ (- ed eg en)

5. w ___ (- ed eg en)

28
Measure My Learning
Listen as the teacher says each word.
Encircle the word that you hear.

bed net web hen

sell gem well red

beg pet keg Rem

Ted led wed met

beg leg keg Meg

29
Lesson 9: Speech Sounds
Medial /e/, Rimes /-em/, /-ell/, and /-eb
We Can Do It
Look at the pictures. With what sounds do they begin? Join them with the correct ending
sounds. Write them on the blanks.
Beginning ending whole word
letters

___+ = ___ell

___+ = ___ell

-ell = ___eb
___+
-em
-eb
___+ = ___em

___+ = ___ell

___+ = ___em

30
I Can Do It
Draw a line to connect the pictures to the
phrases/sentences.

Pem is near
the well.

The spider’s
big web

The farmer sells

a big hen.

the bell and

the well

Measure My Learning
Fill in the boxes with the correct word.

1. 4.

2. 5.

3.

31
Lesson 10: Bat Cat and Fat Rat
Let’s Aim
Guess what the story is all about. The title is “Bat Cat and
Fat Rat.” Listen to your teacher as he/she reads the story.
Let’s Answer
Answer the following questions after listening to
the story.
1. What did Bat Cat have?
2. What is in the can?
3. Where did Bat Cat sit?
4. Where was the can of jam?
5. What did Fat Rat do? Why?
6. What did Bat Cat do with Fat Rat? Why?
7. What do you think will Bat Cat do with Fat Rat? Why?
8. What do you think happened to Fat Rat?
Measure My Learning
Write YES if the statement is correct and NO if it is
incorrect.
____ 1. Bat Cat and Fat Rat are friends.
____ 2. Bat Cat guarded his can of jam.
____ 3. Fat Rat ran to the can of jam.
____ 4. Bat Cat hit Fat Rat.
____ 5. Bat Cat was angry with Fat Rat.

32
Lesson 11: Speech Sounds
Medial /a/, Rimes /-am/, /-an/, and /-at/
Let’s Try
I. Draw a line to connect the picture with the
sentence.
The fan
is in the
pan!
1. The Bat Cat ran
after the rat.

2. Fat Rat ran in the van.

3. Dan and Pam ate the jam

and the ham.

4. Ban the ram from

the dam.

5. Sam said, “The fan is in

the pan!”

33
II. Look at the pictures. Write the beginning letter to
complete the word.

___am ___am ___am

___am ___am ___at

___at ___at ___at

___at ___an ___an

___an ___an ___an

Let’s Read
1. Bat Cat and Fat Rat ran.
2. The cat sat on a mat.
3. Bat Cat has a hat.
4. Bat Cat has a can of jam.
5. Pam and Dan ran to the van.
6. Sam bought ham and jam.
7. Mat ran to the dam.

34
Measure My Learning
Complete the words to form phrases and
sentences.

___am and ___am

___am and ___am

___an’s ___am

___at and small ___at

___at sits on a ___at

35
Lesson 12: Speech Sounds
Medial /a/, Rimes /-ag/, /-ad/, and /-ap/
Get Set
You have learned how to put sounds together to form
words. You have listened to stories, read words, phrases,
and sentences, too. You shall have more of the ending
sounds today. They are /-ag/, /-ad/, and /-ap/.
Let’s Read

1. cap on my lap

2. lad on Mama’s lap

3. sad face

4. The sad lad has a big bag.

5. The lad’s cap is on the rag.

6. The lad took a nap on

Mama’s lap.

36
I Can Do It
Your teacher will give you pictures, beginning sound and
ending sound cards. Come up with a word that matches
each picture. Work with your partner.
We Can Do It
Read each phrase and draw a line to connect it with the
correct picture on the right.

1. sad lad

2. a big map

3. nap on mama’s lap

4. sat on the rag

5. a rag bag

37
Measure My Learning
Encircle the correct word.

nap gap lap sap cap gap

bag hag nag

bad lad mad

wag rag bag

Lesson 13: The Pink Wig

Let’s Aim
Today, you are going to listen to a very exciting story. The
title is “The Pink Wig.” Have you seen a wig? As the
teacher reads, find out why Winnie, a character in the
story, wore the wig.
Let’s Answer
Encircle the correct answer.
1. What does Winnie do as she wakes up?
(fixes her bed, brushes her teeth)
2. How is Winnie called in school?
(Hard Headed Winnie, The Winning Winnie)
3. What does Winnie love to do?
(bullying, playing tricks)

38
 4. What trick does Winnie do?
(wearing a pink wig, doing magic)
5. How did Tinny/Winnie reveal herself?
(took off the pink wig, said her names)
6. How did her teacher and classmates feel about it?
(angry, happy)
7. Where did the story happen?
(in the classroom, in the playground)
8. What would you do if you were Winnie’s
classmate? Winnie’s teacher?
(get mad, laugh, be happy, be sorry)
9. What can you say about Winnie?
(lively, disobedient)
I Can Do It
Encircle the letter of the correct answer.
1. Where did the story happen?
a. classroom
b. garden
c. in the playground
2. Who are the characters in the story?
a. Winnie, Miss Lim, and the pupils
b. Tinny and Miss Lara
c. Winnie and Tinny
3. What was Miss Lim’s problem?
a. Who the new pupil was?
b. Where Winnie is?
c. Where Tinny is?

39
 4. How was it solved?
a. The pupils took the pink wig off.
b. Tinny/Winnie took off the pink wig.
c. Miss Lim took off the pink wig.
5. How did Winnie, her classmates, and Miss Lim feel at
the end of the story?
a. happy
b. sad
c. scary

Measure My Learning
Identify the elements of the story, “The Pink Wig.” Write
them in the Crescent Organizer.

problem
character solution
ending
setting

40
Lesson 14: Rhyming Words
Get Set
Read Star Light Star Bright.
Star light star bright,
The first star I see tonight,
I wish I may, I wish I might,
Have the wish I wish tonight.
Let’s Read
Piggy Wiggy
By Myrna J. Hipolito
Wiggily, wiggily hip hop
Piggy Wiggy is out of the trap
Jiggidy, jiggidy bip bop
In the bin it hips and pops
Riggidy, riggidy dip dop
Big Piggy Wiggy dig up.

Let’s Answer
1. Who was in the trap?
2. How did the pig get out of the trap?
3. What did the pig do in the bin?
4. What was the last thing he did?
5. What words in the rhyme have the
same sound?

41
Let’s Read
hop and pop riggidy hip and dip bag bop and dop bad
and jiggidy ham and and lag cat and and sad Ben and
ram Pam and Sam bat fat and rat Ten lap and cap
tan and can wed and bed hen and pen
Remember This

Words that have the same ending sounds are called

rhyming words.

Measure My Learning
Say the names of the pictures. Write yes on the blank if
they rhyme and no if they don’t.

______ 1.

______ 2.

______ 3.

______ 4.

______ 5.

42
Lesson 15: Speech Sounds
Medial /i/, Rimes /-it/, /-ip/, and /-ig/
Let’s Try
I. Write the letter of the correct answer on the blank before
the number.
1. It’s 12:00 noon. The class is over. The pupils are
ready to go home, what will they say?
a. See you later, teacher.
b. So long, teacher.
c. Good bye, teacher.
2. Mika and Nikki are leaving for the school. What
will they say to Father and Mother?
a. Good morning Mother, Good morning Father.
b. Good bye Father, Good bye Mother.
c. Thank you Father, Thank you Mother.
3. The pupils are inside the classroom. The
morning class is about to start, what will the
pupils say?
a. Good bye, Teacher.
b. Good morning, Teacher.
c. Thank you, teacher.
4. A pupil is going to the comfort room. How will
he ask permission from the teacher?
a. I’m sorry teacher.
b. May I have a seat?
c. May I leave the room, Teacher?
5. A pupil will borrow a book from the library, what
will he say to the librarian?
a. May I borrow a book, Ma’am?
b. Thank you, Ma’am.
c. Welcome Ma’am.

43
II. Name the pictures, say the words, and write the
beginning letters on the blank.

1. ___ in 5. ___ it

2. ___ ig 6. ___ ig

3. ___ ig 7. ___ ig

4. ___ it 8. ___ ig

44
Get Set
You have learned to do word attack skills in the past
lessons. You did well! There are three more word families:
-it, -ig, and -ip. These interesting families will add more to
your reading skills and knowledge. Welcome to the world
of /i/.
Let’s Aim
Look at the following pictures and identify them.

45
Let’s Answer
Look at the pictures and write the beginning letter of each to
complete the words.

______ + ____

______ + ____

______ + ____
it
______ + ____

______ + ____

______ + ____

______ + ____

______ + ____
ig
______ + ____

______ + ____

46
 ______ + ____

______ + ____

______ + ____
ip
______ + ____

______ + ____

Measure My Learning
Encircle the correct word for the picture.
tip rip nip

kit hit sit

pig wig fig

dig big rig

pit hit sit

47
Lesson 16: Speech Sounds
Medial /i/, Rimes /-id/, /-in/, and /-ill/
Let’s Aim
Look at the pictures and write the beginning letter of each to
complete the words.

______ + ____

______ + ____

______ +
in ____

______ + ____

______ + ____

______ + ____

______ + ____

______ +
id ____

______ + ____

______ + ____

48
 ______ + ____

______ + ____

______ + ____
il
______ + l ____

______ + ____

Let’s Read
Practice reading the phrases/sentences.
1. fin in the bin
2. Tin and Bin
3. The kid took the pill.
4. Bill hid the pill.
5. bid and win
6. Vin hid the pin.
7. The fin is in the bin.
8. pill in the bin
9. Spin the pin.
10. Nill, go to the hill.

49
I Can Do It
Fill up the configured clues.

Measure My Learning
Put a check (ü) to the correct picture for the given
word.
bin bid

bill fin

50
Lesson 17: Being Courteous
Let’s Aim
Miki and Nikki
good morning miki.
By Myrna J. Hipolito
good morning
IT’S MONDAY. nikki. yes it’s the
it was monday morning. miki IT’S OUR FIRST first day.
and niKki woke up early... DAY OF SCHOOL.
GOOD MORNING

FATHER, GOOD
MORNING MOTHER.

come,
breakfast
is ready.
GOOD MORNING miki,
good morning nikki.
in school, miki and nikki i’m glad to see you.
how are you?
went to their classroom...
GOOD MORNING miss
dina. good morning
we are fine.
classmates.
thank you.

classes went on. soon, the bell rang. it was time to go home.

it’s time to go home. goodbye

children, see you tomorrow.

GOODBYE AND THANK YOU, MISS

DIna. see you tomorrow.

51
 Answer the following questions:
1. How did Miki and Nikki greet Mother and
Father?
2. How did Mother and Father greet Miki and Nikki?
3. How did Miss Dina greet Miki and Nikki? The
class?
4. What did the children say before they left?
I Can Do It
Act out and say the correct expressions.
1. One morning you meet the principal on your way to
your classroom.
2. One afternoon you meet your new classmate on your
way to school.
3. One sunny morning you meet your school helper
on your way to the canteen.
4. On a rainy afternoon you went to the school clinic for
treatment.
5. Your Father arrived from work before dinner.
6. Mother woke you up to get ready for school.
Follow the pattern below:
A: Good ________, Miss/Mrs./Mr._________________.
B: Good ________, (How are you?)
A: I’m (fine, thank you. How about you?)
B: I’m (fine too. Thank you.)

52
Lesson 18: Naming Words
Get Set
What are the things that you like?
What are the important events in your lives?
What places do you want to see?

I Can Do It
After listening to the story “At the School Yard,”
complete the T-Map below.

1. Who met Sam?

2. Where did Pam and
Sam meet?
3. What new things did
Pam have?
4. Who bought Pam’s
new things?
5. Who told Pam to
make a thank you
card?
6. How did Pam feel
about Sam’s idea?

Remember This

Nouns are naming words. They are names of persons,

animals, places, things, and events.

53
I Can Do It
Draw a line to connect the noun to its category.

Person Christmas
Animal Pasig City
Place Manny Pacquiao
Thing dog
Event ball

Measure My Learning
Encircle the correct category for the given picture.

1. thing, animal, person, place

2. event, animal, person, place

3. thing, animal, person, place

4. thing, animal, person, place

5. thing, animal, person, place

54
Lesson 19: Working Together Is Best
Let’s Try
I. Complete each sequence using a word from the box.
December third Tuesday
four large year
1. small medium _______________
2. day month _______________
3. October November _______________
4. Sunday Monday _______________
5. first second _______________
II. Write the singular form of each noun on the lines below.

1. cherries

2. babies

3. boxes

4. churches

5. wheels

55
III. Write the plural of each noun to complete the sentences
below.
1. I am going to attend two birthday (party)
_____________ this week.
2. Lia bought some (strawberry) _____________ for her
mother’s salad.
3. At the pet store, we saw lots of (bunny)
_____________ for sale.
4. San Juan and Mandaluyong are small (city)
_____________ in Metro Manila.
5. All the (lady) _____________ baked cookies for the street
children.
Get Set
Have you seen a school of fish swimming in the
river / aquarium / pond? Talk about it with a
partner.
Let’s Aim
Listen as your teacher reads the story about
“Swimmy.”
Find out how the little fish became happy again. Let’s
Answer
a. Who is the character in the story?
b. What is the color of Swimmy?
c. Where does he live?
d. Who did he see one bad day?
e. What other sea creatures did he see?
f. What did he see under a rocky corner?
g. Why were they hiding under the rock?

56
 h. What did they do together?
i. How did the group of little fish and Swimmy drive
away the big fish?
j. If you were the little fish, will you do the same?
Why or Why not?
k. Did you have the same experience as the little fish in
the story?
Example: During their group work, what should they do so
that they can make their work better? How can they make a
project as a group?
We Can Do It
Describe the traits of the character you liked best in the
story. Use the web to do this.

Name of Character

Remember This

Character refers to the people in the story who carry out

the actions. Characters can be real or make believe.
They can also be animals or things.

57
I Can Do It
Draw and color Swimmy as you picture him from the story
heard.

58
Measure My Learning
Using the Character Map, draw the character in the story.
Character Map
How the
character looks
Name of _______________
Character
_______________ Where the
character lives
_______________

Lesson 20: Sequencing of Events

Get Set
What are the events that happened in the story? Pick a
picture and talk about it.

Let’s Answer
Number the picture 1 to 5 as they happened in the
story.

59
We Can Do It
Group 1 Act out Swimmy getting away from
the tuna fish
Group 2 Act out Swimmy hiding behind the
big rock
Group 3 Act out a school of fish forming a
giant fish
Group 4 Act out a very hungry tuna fish

I Can Do It
What comes next?

Read each paragraph and the sentences below it. Number

the sentences in the order that they happened in the story.
Last week, my older brother, Mark, got some pieces of
wood. He made a doghouse for his dog, Dori. Last night,
Dori slept in his new house.

He made a doghouse for

Dori.

Dori slept in his new house.

Mark got some wood.

60
This morning, Mela’s class went on a trip to the park. Then,
they ate lunch. After lunch, they went to the zoo. Lastly, they
went back to school.

They went back to

school.

They went to the zoo.

They went to the park.

They ate lunch.

61
Measure My Learning
Read the paragraph and answer the
questions below.

Every Monday morning, we line up first in the schoolyard

for the flag ceremony. After the flag ceremony, we all go
inside our classrooms. When everyone is seated, the teacher
checks the attendance. Next, we learn about mathematics.

1. What do you usually do in school first thing in the

morning?
______________________________________________

2. What happens after the flag ceremony?

______________________________________________

3. When does the teacher check the

attendance?
______________________________________________

4. What happens next?

______________________________________________

62
Lesson 21: Words Showing Order of Events
Get Set
Listen as your teacher retells the story “Swimmy.”
Look at the picture of the events in the story.
What happened first?
What happened next? and then next?
What happened last ?
Let’s Aim
How do we make peanut butter sandwich? Number the
sentences in correct order to show how it is done.

Next, spread peanut butter on one slice of

bread.
First, take two slices of bread.
Last, carefully wrap the sandwich.
Then, put the two pieces of bread together. We Can
Do It
Look for a partner. Tell your partner the things that you do
before going to school. Use the words first, next, and
then, and last in telling your story.
Remember This

Sequencing is the order of events in a story. Stories have

a beginning, a middle and an end. Use the words first,
next, and then, last to denote sequences.

63
Measure My Learning
Draw a picture in each box to tell a story.
Draw what happens first, next, and last.

Before Going to Bed

First

Next

Last

64
Lesson 22: Plural Form of Nouns by Adding -s
Let’s Try
Listen to your teacher as she reads the story
“Swimmy” again.
What are the nouns in the story? Write
them in the columns below.
Column A (Singular Nouns) Column B (Plural Nouns)

Let’s Listen
Listen and repeat after your teacher.
plant plants
chair chairs
fork forks
room rooms
row rows
What letter is added to the noun to make it plural?
What letters come before –s, consonant or vowel?

65
Let’s Answer
Write the plural of each of the following nouns.

1. _______ 2. _______ 3. _______

4. _______ 5. _______ 6. _______

7. _______ 8. _______ 9. _______

Remember This

Singular nouns ending in consonant sounds except y, x,

f, s, h form their plural by adding –s.

Measure My Learning
Underline the nouns in the sentence.
Tell whether the noun is a singular or plural.
____________ 1. Three of the plates are round.
____________ 2. My grandmother is very kind.
____________ 3. Joushua‘s crayons are broken.
____________ 4. That map is old.
____________ 5. Birds flew in the sky.

66
Lesson 23: More Rules: Plural Form of Nouns
Let’s Try
Let’s play a game name “The Longest List.” Go to your
group and fill out each column with as many nouns as
you can think of. Share your lists with the class. You will
be given two to three minutes to do the task.
Person Place Things Animals

Let’s Listen
Look at the pictures.
Listen and repeat after your teacher.

church churches

How are the plural nouns in Group A formed?

How are the plural nouns in Group B formed?

67
We Can Do It
Write the plural form of each noun.
1. city 6. tax
2. church 7. bus
3. cherry 8. watch
4. strawberry 9. story
5. injury 10. sky
Remember This
Nouns that end with –s, –ch, –x, -ss form their
plural by adding –es. Nouns that end in y preceded
by consonants form their plural by changing y to i
and adding –es.

I Can Do It
Write the plural forms of the following nouns.
1. fox __________ 6. box __________
2. bunny __________ 7. fly __________
3. dress __________ 8. wish __________
4. shoe __________ 9. bench __________
5. match __________ 10. cherry __________
Measure My Learning
Match column A with column B by writing the letter before each number.
______ 1. A B
box a. fairies
______ 2. strawberry b. boxes
______ 3. fairy c. glasses
______ 4. glass d. strawberries
______ 5. lady e. ladies

68
Lesson 24: Doing It Right
Let’s Try
I. Give a proper noun for each common noun. Choose the
answer from the Word Bank.

Misamis St. Mt. Mayon Earth San Juan

City DepEd Inquirer Philippines
Quiapo Church Manila Hotel
Pinaglabanan Elementary School

1. church ________________________________
2. country ________________________________
3. newspaper ________________________________
4. office ________________________________
5. planet ________________________________
6. street ________________________________
7. hotel ________________________________
8. volcano ________________________________
9. city ________________________________
10. school ________________________________

69
II. Listen to your teacher as he/she reads the paragraph. Encircle
the letter of the correct answer.
Ekob and His Friend Uno
I really love my cute, little gray puppy named Uno. He is
really great! He would run around, jump on me, lick my
face, and bark endlessly. When he gets naughty, he would
play in the mud and sprinkle dirt on my shirt. But Uno can
really be an angel, too. He would sit on my lap, brush his
head on my arms, and look at me as if to say “I’m sorry.”
Most of all, Uno loves to eat. At home, he would sleep
under my bed, and anywhere else. He will always be my
special friend.
1. Who is Ekob’s best friend?
a. Puti
b. Uno
c. Brownie
2. What words are used to describe Uno?
a. cute, little gray
b. hairy, little gray
c. big ears
3. Where does the puppy play when it gets
naughty?
a. in the garden
b. under the bed
c. in the mud
4. Where does the puppy sleep after it eats?
a. under the bed
b. under the table
c. in the kennel
5. Why will he always be a special friend?
a. He laughs and wags his tail.
b. He makes me happy all the time.
c. He would sit on my lap and brush his head.

70
Get Set
Do you remember a story that your parents told/ read to
you? Share it to your classmates.
Let’s Aim
Listen to your teacher as she reads the story “Mary and
Martha on Duty.”

Mary and Martha On Duty

Mary and Martha are on class duty today. Mary sweeps the
floor. She throws all the garbage into the trash bin. After
that, she empties the trash bin into the big garbage can
outside the classroom.
Martha wipes the desks. She wipes the blackboard clean.
The two girls neatly arrange all the desks and chairs. The
classroom is now clean and tidy. Mary and Martha are very
happy and proud of themelves.
Main idea: What is the story about?
Copy the main idea of the paragraph in the box below.
• Mary and Martha clean the classroom.
• The classmates leave the room.
• Mary and Martha are on duty today.

71
 Details: Who are the characters in the story? What did they
do? From the paragraph, copy one sentence that tells what
each one did.
Who What she did

We Can Do It
Each group will act out the scenes in the flash cards.

Group 1 – children arranging the chairs and desk

inside the classroom

Group 2 – children sweeping the dried leaves in the

yard of the school

Group 3 – children throwing garbage into the big

garbage can outside the classroom

a pupil erasing the writings on the

blackboard
Group 4 –

Remember This

Main Idea tells what the story is all about.

72
Measure My Learning
Listen to your teacher as she reads the paragraph. Underline
the main idea of the paragraph listened to.
1. Animals help us in many ways. They give us food. Some
give us clothing. Other animals help us in our work.
Some become our friends.
What is the paragraph about?
2. Glenda washed the clothes this morning. She was very
glad because the sun was shining. Glenda wanted the
sun to shine all day long. The clothes dried fast and they
smelled good.
What is the paragraph about?
3. Books are our good friends. They make us bright. They
tell different stories. Others teach us about many things
in the world. Books live long if we take good care of
them. We should not tear their pages. We should not
write on their pages, too.
What is the paragraph about?

73
Lesson 25: More on Naming Words
Let’s Try
What is the title of the story you listened to
yesterday?
What is the story about?
What did you learn from the story?
Let’s Answer
Fill up the table with the common nouns found on the story.

Persons Things Places Animals

What do you notice with the nouns listed in the table?

How are they written?
What do we call them?

74
We Can Do It
Identify common nouns.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Remember This

Common nouns are common names of people,

things, places, animals, or events. They start with
small letter.

75
I Can Do It
Classify the following common nouns.
Put a check (ü) under the proper heading.
The first one was done for you.

Nouns A Thing A Place A Person

tree ü
doctor
table
church
shoe
teacher
school
market

Measure My Learning
Underline the common nouns in the following
sentences.
1. The girl wears a pink dress.
2. My teacher is going to take us to the museum.
3. The baker makes delicious bread.
4. The clown is doing magic tricks in the circus.
5. My father works in an office.

76
Lesson 26: Specific Naming Words
Let’s Try
What are common nouns?
Fill out the table. Write the nouns under their proper
column.
teacher classroom cat
pencil shoes school
street carabao dog
mall wedding holidays

Persons Places Animals Events

Get Set
Look at the pictures. Give a specific name for
each picture.

teacher ________ street ________ day ________

77
 holiday ________ actor ________ month ________

actress ________ beach ________

What do you notice with the nouns beside the common
nouns. How are they written? What do we call them?
We Can Do It

Draw a star ( ) if the word is a proper noun.

______ 1. Boracay ______ 6. Philippines
______ 2. library ______ 7. slippers
______ 3. doctor ______ 8. bag
______ 4. Uncle Tony ______ 9. Miss Cruz
______ 5. clinic ______ 10. Toyota

Remember This

Proper nouns are specific names of people, things,

places, animals, or events. They always start with a
capital letter.

78
I Can Do It
I. Write a proper noun for each given common noun.
1. teacher 6. river
2. month 7. school
3. day 8. country
4. doctor 9. restaurant
5. ocean 10. tree
II. Read the sentences and look for the words that are not
correctly written. Write these correctly on the blank.

It’s new year’s day. The june 12, wednesday, is

first month of the year is independence day.
january.

____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________

Today, tuesday, is all saints’ christmas is on december

day. It’s the first day in 25 and it’s on a sunday.
november.

____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________

79
Measure My Learning
Look for a proper noun for each common noun.
Choose the answer from the word bank.

Rose Toyota Manila Zoo

Japan Colgate N. Domingo Street
St. John the Baptist Church Mango
National Bookstore Lorenzo

1. church ________________________________
2. country ________________________________
3. car ________________________________
4. street ________________________________

5. bookstore ________________________________
6. boy ________________________________
7. flower ________________________________
8. fruit ________________________________
9. zoo ________________________________
10. toothpaste ________________________________

80
Lesson 27: Differentiating Common
from Proper Nouns
Let’s Try
Look at the picture.
What do you see in the picture?
What is it all about?

Let’s Listen
Listen to your teacher as she reads the dialogue.
Answer the following questions.
Who are the characters in the dialogue?
Where did they go?
What are the things that they saw ?

81
 Let’s group them by using a Tree Map.

Nouns

Common Proper

We Can Do It
The common nouns and proper nouns got mixed together
in the cloud. Write each noun under the proper heading.

church Taal Volcano toy newspaper

Batangas City animal flower Dr. Cruz John
Lloyd Cruz market pencil

Common Nouns Proper Nouns

82
Remember This

Common nouns are common names of persons,

things, places, animals, or events. They start with
a small letter.
Proper nouns are specific names of persons, things,
places, animals, and events. They always start with a
capital letter.

I Can Do It
Color the proper nouns red. Color the common nouns
yellow.
Rose Miss Reyes girl toothpaste

friend planet MMDA April

Pinaglabanan bird Boracay store
Street

Measure My Learning
Write C for common nouns and P for proper nouns.
____ 1. teacher
____ 2. Pinaglabanan ____ 6. doctor
Elementary School ____ 7. April
____ 3. restaurant ____ 8. National
____ 4. Pasig River Bookstore
____ 5. day ____ 9. Luneta Park
____ 10. book

83
Lesson 28: Having Faith in God
Let’s Aim
Look at the picture below.

What is the girl doing?

When do you pray?
How do you pray.
Let’s Listen
Listen to your teacher as she reads “The Lord’s
Prayer,” the prayer Jesus taught us.

84
 The Lord’s Prayer
Our Father who art in heaven,
Hallowed be Thy name, Thy kingdom come,
Thy will be done on earth as it is in heaven.
Give us this day our daily bread.
And forgive us our trespasses, as we
Forgive those who trespass against us.
Lead us not into temptation but deliver us from evil.
For Thine is the kingdom and the power and the glory,
Forever
Amen.

85
Let’s Answer
To whom are you talking when praying? Should we ask
for blessings right away? Who gives the food that you
eat every day? What is the meaning of the line, “Give us
today our daily bread”?
Do you believe that God can help you in any of your
problems/needs? Explain.
If a friend invites you to a church different from yours,
how would you show your respect?
Identify naming words used in the prayer.
Why are some capitalized, while the others are not?

Remember This

We believe that God, no matter how He is called, is

the most powerful, and the provider of all our needs.
We must show respect to others’ beliefs.

We Can Do It
Group yourself according to your belief/faith or the
church you go. What do you do inside your worship
place?

86
I Can Do It
Complete the prayer.

Blessed be You, O God, for having

created me.

Thank you for __________________________________________________________________________________________ .

I am sorry for ______________________________________________________________________________________________ .

Please help me ______________________________________________________________________________________

________________________________________________ . I love you.

Your faithful and obedient child,

________________________________________________________________________________________________________

Name

87
Measure My Learning
A good way to learn to draw is to observe how artists draw
people and copy what you see. Here is a picture of a girl
walking with her pet dog. Try to copy the drawing on the
blank square beside it.

Draw the same girl praying to God for a beautiful day.

Observe how your family prays and draw it on the space
below using a pencil.
Keep practicing!

88
Lesson 29: For the Sake of Honey
Let’s Try
I. Answer the questions below.
1. Who is your father? ___________________________
2. Where do you live? ___________________________
3. What is your favorite color? ___________________
4. When is your birthday? _________________________
5. What is your name? ___________________________
II. Tell whether the pictures are count nouns and mass nouns.
Write CN for count nouns and MN for mass nouns on the
blank before the picture.

_______ 1. _______ 6.

_______ 2. _______ 7.

_______ 3. _______ 8.

_______ 4. _______ 9.

_______ 5. _______ 10.

89
III. Color the pictures which begin with the letter B?

Get Set
What do I know about bees?

I know that bees __________________

90
Let’s Aim
Draw a line to connect the picture with its name.

honey

swarm
of bees

busy people

insecticide

Let’s Read
An Excerpt from “For the Sake of Honey”
By Donald G. Anderson
Retold by Dali Soriano
Are you busy as a bee? The truth is bees work so hard that
they actually kill themselves working.
A worker bee often works six weeks and then dies. Then a
young worker bee takes his place. Now,
no one ever wants to work hard and then die.
Bees give people a delicious food called honey. For
thousands of years people have used honey to sweeten their
food. It is also used in preparing cough medicines, soft
drinks, and even
insecticides.

91
Let’s Answer
Answer the following questions:
1. What is the title of the story?
2. What insect is being talked about in the text?
3. How many weeks does a bee work?
4. What happens to the bee after weeks of
working?
5. What do bees give?
We Can Do It
Pretend that you are bees. Imitate how they move and work.
Remember This

Bees are important because they give us honey.

Honey is used for medicines.

I Can Do It
Read the story again and write the uses of honey
inside the beehive.
What good trait of bees should we follow? Why?

92
Measure My Learning
Draw a hardworking bee in the flower garden below.

Lesson 30: Knowing Myself Better

Get Set
Explain how to use the Wh- questions through
pictures.

What? When?

Where? Who?

93
Let’s Aim
What street game do you play? Have you ever played
patintero? How do you play it?
Listen to your teacher as she reads the comic strip.

By DALI SORIANO

On the playground after school,

Pol, look! Our
Pat saw their new classmate.
new classmate
is
all alone. Let’s
help him.

Hello. Welcome to Would you

I’m Pol. This Yes. What game
is my friend our school. like to play? do we play?
Pat. What’s your
name? We like
I’m Pete. playing
patintero.

I like playing
patintero, too.

94
 Let’s play!
Classmates, come let’s
play patintero.

After a while... That was fun!

Let’s stop. Let’s Yes, let’s Thank you for playing
take some rest. with me.
take a rest.

You’re welcome. We are

happy to be your friends.

95
I Can Do It
Look at the pictures, then ask a question.

_________________________
_________________________
_________________________
_________________________

_________________________
_________________________
_________________________
_________________________

_________________________
_________________________
_________________________
_________________________

Remember This

Who – is used when asking about a person What

– is used when asking for information about
something
When – is used when asking about time Where – is
used when asking about a place

96
We Can Do It
I. Alphabet Soup
Select one letter of the alphabet and answer the questions.
All your answers must begin with your chosen letter.
Sample Your
answer answer
a. Who is your mother? Cecile ___________
(person) clinic
b. Where does she work? ___________
(place) cotton
c. What is in her hand? ___________
(thing) cleaning
d. What does she do? ___________
II. Write a story using your answers.
Example: She is Cecile. She works at the clinic. She has
cotton in her hand. She is thinking of cleaning a patient’s
wound.
Your story: _______________________________________
_________________________________________________
_________________________________________________
_________________________________________________

III. Read your sentences aloud one at a time. Your

classmates should guess the question word for each
answer.

97
Measure My Learning
If you want to know the name of a person, what question
will you ask?
________________________________________________
How will you ask your sister if you want to know
where your parents are?
________________________________________________
You will visit your grandmother, what question will you
ask?
________________________________________________
You want to know who the teacher in English is, how
will you ask?
________________________________________________

98
Lesson 31: Befriending Others
Let’s Aim
Write as many questions you want to ask God (your
parents or teachers).

QUESTION WALL

Measure My Learning
Find friends who will answer these questions.
Then, write their names below.
What is your favorite show?
________________________________________________
Name: _________________________________________
Who is your best friend?
________________________________________________
Name: _________________________________________
Where will you spend your summer vacation?
________________________________________________
Name: _________________________________________

99
Lesson 32: I Love Naming Words
Let’s Aim
Look at the following pictures.

COUNT NOUNS

MASS NOUNS

100
Let’s Answer
Tell whether the noun is countable or not.
Write CN for count nouns and MN for mass nouns on the
blank before the picture.
______ 1. ______ 4.

______ 2. ______ 5.

______ 3.

Remember This

Count nouns name anyone or anything that can be

counted and whose plural form can be formed by
adding -s or -es.
Examples: cup, bag, computer, tree, house, chair,
pupil, boy, toy, girl, teacher
The cup is clean.
The cups are new.
Mass nouns or non-countable nouns refer to things
which cannot be counted like water, sugar, etc. They
usually do not have a plural
form so we add quantifiers or determiners to make
them plural.
Example: 1 glass of water

101
 Examples: dirt, ink, pepper, sand, sugar, powder, sugar,
rice, flour, wheat, rain, ice, water, soup, softdrinks,
juice, tea, vinegar, soy sauce, milk, syrup, oil, sauce,
mud, food, grass, hair, oxygen, smoke
The water is cold.
Quantifiers: a pinch of, a spoonful of, a teaspoon
of, a tablespoon of, a bottle of, a slice of, a sack of,
a can of, a box of
I will put a pinch of salt in my soup
Please carry the sack of rice.
Determiners: many, a few, both, some, much, a lot of,
most of, a little of
She puts a little of sugar in my coffee. Much
of the grass was watered by the gardeners.

I Can Do It
Name the count and mass nouns in the box below. Then,
write their names under the correct heading.

102
 Count Nouns Mass Nouns

Measure My Learning
Color the balloon red if the noun is a count noun and blue
if it is a mass noun.

girls tree
juice book toy

sugar sand mango

oil
salt

103
Lesson 33: My Body and the Letter B
Let’s Aim
Let’s Do the Rap

My Body Parts that Start with the Letter B

By Amcy M . Esteban
All: Sound of the letter Bbbbbbbbbb……
(Beat & sound of B)
Body parts, body parts with the letter B Know
them, know them and you will see Letter B,
letter B is the best for me!
Here are the body parts with the letter B…
Brain, back, bones and belly
Brows, blood, breast and biceps
They all start with the letter B.
Now, say the sound of the letter B
B,B,B,B,B,B,B,B,B,B,B,B,B,B,B,B,B….

Body parts that start with letter B

brain back
bones belly
brow blood
breast biceps

104
We Can Do It
Encircle the pictures with the beginning sound of /b/.

Can you think of other things starting with the

letter B?

My List of B-Things
_____________________________________________
_____________________________________________
_____________________________________________

105
Lesson 34: Speaking Well in Dialogues
Let’s Try
I. Encircle the picture that begins with C as in /k/, and
underline if begins with C as in /s/.

II. Give the correct personal pronouns. Write He, She, It, and
They on the blank.

106
III. Use He, She, and It in a sentence.

1. This ball is round.

______ is round.

2. This rose is red.

______ is red.

3. My father is a farmer.
______ is a farmer.

4. My mother is a dressmaker.
______ is a dressmaker.

5. Puti is my dog.
______ is my dog.

Get Set
This lesson will teach you how to introduce the
different members of your family.
Look what I got! This is my family picture. Do you want
to meet my family?

107
Let’s Aim
Listen to your teacher as he/she reads the story.
Let’s find out who are the members of my family.
My Family

Hi! I am Lia
and I am here
to introduce
my family.

This is Jacob.
He is my little brother.
He is one-year old.

This is my brother. His

name is Joshua, but we
call him “Kuya.” He wears
eyeglasses.

This is my big sister,

Raine. She loves dresses.
She has a long hair.
We call her “Ate.”

108
 This is my mother.
She works in an office. She
washes our clothes and
cleans the house.

This is my
father. He
works in a
hotel. He takes
us to the park.

These are my
grandparents.
They visit us
every Christmas
and New Year.
They also come
during our
birthdays.

This is my
family. We love
and respect each
other.
109
Let’s Answer
Who are the members of Lia’s family?
What are the pronouns used in the monologue? What nouns
are substituted by the pronouns I, He, She, It, They, and
We?
Jacob, father – He
Raine, mother – She
grandparents – They
dog – It
We Can Do It
Each group will make a dialogue using personal
pronouns in introducing their family.
Remember This

We use I, He, She, It, We, and They when we talk

about people, animals, and things.
He for a boy
She for a girl
They for more than one person
I talking about yourself
It for animals or things

110
I Can Do It
Personal Pronouns
Change the word or words in the parentheses ( ) with the
correct pronouns he, she, or they. Remember to begin your
sentence with a capital letter. The first one was done for
you.

1. (Gloria and Roy) They went to the beach.

2. (The boy) ________ had many shells.
3. (Gloria) ________ found a starfish.
4. (Roy) ________ picked up a seaweed.
5. (Gloria) ________ will carry my basket of shells.
6. (Roy) ________ wants to jump into the water.
7. (Gloria and Roy) ________ should return the shells to
the beach.
8. (Gloria and the boy) ________ agreed.

111
Measure My Learning
Replace each crossed out word/groups of words with the
pronoun in the box.

I He She It They We

1. Our class went to the recycling plant.

2. Mrs. Santos told us about pollution.
3. Pollution can be garbage, chemicals, or smog.
4. These garbage, chemicals or smog can spread over land,
air, and water.
5. Pollution kills some fish and birds.
6. Recycling makes new things from garbage.
7. Robert and I will help stop pollution.
8. The man who runs the plant said it’s our earth.

Lesson 35: Using Personal Pronouns

Let’s Aim
Fill in the blanks with the correct pronoun.
Choose from the list in the box.

I He She It They

This is Jackie. ______ is my

classmate.

My name is Brian. ______ am

7 years old.

112
 This is my dog. ______ loves
bones.

These are Sally, Cindy, Mj, Kim,

Jacky, and Nicky. ______ go to the
same school together.

This is Mico. ______ is my brother.

Let’s Answer
Listen to the dialogue as your teacher reads.
What is the title of the dialogue?
What are the personal pronouns used in the
dialogue?
We Can Do It
Create a dialogue using personal pronouns.
Group 1 Introducing a new friend to a group of friends
Group 2 Buying in the supermarket
Group 3 Introducing your cousin in your friend’s birthday
party

113
I Can Do It
Complete the sentences with the personal pronouns
I, you, or we.

Ana,
are _______________________________________

a Filipino?

___________________________________ am a Yes, am._________________

Filipino. My parents How about

are both Filipinos. ?
____________________

Then you and I are

Yes, Filipinos. have a duty
_______________

what shall to our country.

____________________ do?

114
Measure My Learning
Write the pronouns I, She, He, They, You, We, and It on
the blanks.

1. ______ is a teddy bear.

2. ______ are twins .

3. ______ is from Baguio.

4. ______ are pupils.

5. ______ is an athlete.

115
Lesson 36: Rap the Letter C
Let’s Aim
How many of you know how to rap? Let us try
rapping by tapping the desk.
Let’s go….1…2…3…and 4.
The Letter C Rap
C is a consonant, a letter sound /k/ C as in
clown
C as in car, and C
as in cat /k/, /k/,
/k/
/k/ when it’s cold, and
/k/ as in can
Come! Come! Come!
Candy! Color! Crayon!
Oh, so fun!

Let’s Answer
What is the beginning letter of the pictures?
What sound does the letter C make?
Repeat /k/ 3x.
Give words that begin with /k/.
We Can Do It
Recite the rap with your group.
Change the word in the rap that begins with /k/.

116
I Can Do It
Fill in the blank with the correct letter and sound of the
word, with an emphasis on C as in /k/.

___ andy ___ an ___ lip ___ ub

___ or n ___ om b ___ ab

Measure My Learning
Complete each sentence with a word from the word
box.

can crown calf

car candles cooking cake

The chef is ___________.

The princess is wearing a ___________.

117
 We are riding on a ___________.

A baby cow is called a ___________.

My bother bought me a __________

with __________ on top .

Lesson 37: Learning the Letter C as in /s/

Let’s Aim
Let’s recite the rap that you learned yesterday. Today
we will rap it with words that begin with C as /s/.
Let’s Answer
What sound does the letter C make?
Repeat after me C /s/.
circus city
center centavos
Remember This

When the letter C is followed by e, i, or y, it is

sounded /s/.

118
I Can Do It
Draw a line from the word across the correct picture.

Cellar

Circle

Cinema

Cereal

Cinnamon

Measure My Learning
Select the letter of the beginning sound you hear.
Encircle it.

scf bgs hcs

fcs csb

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Lesson 38: More Fun With the Letter C as in /s/
Let’s Aim
Let’s do the rap in groups.
Each group will present a chant or a yell.

Let’s Answer
How many sounds does C produce?
Give words that begin with C /k/ and C /s/.
I Can Do It
Raise one hand if you hear the letter C with the sound
of /k/ and raise two hands when you hear the C with the
sound of /s/.
cart celery cactus cinema cinnamon circle cloud cereal
carabao cane
Measure My Learning
Put a cross on the word which has a different sound of
C as the given word:
1. century – center centavos custard
2. costume – ceramic came card
3. circus – casual cinnamon citrus
4. cup – clay crayon cereal
5. crown – cinema carrot crab

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