June 7-13,2016 - CLASSROOM ORIENTATION

June 14,2016
Date of
Coverage
Content

SUBJECT ORIENTATION
Subject

June 13-17,2016
SHORT AND LONG VOWEL SOUNDS

Content Standard
1. The learner listens critically to one-two paragraphs;
2. Use appropriate expressions n varied situations;
3. Reads texts for pleasure and information critically in
meaningful thought units;
4. Responds properly to environmental prints likes signs,
posters, commands and requests; and
5. Writes legibly simple sentences and messages in
cursive form.

Augustinian Values
UNITAS
Friendship

Teacher

READING II
MS.VANESSA M.
CARACENA

Learning Competencies
Dep. Ed. (#1-4.)
1. Classify/Categorize sounds heard (animals,
mechanical, objects, musical instruments,
environment, speech)
2. Discriminate sounds from a background of other
sounds
3. Talk about ones name and other personal information
4. Talk about oneself and ones family
5.
C-Identify words with short and long vowel sounds;
A-Listen attentively to the modeled proper
pronunciation of the words;
P-Pronounce words with words short and long vowel
sounds properly; and

INTEGRATION
Inherent Values
Across Discipline
Language (Nouns)
Listening attentively to Filipino (Patinig, Katinig)
Music (Singing Activity)
the discussion
Order and Discipline
Accuracy in answering
the activities

Multiple Intelligence
Linguistic (Word Search)
Musical (Alphabet Song)
Intrapersonal (Working
alone)
Interpersonal (Group work)

 Obedience in following
instructions
Neatness in checking
answers
Focus and
perseverance in
answering the test
Patience in reviewing
the answers
PHASE
Learning
Experience

PROCEDURE

TPE

SCAFFOLDS

Procedure:
A. Drill (Inductive Method)
Classify/Categorize sounds heard (animals, objects, musical
instruments, environment)
B. Review
Sing the Alphabet Song.
Name the letters and give their appropriate sounds.
Identify the vowel and consonant letters.
(Question Time)
(Present the objectives of the day)
C. Lesson Proper
(Presentation of Objectives)
1. Motivation
Present pictures of words with short and long vowel
sounds.

1,7

flash cards,
strips of words,

2
3,4,6

pictures,
chart,
paper

REMARKS

PHASE

PROCEDURE
TPE
Name the pictures shown.
Spell them on the board.
2. Presentation
Present the table showing the comparison between
CVC pattern of the words with short vowel sounds
compared to the CVCV pattern of the words with long
vowel sounds.
3. Comparison and Abstraction
Identify the differences in the structure of the words
with short vowel sound from those with long vowel
sounds.
Give suggestion as to how the words having long
vowel sounds are formed from the words having
vowel sounds.
4. Generalization
How do we form words with short vowel sound?
5. Check-up
8
a. Listen to the audio of examples of short and long
vowel sounds.
b. Read orally the sample words short and long
9
vowel sounds.
c. Encircle the words with short sounds and box the
words with long vowel sounds.
D.Wrap-Up
How do we form words with long vowel sounds from
words with short vowel sounds?
E. Assignment
Change the following short vowel sound words into long 10
vowel sound words:
1.cap
2.pan
3.kit
4.not
5. cut

SCAFFOLDS

REMARKS

PHASE
Learning
Activities

PROCEDURE
Procedure:
A. Drill
Read sample of words with short and long vowel
sounds.
B. Review
How do we form words with short and long vowel
sounds from words with short vowel sounds.
(Question Time)
C. Lesson Proper
(Presentation of Objectives)
1.Oral Activities
a. Practice reading the words with long /a/ sound.
b. Practice reading words with long /i/ sound.
c. Practice reading words with long /o/sound.
2.Written Activities
a. Read each set of words as your teacher
pronounces them. Write S on the line if the
underlined vowels have same sound. If not, write
the word with the different vowel sound on the
line. (Knowledge)
b. Complete the word map by writing your own
words with short and long vowel sounds. (Process)
c. Talk about
What was the sweetest thing that your parents
did for you?
d. Then, underline the words that have short and
long vowel sounds. (Understanding)
D.Wrap-Up
How did you find our activity?
What part did you find difficult?
E. Assignment

TPE

SCAFFOLDS

REMARKS

PHASE
Formative
Assessment

PROCEDURE
Study on words with short and long vowel sounds.
Prepare for tomorrows Formative Test.
Objectives:
A. Answer the 20-item test with at least 90% accuracy;
B. Display honesty and self-trust in answering the test; and
C. Perform correctly the required directions in the test.
Procedure:
A. Drill
Read sample of words with short and long vowel sounds.
B. Review
Give examples of words that has short vowel sounds.
Give examples of words that has long vowel sounds.
Which of these words are having the short vowel sounds?
(Question Time)
C. Lesson Proper
1. Preparing of test materials.
2. Setting of standards and guidelines.
3. Answering the test.
4. Collecting of the test notebooks.
D. Wrap-up
How did you find the test?
Which part of the test was easy?
Which part of the test you find difficult?
(Question Time)
E. Assignment

TPE

SCAFFOLDS
Words with
short and long
vowel sounds.
Copy of test
standards and
guidelines.
Test papers

REMARKS

PHASE

PROCEDURE
Answer pp.20-24 on your PLP Skill Builder Book.

Teaching
PROCEDURE:
Intervention
A. Drill
s
The teacher will say SHORT the students will give different
examples of words with short vowel sound.
The teacher will say LONG the students will give different
examples of words with long vowel sound.

TPE

SCAFFOLDS
Pictures of
Direction
Symbols
Empty
information
sheet
Sample map

B. Review
Read sample of words with short and long vowel
sounds.
(Question Time)
C. Lesson Proper
(Presentation of Objectives)
1. ORAL ACTIVITIES
a. Change the give words with short vowel sounds to
long vowel sounds. (Knowledge)
b. Use the words with short and long vowel sounds in a
sentence. (Process)
c. Say something about your family and the teacher
will list some words on the board and identify if the
word is a short or long vowel sounds.
(Understanding)
2. WRITTEN ACTIVITIES

REMARKS

PHASE

PROCEDURE

TPE

SCAFFOLDS

a. Word Search.
List down the words you can find and classify them
as short or long vowel sound words. (One paper for
one group, they are to pass the paper around so
each member can list down a word).(Knowledge)
Make sentences using the words found in the word
search. (Process)
b.
D. Wrap-Up
What are the things that are still confusing you?
What should you remember when following
directions?
E. Assignment
Answer pp.
Summative
Test

Objectives:
A. Answer the 20-item test with at least 90% accuracy;
B. Display honesty and self-trust in answering the test; and
C. Perform correctly the required directions in the test.

Rolled paper

Procedure:
A. Drill
Read sample of words with short and long vowel sounds.

Test Papers |
copy of the test
items

B. Review
Give examples of words that has short vowel sounds.
Give examples of words that has long vowel sounds.

Copy of test
standards and
guideline

REMARKS

PHASE

PROCEDURE
Which of these words are having the short vowel sounds?
(Question Time)
C. Lesson Proper
1. Preparing of test materials.
2. Setting of standards and guidelines.
3. Answering the test.
4. Collecting of the test notebooks.
D. Wrap-up
How did you find the test?
Which part of the test was easy?
Which part of the test you find difficult?
(Question Time)
E. Assignment
No Assignment

TPE

SCAFFOLDS

REMARKS