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Grade 2 English Unit2 LM PDF
Grade 2 English Unit2 LM PDF
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English
Learners Material
Unit 2
Department of Education
Republic of the Philippines
English Grade 2
Learners 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:
Br. Armin A. Luistro FSC
DepEd Undersecretary:
Yolanda S. Quijano, Ph.D.
DepEd Assistant Secretary:
Elena R. Ruiz
UnionBank Chairman/CEO:
Justo A. Ortiz
UnionBank President:
Victor B. Valdepeas
UnionBank Executive Director:
Maria Gonzalez-Goolsby
Telefax:
E-mail Address:
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
Adalia D. Soriano
Nancy Pe-Rodrigo
Acknowledgment
Almario, Ani Rosa
Almeda, Luz S.
Arce, Joseling L.
Asprer, Merlie J.
Baltazar, Teresita D.
Barro, Mary Margaret M.
Batalla, Sally G.
Belena, John M.
Borgonia, Recaredo G.
Bragado, Rosebie J.
Dimaano, Marilyn D.
Domalanta, Teresita G.
Dulangon, Carmelita T.
Estigoy, Susana Teresa B.
Evaristo, Ma. Luz F.
Francisco S.J., Fr. Manoling
Hael, Elizabeth H.
Hidalgo, Fe A.
Hipolito, Myrna J.
Ilagan, Cesar G.
Lapus, Jesli A.
Lastimoza, Zeny B.
Lee, Marcy D.
Magtibay, Januel M.
Magtibay, Maria Elena A.
Mayo, Victoria R.
Muyot, Alberto T.
Ng, Therese
Niega, Josephine C.
Novido, Dolores G.
Pado, Felicitas E.
Pilor, Socorro A.
Quemado, Christianne C.
Quijano, Yolanda S.
Reyes, Lourdes C.
Reyes, Neil
Rosales, Rizalino Jose T.
Ruivivar, Ilene R.
Ruiz, Elena R.
Ruiz, Jean Marie E.
Salvaa, Josefina Atienza
Santos, Daisy O.
Soto, Cornelia C.
Tang, Elizabeth C.
Tay, Dexter A.
Teves, Gerard Jude F.
Tirado, Kenneth C.
Tolentino, Maria Teresa A.
Torrevillas, Zonito
Valarao, Carlos V.
Valencia, Joven M.
Varela, Francisco M.
Vidanes, Hector A.
Villanueva, Roberto P.
Villanueva, Victor A.
Villaruel, Othello T.
Vispo, Marilou G.
iii
FOREWORD
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, mans 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
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 banks corporate creed To Make a Difference in the
Community realized through programs and projects that focus on the allimportant 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.
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 thats 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 Teachers Handbook using the Four-Pronged Motivational
Approach and a corresponding Students 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.
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
Coverage expanded in school year 2008-2009 to the Visayas and Mindanao, and
ATCs 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 ATCs 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 Students
WorkText and Students WorkText Teachers 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
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
students 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
Learners Material (LM) and Teachers 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 [UnionBanks]
advocacy on reading and good citizenship spread throughout the land.
viii
At this point, the final chapter of UnionBanks 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.
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 Learners Material.
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 [DepEds] vision of creating a
better Philippines through the commitment of a better educational system.
This is UnionBanks 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
CONTENTS
Foreword
Introduction
.............................................................................................................................................................................................................................................................................................................................................
iv
v
................................................................................................................................................................................................................................................................................................................................
121
Lesson 1: Oops! Its My Turn *
122
Lesson 2: We Do Things Together
126
Lesson 3: This Is Home
127
Lesson 4: Having Fun Together
129
Lesson 5: I Am Part of a Family
131
Lesson 6: Together as One
133
Lesson 7: Keep Things Tidy
137
Lesson 8: I Have a Cool Family
139
Lesson 9: More Fun at the Camp
142
Lesson 10: Meet My Family
145
Lesson 11: Wake Up! Wake Up!
146
Lesson 12: Talking about Action Words
149
Lesson 13: Time Attack
152
Lesson 14: I See Doubles
154
Lesson 15: Making Stories on Our Own
156
160
Lesson 17: What We Did
164
Lesson 18: I Can Help
166
Lesson 19: Its Time for Bed
170
Lesson 20: We Do Many Things at Home
173
Lesson 21: We Are Filipinos *
175
Lesson 22: Words with the Same Beginning and Ending Sound * 179
Lesson 23: Rhyming Words
181
Lesson 24: Lets Switch Places
183
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xi
Lesson 25: Phoneme Manipulation
(Substitution of Final Sound)
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187
190
196
201
204
206
208
214
218
222
227
228
230
233
236
239
* Activities and Exercises adopted from the UnionBank Learning System Students
WorkText (2012) and revised by DepEd National Capital Region Learning
Resource Writing Team
xii
UNIT 2
My Home,
My Family
In this unit, experience love, care, and
living with a family.
A home is where one begins to feel
comfortable expressing oneself and learning
how to become more independent.
It is a place where one is free to do
what he/she wants, to be loved
unconditionally, and to be nourished
not only physically, but also
emotionally. It is a place
where dreams begin.
121
UNIT 2
My Home, My Family
Lesson 1: Oops! Its My Turn
Lets Try
I. Read each word. Notice the sound of the
underlined vowel. Cross out the word that does
not belong.
1. lake
2. cage
3. lick
4. mine
5. beg
bake
palm
pick
rice
meek
take
cape
bite
nice
seed
pant
cane
sick
seat
feel
A Visit to Lola
122
Lets Aim
123
Lets Answer
1. What treat did Mama and Papa give their
children?
2. Who cut in line to get ahead?
3. Did something like this story happen to you?
What did you do? Share your own story with
the class.
Remember This
We should always wait for our turn so that there
will be order.
124
I Can Do It
125
Chant up!
Your family are people
You can depend
When you get in trouble
They shall defend
They are the ones who understand
Always willing to give a hand.
Lets Aim
What other things does a family do together?
________________________________________________
________________________________________________
126
I Can Do It
Read.
Antons Spider Lesson
By Leah N. Bautista
WHO: ________________________________
(Names of the characters)
WHERE: ______________________________
(Place where the story happened)
WHEN:________________________________
(Time when the story happened)
WHAT: _______________________________
(Big event of the story)
Remember This
Every story has characters, place, and events.
The characters are the people in the story.
The place is where the story happened. The
events are the things that happened in the story.
128
I Can Do It
The park was full of people. Tom looked worried.
He looked around from his back. A little girl said,
Are you looking for your wallet, Sir? I found this
under the chair.
Thank you very much. You are an honest girl,
said Tom.
Measure My Learning
1. What are the three elements of a story?
A story has ________________, _________________,
and ________________.
2. Why is it important to know these things?
_____________________________________________.
3. If I know the elements of the story, I can,
_____________________________________________.
Get Set
I. Read aloud.
can cane
back bake
cap cape
tack take
Are they the same? Can you hear the difference?
129
We Can Do It
Remember This
The long // sound is the sound you hear if you
place a silent -e at the end of the word.
130
I Can Do It
tap
mate
pan
fate
mad
tape
mat
pane
fat
made
Father
____________
Sibling
_________
Mother
____________
I
_________
131
Sibling
_________
Lets Aim
rid
bick
lick
pin
Dick
ride
bike
like
pine
dike
Remember This
The long /i/ sound is the sound you hear if you
place a silent -e at the end of the word.
132
I Can Do It
bin
kite
kit
hid
pine
lick
like
bite
ride
Mike
rid
kit
hide
dim
dime
134
Get Set
135
Remember This
Unity is to work together with brotherly love.
I Can Do It
136
We Can Do It
137
I Can Do It
Draw a line to connect the idea on the left to the
picture that will most likely happen.
138
Measure My Learning
We Can Do It
food
hook
wool
spoon
wood
stood
brook
shook
hood
look
fool
shoot
book
cook
cool
troop
nook
tool
room
scoop
Remember This
The /oo/ is the sound of /u/ in the words look,
book, and good. It is sounded only once. It
may be in the middle or at the end of a word.
Example: book, zoo
I Can Do It
140
Measure My Learning
Guess What?
Write your answer below.
damp m
Lets Aim
More Fun at the Camp
By Leah N. Bautista
Mr. Bien Morales daughters have always been
quiet. Matts dad invited them to join their next
weekend camp at the forest.
Anna and Ivy were glad to join Matt and Jay.
That afternoon, when they reached the camp,
they started to hike. They saw huge, old trees.
They saw small birds and insects. They even
followed a deer.
Anna tripped on a broken branch. The grass was
damp. She hurt her knee. Ivy got sad.
Dont worry. Its just a scratch, Anna smiled.
142
bird
trees
turtle
deer
monkey
butterfly
shark
Anna is happy
you are here.
____________________
143
I Can Do It
happy
plenty
larger
auto
clean
lovely
few
lively
picture
slow
sorry
new
smaller
higher
fast
Remember This
Measure My Learning
144
Leis Parents
We Can Do It
Remember This
A verb is a word that tells an action. It tells what
someone or something does, did, or will do.
I Can Do It
bring
wash
laugh
ten
ball
climb
write
listen
egg
fly
flower
nectar
writes
played
eats
planted
II. Write the letter/s that is/are added to the root word
below.
1. worked
________
4. helped
________
2. plans
________
5. changed ________
3. stepped ________
Get Set
Lets Aim
147
I Can Do It
Remember This
Measure My Learning
_________________________________________________
_________________________________________________
148
1. ________________
2. ________________
3. ________________
4. ________________
149
1. ________________
2. ________________
3. ________________
4. ________________
5. ________________
150
I Can Do It
Remember This
Measure My Learning
151
sleep
jump
kiss
startle
run
152
sleeping
jumping
kissed
startled
runs
We Can Do It
Remember This
I Can Do It
dancing
shouted
sit
eat
showed
stand
153
playing
claps
drawing
Measure My Learning
Action
Happening Now
1. praying
2. baked
3. lives
4. watching
5. worked
154
Action
in the Past
Remember This
I Can Do It
Column A
Column B
feed
knee
free
sneeze
three
screen
Measure My Learning
Illustrate
bee
glass ________
tree ________
box ________
156
net ________
lip ________
We Can Do It
157
158
I Can Do It
Measure My Learning
159
2.
3.
4.
5.
Get Set
161
Lets Aim
Remember This
162
I Can Do It
1.
2.
3.
163
Measure My Learning
Before _________________________________________
Now ___________________________________________
After ___________________________________________
She said:
164
We Can Do It
Add -d or -ed
look
shout
prepare
roll
change
Remember This
165
I Can Do It
166
1. Things to Eat
2. Things to Wear
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
3. Things Used
for School
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Lets Aim
Boys
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
167
We Can Do It
brother
June
sister
_______
October ___________
jackfruit
papaya
chico
_______
kitchen
water
September
___________
juice
Remember This
I Can Do It
169
Do the maze.
Lets Aim
Boy:
Girl:
Boy:
Girl:
We Can Do It
171
I Can Do It
Measure My Learning
j b e u c t
r c e a d t e
We Can Do It
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Remember This
I Can Do It
___
___
___
___
Measure My Learning
tells
sits
My cousin
Cristy
Danny
1. feel
2. sack
3. cat
4. weather
5. late
a. bat
b. eight
c. back
d. wheel
e. ladder
Lets Aim
I Am a Filipino
By Dali Soriano
I am a Filipino
I am proud to be one.
My black hair and brown skin,
Perfectly baked by sun.
I live happily with my parents,
Brothers, sisters we are one.
Lolo, lola, uncles, and aunts,
On fiestas we have fun.
I play Filipino games
Sipa, taguan, palosebo.
I love Filipino food,
My favorite is adobo.
I kiss the hand of my elders,
To say goodbye or hello.
This makes me a Filipino,
Polite, respectful, and true.
We Can Do It
Get a partner and complete the web.
What does
he/she
look like?
What does
he/she like
to play?
Name of your
Partner
______________
How does
he/she
respect the
elders?
What does
he/she like
to eat?
Who does
he/she live
with?
Remember This
I Can Do It
Remember This
I Can Do It
ending sound
179
Measure My Learning
The same
ending sound
180
my by
one sun fun
brothers sisters
Lets Read
Remember This
I Can Do It
Find the words that rhyme with the word on the left.
day
dig
saw
sing
say
rip
ripe
dip
pat
rat
pig
dig
bin
cap
Pit
sack
soup
say
pack
play
best
tear
beat
tap
test
Measure My Learning
__op
__op
Lets Aim
183
Lets Read
Remember This
I Can Do It
Given
Word
Removed
Sound
185
Replaced
Sound
New Word
Measure My Learning
186
Lets Read
We Can Do It
What is my name?
illustrate
bug
Remember This
188
I Can Do It
2. Change /p/ of cap to /n/ is _______.
3. Change /m/ of ham to /t/ is _______.
illustrate
ham
189
illustrate
mountain
2.
3.
4.
illustrate
house
5.
C. Cross out (x) the word that does not belong to the
group.
9. mother
10. December
baby
Monday
candy
Friday
sister
Sunday
191
Lets Aim
I. Write the word being defined. Choose the words
from the box.
vast
country
plentiful
beautiful
marvel
treasure
2. Pretty, lovely
192
Wonderworks
By Dali Soriano
193
Lets Read
Remember This
194
I Can Do It
illustrate
mountains
illustrate
family
illustrate
table & chair
illustrate
bird
Measure My Learning
195
lake
Illustrate
river
mountain
sky
river
family
196
Lets Read
197
198
Remember This
I Can Do It
Measure My Learning
200
Get Set
illustrate
dress
201
Lets Aim
illustrate
kettle
illustrate
stove
illustrate
frying pan
illustrate
television
illustrate
knife
illustrate
blanket
illustrate
lampshade
illustrate
closet
Lets Read
Vegetables
202
Animals
We Can Do It
pen
dog
bus
Baguio
City
paper
shark
house
Cebu
City
car
sea horse
jeepney
Davao
City
ruler
gold fish
taxi
Quezon
City
eagle
parrot
crow
dove
alligator
Remember This
I Can Do It
Day
Name
203
Number
Measure My Learning
Family
204
Lets Aim
true you
sky high
tall - ball
measure treasure
beautiful family
big small
gift life
land - and
play ball
Lets Read
We Can Do It
rose
bone
boat
lime
float
coat
note
ring
book
205
vote
I Can Do It
stay
fame
took
chad
came
day
jail
ache
made
bear
ate
came
steak
pad
share
play
name
snake
glad
hair
Measure My Learning
sack - near
day - play
boy - girl
parent - friend
mother - father
206
Lets Aim
Willy Wally ate the /c/ cookie. What cookies were left?
Willy Wally ate the /t/ cookie. What cookies were left?
Willy Wally ate the /l/ cookie. What cookies were left?
Read Wally Wallys left over cookies.
Remember This
208
10
9
8
7
6
5
4
3
2
1
Monday
Tuesday
Wednesday
Thursday
210
Lets Aim
Lets Read
Remember This
212
I Can Do It
Measure My Learning
213
214
215
Lets Read
I Can Do It
Title:____________________________________________
Baby crawls on
the floor.
216
Mother looks at
her baby.
_______________ _______________
_______________ _______________
1. He does sit-ups.
2. He lifts the weights.
3. Father goes to the gym.
4. He runs on the treadmill.
5. He is sweating and needs to take a shower.
220
221
222
Lets Aim
Animals
Tally
223
224
We Can Do It
Remember This
225
I Can Do It
illus
bananas
226
228
229
We Can Do It
Lets Listen
231
I Can Do It
Who is Alice?
Where is she from?
What happened to her parents?
What is the relationship of Mary and Alice?
233
Lets Speak
Pupil A
Pupil B
Hi John, Im Fred.
2. Telephone Conversation
Hello
Hold on for a while.
3. Asking Permission
No problem.
It looks like your hands
are full.
234
Go straight ahead
that building. Its
on the left side.
Youre welcome.
I Can Do It
Rrrrrrring!
Mother: Hello
Pete:
Hello! This is Pete. Is Mike there?
Mother: Im sorry. Hes not here right now.
He went out with his father to the
grocery store.
Pete:
What time will he be back?
Mother: Around five thirty this afternoon. Do
you want to leave a message so I could
tell him?
Pete: I just want to ask him about our
homework.
Mother: Ill tell him you called.
Pete: Thank you very much.
Mother: Youre welcome.
235
Thank you.
This is my teacher,
Mrs. Elena Cruz.
Lets Aim
236
We Can Do It
Characters
Problems
Resolution
I Can Do It
238
condensation
precipitation
evaporation
collection
I Can Do It
Remember This
The Water Cycle
condensation
precipitation
evaporation
collection
240