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Lesson Guide in Grade 1 - Ilokano: Week 1

I. Objectives
1. Introduce oneself, family, friends and others using naming words and
pronouns in culturally appropriate manner.
2. Talk about pictures presented using appropriate local terminologies with ease
and confidence – animals, mechanical objects, musical instruments, and
environment.
3. Use correctly terms referring to conventions of print (book, front and back
cover, beginning, ending, title, page, author and illustrator)
4. Develop and use vocabulary by listening to sounds produced and learned
locally - animals, mechanical objects, musical instruments and environment
5. Predict what the story is about based on personal experiences
6. Recall important details in listening stories, shared reading stories,
experience stories listened to
7. Manifest enjoyment in producing the sounds of local animals, mechanical
objects and musical instruments
8. Respond to the story through the following engagement activities:
Group 1 – Solbaren ti Puzzle
Group 2 – Pagparisen
Group 3 –Pilien
Group 4 – Idrama
9. Perceive/Comprehend and produce sounds heard locally from – animals,
mechanical objects, musical instruments and environment
10. Write using a comfortable and efficient pencil grip
11. Trace and copy lines (straight, slanting, horizontal, curve, circular)

II. Subject Matter

A. Story: Dagiti Uni iti Aglawlaw

B. Focus Skills
1. Grammar Awareness:
Introducing oneself, family, friends and others using naming words
and pronouns in culturally appropriate manner
2. Oral Language:
Talking about pictures presented using appropriate local terminologies
with ease and confidence – animals, mechanical objects, musical
instruments, and environment
3. Book and Print Knowledge:
Using correctly terms referring to conventions of print (book, front and
back cover, beginning, ending, title, page, author and illustrator
4. Vocabulary:
Developing and using vocabulary by listening to sounds produced and
learned locally - animals, mechanical objects, musical instruments
and environment

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5. Reading Comprehension:
a. Predicting what the story is about based on personal experiences
b. Confirming predictions after listening to a story
c. Relate events in the story to personal experiences
d. Recalling important details in listening stories, shared reading stories,
experience stories or children’s stories listened to
e. Manifesting enjoyment in producing the sounds of local animals,
mechanical objects and musical instruments
6. Phonological Awareness:
a. Perceiving/Comprehending and producing sounds heard locally from
– animals, mechanical objects, musical instruments and environment
b. Identify rhyming words in nursery rhymes, songs, jingles, poems, and
chants.
7. Handwriting:
a. Writing using a comfortable and efficient pencil grip
b. Tracing and copying lines (straight, slanting, horizontal, curve,
circular)

C. Reference: K to 12 Curriculum

D. Materials: Realias (musical instruments, objects that produce sounds like


bell, clock, etc., stuff animals, hand puppets)
Multi-media materials (CD or Tape Recorder and player: recorded sound of
animals, environment, or musical instrument)
Pictures of animals, musical instruments, objects and nature that make
sounds

E. Strategies: Acting Out, Games, Song, Puppet Show

F. Value: Appreciating the different sounds heard by taking care of the things
and animals that produce these sounds

G. Theme: My Family and I - likes and dislikes; daily tasks/activities

III. Procedure

DAY 1

A. Preparatory Activity
Teach the song “Kumusta Ka?” to the tune of “How are You?”

Kumusta Ka?
(To the tune of Good morning. How are you?)

Kumusta, kumusta, kumustaka?


Nas’yaat, nas’yaat, agyamanak!

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B. Lesson Proper
1. Presentation
a. Present a hand puppet. Say: Daytoy ni Ana. Dumngeg kayo ti
ibagana.
Ana: Ti nagan ko ket Ana Reyes.
Innem ti tawen ko.
Agnaedak idiay Baculod, Alcala, Cagayan.
Ti nagan ni tatangko ket Tomas Reyes.
Ti nagan ni nanangko ket Nena Reyes.
b. Ask the following questions:
 Ania ti nagan ti ubing?
 Ania ti imbagana?
 Sadino ti pagnaedanna?
 Ania ti nagan ni tatangna?
 Ania ti nagan ni nanangna?
c. Present a conversation through a Puppet Show. Introduce the three
puppets and proceed with the conversation.

Conversation

Umuna nga aldaw ti klase. Nakita da Tino ken Niko ni


Ana nga agmaymaysa iti suli ti siled a pagadalan.
Inasitgan da daytoy.

Tino: Naimbag a bigatmo. (Good morning!)


Ana: Naimbag a bigatmo met. (Good morning!)
Tino: Siak ni Tino. Daytoy met ni Niko a gayyemko.
Ania met ti naganmo? (My name is Tino. This is my
friend Niko. What is your name?)
Ana: Ana ti naganko. (My name is Ana.)
Niko: Kumustaka, Ana. (How are you, Ana?)
Ana: Nasayaat met. Agyamanak. (I’m fine. Thank you.)

d. Ask the following questions:


 Siasino dagiti aggayyem?
 Ania ti nagan ti ubing a babai?
 Kasano ti panangkablaaw ni Tino kenni Ana?
 Kasano met ti panangkablaaw ni Ana kenni Tino?
 Kasano ti panagiyam-ammo ni Tino iti bagina kenni Ana?
 Kasano met ti panangiyam-ammona kenni Niko?
 Kasano ti panangiyam-ammo ni Ana iti bagina?
 Ania ti sinaludsod ni Niko kenni Ana?
 Ania ti insungbat ni Ana?
 Ania ti saguday dagiti tallo nga ubbing? (mannakigayyem,
nadayaw)

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2. Modelling
Repeat Ana’s introduction then let the pupils introduce themselves using
the following pattern:
Ti naganko ket ____________.
________ ti tawenko.
Agnaedak idiay ___________________.
Ti nagan ni tatangko ket _________________.
Ni nagan nanangko ket __________________.

3. Guided Practice
Gather the pupils into a big circle. Pass a ball around as music is played
over a CD player. When the music stops, the pupil who is holding the ball
will go to the center of the circle to answer his/her classmates questions
as follows:
a. Ania ti naganmo?
b. Mano ti tawenmo??
c. Sadino ti pagnaedam?
d. Ania ti nagan ni tatangmo?
e. Ania ti nagan ni nanangmo?

4. Independent Practice
Have the pupils go around and introduce themselves to someone and
get to know his/her name, age, where he lives, father and mother.
Ex.
Ti naganko ket _____________________________.
_____ ti tawenko.
Agnaedak idiay __________________________.
Ti nagan ni tatangko ket _______________________.
Ti nagan ni nanangko ket ________________.
Ket sika? Ania ti naganmo? Mano ti tawenmo? Sadino ti pagnaedam?
Ania ti nagan ni tatangmo? Ania ti nagan ni nanangmo?

5. Application
Ask the pupils to get a partner and have them introduce themselves
and their partners in front of the class using the following pattern:
Ex.
Ti naganko ket ____________,
________ to tawenko
Agnaedak idiay ____________.
Ti nagan ni tatangko ket _____________.
Ti nagan ni nanangko ket ____________.
Daytoy ti gayyemko. Ti naganna ket ______________.
Isu ket ______________ tawenna
Agnaed isuna idiay ______________.
Ti nagan ni tatangna ket ______________.
Ti nagan ni nanangna ket ______________.

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DAY 2
A. Pre-Reading Activities
1. Motivation
Ask the pupils to close their eyes and identify the sounds that they
hear. Ask: Ania dagiti uni a nangngeg yo? Ania dagiti uni a
mangmangegyo iti inaldaw?
2. Unlocking of Difficulties
Unlock the following words:
a. Arubayan (illustration)
b. Ariangga (demonstration )
c. Orasion (synonyms, context clues)
3. Previewing
Present the smallbook. Display the cover and point to the title
explaining that these words are called title and that a title is the name of
the story. Point to and read the author’s and illustrator’s names,
explaining to the children that an author is a person who writes the story
and an illustrator is one who draws the pictures for the story. Talk about
the title and ask the pupils to predict what the story might be about.
Preview the book’s illustration on page 1 to help children make their
predictions.
4. Motive Question
Ask: Ania ngata dagiti uni a nangngeg da Lito ken Ana?

B. During Reading
1. First Reading by the Teacher
Open the book and read the whole story showing each page with the
illustrations to pupils.
(Every time the teacher reads a story he/she talks about the title, opening
to the first page, identifying the front and back cover, pointing to the first
and last words, etc.)

Nadumaduma nga Uni iti Aglawlaw


Sarita ni Grace Donata S. Abugan
Malem ti Sabado. Nalpasen dagiti agkabsat a Lito ken Ana ti obrada.
Napanda iti sirok ti mangga iti arubayanda tapno agay-ayamda ti sungka.
Nakitada dagiti nadumaduma a tarakenda nga ayup.
“Aw! Aw! Aw!” kinuna ti aso.
“Kwak!Kwak!” kinuna ti pato.
“Oink! Oink!” kinuna ti baboy.
“Apay nga aggaarianggada, manong?” sinaludsod ni Ana.
“Amangan no mabisinda,” kinuna ni Lito.
“Pakanen ta isuda, manong,” kinunani Ana.
“Wen, ading.Mapanak mangala ti ipakanta kadakuada,” kinuna ni Lito.
Idi malpasda a nagpakan, nagay-ayamda. Intuloyda ti agay-ayam idi
mumalem. Naragsakda nga agay-ayam idi pagamuan ta nakigtotda.
“Kabrummm!”
“Aggurruoden, Manong, agtudon,” kinunani Ana.
“Sumrek ta dita balayen, ading,” kinuna ni Lito.

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“Tiki-tik-tiktak!Tiki-tik-tiktak!”
Gapu ta napigsa ti tudo, innala ni Lito ti gitarana. Innala met ni Ana ti
tambor.
“Kring!Kring! Kring!” kinuna ti gitara.
“Bum-bum-bum!” kinuna ti tambor.
Naragsakda a mangpatpatokar kadagiti instrumentoda idi mangngegda ti
aweng ti kampana ti simbaan.
“Orasionen, ading. Intan idiay altar. Agur-uray itan da tatang ken nanang,”
kinuna ni Lito.

2. Second Reading
Give pupils a chance to interact with the text. After reading a page or
several pages, ask questions to help pupils predict and monitor their
comprehension.

C. Post Reading Activities


1. The pupils answer the motive question.
2. Group Activity
Group the pupils into four. Have them do the following activities.
Comprehension Check-up Engagement Activities
Siasino dagiti agkabsat? Group 1 – Solbaren ti Puzzle
Sadino ti napananda idi Pagdidikketen dagiti nakartib a
makariingda? kardbord tapno makabukel ti
Ania ti inaramidda? ladawan.

Ania dagiti nangegda? Group 2 –Pagparisen


Ania dagiti ayup nga akin-uni Pagparisen ti ladawan ti ayup
kadagitoy? ken ti unina.
Ania dagiti aweng a nangegda
idi mumalemen?

Apay a simrekda iti balayda idi Group 3 – Pilien


mangegda ti aweng ti kampana Pilien dagiti ladawan dagiti
ti simbaan? banag a nanggeg da Ana ken
Ania ti sagudayda Ana ken Lito? Lito idi mumalemen.

Kasano ti panangipakitam ti Group 4 – Idrama


panangilalam kadagiti banag a Idrama ti maysa a situasion a
nagaramid kadagitoy nga uni? mangipakita ti panangilalam
kadagiti banag ken ayup a
paggapuan dagiti nadumaduma
nga uni.

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DAY 3
A. Preparatory Activities
1. Teach the pupils a song about animals.

Song
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw, miyaw, miyaw.
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw, miyaw, miyaw.
(Aso, aw)
(Billit, twit)
(Pato, kwak)

2. Ask: What animals were mentioned in the poem? What sound does each
one make? Do you have pets? Say something about your pet. How do
you take care of your pets?

B. Lesson Proper
1. Presentation
Let the pupils listen to the recorded sounds of animals, mechanical
objects, musical instruments, sound of the environment, or using real
objects. Ask the children to identify the sounds they hear.
2. Modelling
Let the pupils to listen to the sounds of animals and objects and let them
imitate these sounds for the second time. Let the pupils imitate the
sounds.

A. Pagparisen ti ayup ken ti unina. B. Pagparisen ti banag ken ti unina.

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3. Guided Practice
Guessing Game
Group the children into two. One group produces the sound while the
other guesses the animal, mechanical object, musical instrument, and
sound from the environment that produces it. The children do the reverse
with each group in the next round. The group that gives more correct
answer wins.
4. Independent Practice
The teacher asks the pupils to work in pairs. One pupil says an animal or
object and another pupil produces the sound.
5. Application
The teacher asks the pupils to pick an object or stuff animal/toy animal
from the box and produce the sound that it makes.

DAY 4
A. Preparatory Activities
Game: Group the pupils into two. Give each group a set of pictures of
animals, mechanical objects, musical instruments and sounds from the
environment.
Let one group produce a sound. The other group shows the picture that
produces the sound. Let the group exchange roles. The group that gets more
correct answers wins the game.

B. Lesson Proper
1. Presentation
Hand Puppet
Say: Daytoy ni Bantay. Magusgustuanna ti agtaray-taray. Agtaray ditoy.
Agtaray didiay.Nagadu ti lamma ti sakana iti dalan. Adda diretso. Adda
met killo. Ni Bantay ket nakaay-ayat nga aso.
2. Modelling
a. Show vertical, slanting and horizontal, curve and circular lines drawn
on the chalkboard.
b. Say: these are the lines made by Bantay. Let us also draw these lines
in the air using our forefinger.
3. Guided Practice
Ask the pupils to write the different lines at the back of their seatmate by
using their fingers. Ask them to write these lines on their desk.
4. Independent Practice
The teacher asks the pupils to write these lines on their slates.

Pasurutan dagiti uged ti mamin-uppat.

1. Patakder nga uged 2. Paidda nga uged

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3. patingig nga uged 4. Agkillokillo nga uged

5. patimbukel nga uged

5. Application
The teacher asks the pupils to write these lines on their paper.

DAY 5
A. Post Assessment
1. Agpipinasa ti bola dagiti ubbing. Ti ubing ti makasippaw ti bola ket isu ti
mangiyam-ammo ti bagina babaen iti pagsungbat kadagiti sumaganad:
Ti naganko ket _________________________,
________ to tawenko
Agnaedak idiay ____________.
Ti nagan ni tatangko ket _____________.
Ti nagan ni nanangko ket ____________.
2. Pagparisen ti ayup/bambanag iti awengna. (The teacher shows pictures
of animals, mechanical objects, musical instruments and sounds from the
environment, the pupils produce the sound).

a. a. Brum! Brum!

b. b. Aw! Aw! Aw!

c. c. Kwak! Kwak!

d. d. Tiki-tik-tik-tak!

e. e. Bum! Bum! Bum!


3. Agsurat ti patakder, patingig, paidda, killokillo ken patimbukel iti lima a
daras.

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Lesson Guide in Grade 1 - Ilokano: Week 2

I. Objectives
1. Distinguish and produce sounds heard (loud and soft; high and low; fast and
slow)
2. Use correctly terms referring to conventions of print (book, front and back
cover, beginning, ending, title, page, author and illustrator).
3. Track the text in the correct order: page by page, left to right, top to bottom.
4. Develop and use vocabulary by listening to sounds produced and learned
locally - animals, mechanical objects, musical instruments and environment.
5. Confirm predictions after listening to a story.
6. Relate events in the story to personal experiences.
7. Recall important details in listening stories, shared reading stories,
experience stories listened to.
8. Manifest enjoyment in producing the sounds of local animals, mechanical
objects and musical instruments.
9. Use culturally appropriate courteous expressions in different situations.
10. Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants.
11. Perceive/Comprehend and producing sounds heard locally from – animals,
mechanical objects, musical instruments and environment.
12. Write with a comfortable and efficient pencil grip.
13. Use beginning writing skills in tracing/connecting dots to form lines/figures.

II. Subject Matter

A. Story: Iti Umuna nga Aldaw a Panagiskuela ni Dindin


Sarita ni Leila P. Areola, Ph.D.

B. Focus Skills
1. Grammar Awareness:
Use culturally appropriate courteous expressions in different
situations.
2. Oral Language:
Talking about pictures presented using appropriate local terminologies
with ease and confidence – animals, mechanical objects, musical
instruments, and environment
3. Book and Print Knowledge:
Using correctly terms referring to conventions of print (book, front and
back cover, beginning, ending, title, page, author and illustrator.
4. Vocabulary:
Developing and using vocabulary by listening to sounds produced and
learned locally - animals, mechanical objects, musical instruments
and environment.
5. Reading Comprehension:
a. Predicting what the story is about based on personal experiences
b. Confirming predictions after listening to a story

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c. Relate events in the story to personal experiences
d. Recalling important details in listening stories, shared reading stories,
experience stories or children’s stories listened to
e. Manifesting enjoyment in producing the sounds of local animals,
mechanical objects and musical instruments.
6. Phonological Awareness:
a. Perceiving/Comprehending and producing sounds heard locally from
– animals, mechanical objects, musical instruments and environment
b. Identify rhyming words in nursery rhymes, songs, jingles, poems, and
chants.
7. Handwriting:
a. Writing using a comfortable and efficient pencil grip
b. Tracing and copying lines (straight, slanting, horizontal, curve,
circular)

C. Reference: K to 12 Curriculum

D. Materials:
Radio/cassette/karaoke and other multi-media materials if available;
“Celendro”, pitch pipe or indigenous materials like coconut/banana leaves;
Whistle, clock; Bottles containing different levels of water; Red and blue
flaglets; Musical instruments/Objects that produce sound (e.g. stones,
wooden stick, cans, iron rod, or any materials available in the locality; Realia:
clock, whistle, ukulele, etc.; Pictures of tricycle, jeep, airplane etc.

E. Strategies: Story, Games

F. Value: Courtesy/Panagraem/Panagdayaw

G. Theme: My Family and I : Healthy Habits

III. Learning Activities

DAY 1
A. Preliminary Activities
Have the pupils sing the song “Kumustaka?” which they learned the previous
week.
Ask: Ania dagiti balikas a nangiyebkas ti panagdayaw iti kanta?
Answer: How are you? (Kumustaka?)
I’m fine. Thank you. (Nasayaat met. Agyamanak.)

B. Pre-Reading
1. Motivation/Activating Prior Knowledge
a. Siasino dagiti tattao a pinanawanyo idiay balayyo idi immay kayo ditoy
pagadalan?
b. Nagpakada kayo kadakuada? Kasano a nagpakada kayo?.

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c. Siasino ti immune a nasabat mo idi dumanon kayo ti pagadalan?
Kinablaawam ti nasabatmo wenno isu ti nangkablaaw kenka?
Kasanom a kinablaawan wenno kasanonaka a kinablaawan?
2. Unlocking of Difficulties
Unlock the following words:
a. Bimmaringkuas (demonstration)
b. Insigida (synonym)
c. Pagiskuela (context clue)
3. Previewing
Present the book to the pupils. Talk about the title, author and illustrator.
Ask them to predict what the story might be about. Preview the book’s
illustration on page 1 to help children make their predictions.
4. Motivation
Ask: Ania dagiti inaramid ni Dindin sakbay a simrek ti eskuela?

C. During Reading
1. First Reading
Teacher reads the story without interruption. This is to allow pupils to
move their eyes as the teacher tracks the storyline page by page, left to
right, top to bottom.

Iti Umuna nga Aldaw a Panagiskuela ni Dindin


Sarita Leila P. Areola, Ph.D.

Umuna nga aldaw itatta iti pagiskuela ni Dindin. Masapul a masapa nga
agriing. “Dindin, anak, agriingkan. Umuna nga aldaw ita iti pagiskuelam,
inriing ni Nanangna.
Bimmaringkuas nga insigida ni Dindin.
“Naimbag a bigatmo, Dindin,” kablaaw ni Nanangna.
“Naimbag a bigatmo met, Nanang.” Insungbat ni Dindin.
“Naimbag a bigatmo, Dindin,” kablaaw met niTatang na.
“Naimbag a bigatmo met, Tatang.”
“Nakasagana ti pammigatmon, anak. Manganka a kas ari a kunada,”
Impalagip ni Nanangna.
“Napuduten ti pagdigosam,” kinuna met ni Tatangna.
“Agyamanak, Nanang ken Tatang, “ insungbat ni Dindin.
“Awan aniamanna, anak,” insungbat da Tatang ken Nanangna.
Nagsagana daytoy para iti ipapanna idiay eskuela.
Sakbay a napan idiay eskuela, nagpakada kenni Tatang ken Nanangna ket
kinunana, “Innakon, Tatang. Innakon, Nanang.”
“Dios ti kumuyog kenka, Dindin,” insungbatda kenkuana.
Siraragsak ni Dindin a simrek iti pagiskuelaanna.

2. Second Reading
Give pupils a chance to interact with the text. After reading a page or
several pages, ask questions to help pupils predict and monitor their
comprehension.

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D. Post Reading
1. Guide the pupils in answering the motive question.
2. Group the pupils into three and guide them to do the following activities:

Comprehension Checkup Engagement Activities.


Siasino ti ubing a babai? Group 1 –Agpili Ka
Ania ti inaramid ni Nanangna ? Pilien ti ummo a ladawan a
Apay a masapul nga agriing ni mangipakita ti situasion
Dindin a masapa?
Kasano ti panangkablaaw ni
nanangna kenkuana?
Ania ti insugbatna?
Kasano ti panangkablaaw ni
tatanga kenkuana?
Ania ti insugbatna?

Ania ti inaramid ni Dindin sakbay a Group 2 –Idrama


napan idiay eskuela? Idrama ti paset ti sarita idi agpakada
Ania ti imbagana kenni tatangna? ni Dindin kadagiti nagannakna
Ania ti insungbatna kenni
tatangna?
Ania ti imbagana kenni nanangna?
Ania ti insungbatna kenni
nanangna?

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Comprehension Checkup Engagement Activities.
Ania dagiti nasayaat a galad ni Group 3 –Smiley
Dindin? Mangikabil ti  iti ladawan a
mangipakpakita ti kinamanagdayaw.
Ikabil ti  no saan a
mangipakpakita ti kinamanagdayaw

3. Let the pupils answer the questions and present their outputs.

DAY 2
A. Preparatory Activities
1. Teach the pupils the song “Naimbag a Bigatmo” to the tune of “Good
Morning, Merry Sunshine.”

Tune: Good Morning, Merry Sunshine


Naimbag a bigatyo amin
Kaeskuelaak ken gagayyemko
Naimbag a bigatmo met
Nasingpet a manursuro.

2. Let the pupils recall the story learned the previous day. Have them
answer the following questions:
a. Siasinno ti ubing a babai?
b. Kasano a kinablaawan dagiti naganakna isuna idi nakariing?
c. Ania ti insungbatna?
d. Ania ti inaramidna sakbay a napan ti eskuela?
e. Kasano a nagpakada kadagiti nagannakna?
f. Ania ti insungbatda kenkuana?
g. Ania ti napintas a galad nga adda kenni Dindin?

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B. Lesson Proper
1. Presentation
a. Ask: Ania ti nadayaw a balikas nga inaramat da Dindin ken dagiti
nagannakda idi kaririing ni Dindin?
Answer: Naimbag a bigatmo.
Innakon
Dios ti kumuyog.
b. Give the following situations and let the pupils think of an appropriate
courteous expression for each situation.
 Idi simmangpet ni Dindin iti eskuela iti dayta a bigat, kasano ngata
ti panangkablaawna kenni maestrana wenno maestrona? No sika
ti maestrana wenno maestrona, ania met ti isungbatmo?
 Ania ngata ti ibaga ni Dindin iti maestrana wenno maestrona
sakbay nga agawid? Ania met ti ibagana kadagiti kaeskuela
anna?
 Kasano ngata ti pangkablaawna ni Dindin kenni maestrana wenno
maestrona iti malem? No sika ti maestrana wenno maestrona,
ania met ti isungbatmo?
 Kasano ngata ti panangkablaawna kenni maestrana wenno
maestrona iti rabii? No sika ti maestrana wenno maestrona, ania
met ti isungbatmo?
 No kayat mo ti rumuar ti siled a pagadalam, ania ti ibagam kenni
maestram weno maestrom?
 Ania ti ibagam iti tao a nakaited ti pabor kenka?
 No “Agyamanak” ti ibaga kenka ti tao a naikkam ti pabor, ania met
ti isugbatmo?
 No nabaddekam ti saka ti kaeskuelaam, ania ti ibagam?
2. Oral Practice
a. Say the courteous expressions.
b. Say the courteous expressions with the pupils.
c. Say the courteous expression with individual pupils.
d. Each pupil is asked to say the courteous expressions independently.
3. Generalization
Ask: Ania dagiti nadayaw a balikas nga ar-aramatentayo kadagiti
nadumaduma a situasion? Apay a masapul nga aramatentayo dagitoy?
4. Guided Practice
Hand Puppet Show
Group the pupils by 2’s. Give them a pair of hand puppets. Guide the
pupils to make a dialogue using courteous expressions.
5. Independent Practice
Role Playing
Let pupils form dyads. Give each pair a situation in which they can
dramatize using courteous expressions.

C. Application
Present some situations. Let them identify the correct courteous expressions
to be used for each situation.

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DAY 3
A. Preparatory Activities
Game: Produce That Sound
Teacher shows picture of animals. Pupils are requested to choose a partner
and agree on what animal they like to portray. They are made to produce the
sound/s one at a time. After which, to the whole class, they are made to
imagine that they are at the zoo and it is feeding time.
Examples:
1. duck
2. tiger
3. gorilla
4. dog
5. chicken
While examples are given, pupils are asked to identify, if sound produced is
loud, soft, high, low, fast or slow.

B. Lesson Proper
1. Presentation
Let pupils listen to different sounds played over a CD or Cassette tape.
Let them identify the animals, mechanical objects, musical instruments
and sounds from the environment. Ask: Ania kadagitoy nga aweng ti
nakapsut? napigsa? nasinggit? nabangag? napaspas? nainayad?
2. Modelling
Let the pupils listen to the sounds for the second time. Ask them to imitate
the sounds.
3. Guided Practice
Partner Talk
A Pupil works with a partner. They will talk about their preferences about
the sound they heard: “Ania ti kaykayatyo, nakapsut nga aweng wenno
napigsa ga aweng? Apay?”
4. Independent Practice
Game: Nakapsut wenno Napigsa?
a. Teacher asks the children to form one big group in the middle of the
room.
b. Two posts will be placed at the sides of the room. Post A for Loud
Sound and Post B for Soft sound.
c. A radio will be played with a full volume sound and pupils will be
asked to go to the appropriate Post A. (Pupils who commits error will
be made to sit down.).
d. Next sound from the radio will be adjusted to soft volume. Pupils will
be asked to go to the appropriate Post B. (Pupils who commits error
will be made to sit down.)
e. Step 3 and 4 will be repeated several times alternately or randomly
until two or four pupils are left standing and will be declared as
winners.

38
C. Application
Let the pupils listen to some sounds. Ask them to clap one if it is a soft sound,
twice if it is a loud sound.

DAY 4
A. Preparatory Activities
1. Healthy Body from Head to Toe
Sing a song:“Saka, Tumeng, Abaga, Ulo”

Song
Tune: Good Morning, Merry Sunshine
Naimbag a bigatyo amin
Kaeskuelaak ken gagayyemko
Naimbag a bigatmo met
Nasingpet a manursuro.

2. Teach the pupils the following poem:

Agdigos a kanayon
Aggisigis ti ngipen
Agsida ti dinengdeng
Ken nadumaduma a natnateng
Maturog a nasapa
Tapno bagi ket pumigsa
Kastoy ti aramiden
Salun-at pagtalinaeden.

3. Ask the following questions:


a. Manipud iti daniw, apay a masapul a agnanayon a nasalun-at ti bagi?
b. Ania dagiti balikas iti daniw nga agpada ti aweng a nagturposanda?

B. Lesson Proper
1. Presentation
a. High and Low Sounds
Introduce high or low sounds. Use a pitch pipe to produce high and
low sounds.
b. Fast and Slow Sounds
Introduce fast and slow sounds. Use a drum or maracas. Beat the
drum fast then slow or shakes the maracas fast or slow. Pupils clap
their hands when they hear fast sound and shake their hands when
they hear slow sound.
2. Oral Practice
Have the pupils listen to the sounds again. Let them imitate the high
and low sounds. Do the same with the fast and slow sounds.

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3. Guided Practice
a. Game: High and Low Sounds
Pupils will raise red flaglets when they hear high sound and white
flaglets when they hear low sound.
b. Game: Fast and Slow
Pupils will stump their feet when they hear slow sound. They will clap
their hands when they hear fast sounds.
4. Independent Practice
a. Let’s Sing High and Low.
Pupils sing with the teacher common song in the L1, “Saka, Tumeng,
Abaga, Ulo”. Teacher mimics the sound of common animals or plays
a previously recorded sound with high or low pitch (e.g. goat for high
pitch and cow for low pitch).
b. Let’s Sing Fast and Slow.
Pupils sing with the teacher common song in the L1, Saka, Tumeng,
Abaga, Ulo” in fast and slow pace.
5. Application
Ayanna tay Uni?
Pupils are grouped into two. Team A forms a circle on a sitting position.
Each pupil is task to produce a sound. Team B is assigned as “it” to
search where the sound identified by the teacher come from. All the
members of Team B are blindfolded. The Team is given 10 seconds to
identify who among the members of the team is producing the sound. The
teams take turn as “it”. the team that identifies the more number of team
members producing the sound wins.
6. Writing Activity
Tracing/Connecting Dots
Using Worksheet pupils connect dots to form objects that produce:Soft
and loud sound (e.g. clock, drum)

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7. Connecting Dots/Tracing Figures
Divide the pupils into 4 groups. Each group will be given activity sheet
with figures of objects that produce a soft and a loud sound. They have to
connect the dots or trace figures using crayons. Then they have to
publish their work and produce the sound again? Teacher will process
their responses.

DAY 5
A. Post Assessment
1. Use Courteous Expressions
Teacher gives situations and lets the pupils say the appropriate courteous
expression for each situation.
Denggenyo ti basaen ni maestra/maestroyo. Ikkan ti kur-it () ti kahon
nga addaan ti unmo a sungbat.
1. Nasabatmo ni Lelang Ikka iti maysa a bigat. Ania ti ibagam?
a. Naimbag a bigatyo, Lelang.
b. Papananyo, Lelang?
2. Nagpakada ti gayyemmo a bimmisita kenka. Ania ti isungbatmo?
a. Sige, gayyem.
b. Dios ti kumuyog kenka, gayyem.
3. Naguni ti kampana iti pagadalanyo. Nagtataray kayo a napan
nakilinya. Nabaddekam ti saka ti kaeskuelaam. Ania ti ibagam?
a. Dispensarennak. Saan ko nga inggagara.
b. Agyamannak.
4. Natukkolti lapis mo. Pinabuludannaka ti kaeskuelaam. Ania ti ibagam
kenkuana?
a. Agyamannak
b. Awan ti aniamanna.
2. Produce and Identify That Sound
-Teacher divides the pupils into two groups. Each group will take turn to
draw out object/picture from the box. They have to produce appropriate
sound while the other group will distinguish whether they hear: loud or
soft; high or low; fast or slow.
Example:
Clock – soft
Bell – loud
3. Move That Body
-Pupils listen to the sound played or produced by the teacher. They have
to move their body based on the sound they heard.
Example:
Loud – Maysa nga addang ti kannawan
Soft – Maysa nga addang ti kanigid
Fast – Agpalakpak
Slow – Iwagwag dagiti ima nga agpangato
4. Connect Dots/Trace objects that produce loud/soft; high/low; fast / slow
sounds.

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Lesson Guide in Grade 1 - Ilokano: Week 3 & 4

I. Objectives
At the end of the week pupils are expected to:
1. Listen and respond to others
2. Developing and use vocabulary by listening to and discussing selections read
aloud.
3. Predicting what the story is about based on personal experiences.
4. Confirming predictions after listening to a story
5. Relating events in the story to personal experiences
6. Answering literal level questions related to informational text listened to.
7. Expressing love for stories by browsing the storybooks read to them and
asking to be read more stories.
8. Identify differences between letters
9. Identify names of persons, things and places.
10. Give the pairs of rhyming words found in nursery rhymes, songs, jingles,
chants
11. Show relationship between sounds and written symbols
12. Produce the beginning sound of words starting with a, n and i
13. Identify the beginning letter of the name of the given picture/object
14. Identifying letter Aa, Nn and Ii and their sounds both upper and lower case
15. Identifying names of persons, things and places.
16. Identify letters Nn, Aa and Ii and its sound.
17. Match words with pictures and objects
18. Blend specific letters to form syllables/words.
19. Writing upper and lower case letter Aa, Nn, and Ii correctly.

II. Subject Matter

A. Story: Ti Ina a Baket a Balasang


Sarita ni Leila P. Areola, Ph. D.
Inladawan ni Noel B. Corpuz

B. Focus Skills
1. Oral Language:
a. Talking about the pictures presented in relation to their personal
experiences.
b. Listening and respond to others
2. Phonological Skills:
a. Giving the pairs of rhyming words found in nursery rhymes, songs,
jingles, chants
b. Producing the beginning sound of words starting with a, n and i
3. Book and Print Knowledge:
Identifying differences between letters
4. Alphabet Knowledge:
a. Identifying the beginning letter of the name of the given picture/object

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b. Identifying letter Aa, Nn and Ii and their sounds both upper and lower
case
c. Showing relationship between sounds and written symbols
5. Word Recognition:
a. Giving the sound of the alphabet – Aa, Nn and Ii
b. Matching words with pictures and objects
c. Blending specific letters to form syllables/words.
6. Handwriting:
Writing upper and lower case letter Aa, Nn, and Ii
7. Grammar Awareness:
Identifying names of persons, things and places.
8. Vocabulary:
Developing and use vocabulary by listening to and discussing
selections read aloud.
9. Reading Comprehension:
a. Predicting what the story is about based on personal experiences.
b. Confirming predictions after listening to a story
c. Relating events in the story to personal experiences
d. Answering literal level questions related to informational text listened
to.
e. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories.

C. Reference: MTB Primer


Big Book

D. Value: Theme: My Family and I: Things I Enjoy and People I Like

III. Procedure
DAY 1
A. Preliminary Activities
1. Take out the Big Book the select 3 or 4 words from the story to use for the
Matching Word activity and…
2. Write each word on a piece of paper the same size as the words in the
story.
3. Select 2 or 3 short sentences from the story that you can use for the
Hide-A-Word activity.
4. Write these sentences on the chalkboard (CB).
Reminder: Have a pointer ready. Hold the pointer under the words as you
go through the Reading Plan. Do not point to each word separately but
run the pointer smoothly under each sentence.
5. Introduce the Shared Reading Story
B. Pre-reading Activities
1. Unlocking of difficult words
a. Nadungngo (Context Clue)
b. Arubayan (Synonym)
c. Nagtagibi (Context clue)

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d. Nanakem (Context Clue
2. Motivation
Malaksid kada tatang ken nanangyo, siasino pay naayat kadakayo?
With the teacher showing the cover picture, the teacher asks:
Apay ngata nga adda iggem ti ubing a bag? Ania ngata ti gagara
dagiti agaama ti balay ti baket?
3. Motive Question
Apay nga ina ti awag ni Lallay kenni Innok na a Kallang ket baket a
balasang isuna?
C. Read the story using the Reading Plan
1. Read the title of the story. Ask several students to tell about their
experiences with that topic.
2. Open to the first page of the story. Point out the main points in the picture
and then read the text for that page, moving the pointer smoothly under
the sentence as you read.

Ti Ina a Baket a Balasang


Sarita ni Leila P. Areola
Inladawan ni Noel B. Corpuz

Ni Innok Kallang ket nabaketan a balasang. Awan kadkadduana idiay


balayda no di laeng ti inana a ni Lelang Ippit.

Nadekket dagiti kaaanakanna kenkuana. Nadungngo met ni Innok


Kallang kadakuada nangnangruna kenni Lallay. Anak ni Nana Bibing ni Lallay
a kabsat ni Innok Kallang.

Nakurapay dagiti nagannak ni Lallay. Isu’t gapuna nga innalana ni Lallay


a tagibien. Manipud idin ket isunan ti pannakaina ni Lallay.

Naanus ni Innok Kallang a nangtagibi kenni Lallay. Daytoy met ti gapuna


a natulnog ni Lallay kenni Innokna.

Itugtugot ni Innok Kallang ni Lallay no mapan idiay dapon. Umip-ipus met


a kanayon ni Lallay kenkuana no mapanda aglaba kenni Lelang Ippit diay
karayan. Gapu ta surot daytoy, linlinunganna pay ti annaaw no agtudo iti
pagsikkaan.

Sinursurruan ni Innok Kallang ni Lallay nga agtrabaho isu a dimmakkel a


naayat ken nanakem nga ubing daytoy.

3. Do the same for each page, stopping 2 or 3 times and ask, “What do you
think will happen next?”
4. When you have finished reading the story, ask the students some
questions.

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D. Post reading activity
1. Pupils answer the motive question.
2. Group Activity
Group the pupils into four. Have them do the following activities.
Engagement 1
(Discussion of the Story)
(Small Group Activities)
1. Siasino ti baket a balasang? Group 1 – Agaramid iti balaybalay
2. Siasino ti kadkaduana idiay ket idrowing dagiti tattao nga
balayda? Apay ngata a duduada agnaed ditoy
iti balayda?
3. Siasino met dagiti agnaed iti
balayyo?
4. Siasino ti magusgustuan unay ni Group 2 – Idrama iti kababalin ni
Innok Kallang? Apay ngata a innok kallang ken dagiti
magusgustuanna ni Lallay? kaannakanna.
5. Iladawanyo man ni Innok
Kallang? Ania dagiti pasamak iti
sarita a mangibaga kadagitoy?
6. Adda met kasla ni Innok Kallang Group 3 – Ipakita no kasano ti
iti biagyo? kinadunggo ni Innok na a
7. Apay nga imbilang ni Lallay nga Kallang kenni Lallay
ina ni Innokna a Kallang?

8. Ania dagiti nasursuro ni Lalay Group 4 – Agdrowing ti rupa a


kenni Innok na a Kallang? nakaisem no kapada ti padasmo
Kapada met laeng dagiti kenni Lallay. Nakarupanget no
padasyo kenni Lallay? saan.

3. Then read the story following Steps 2-5 of the Reading Plan. Move the
pointer smoothly under the words as you and they read.
4. Do the Matching Word activity
a. Select the Matching Word cards that you prepared for the Shared
Reading Story.
b. Give one of the Matching Word cards to a volunteer. (If you are using
a small book, write the words one by one on the CB instead of on
word cards.)
c. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on
the CB) that you selected.
5. Do the Hide-a-Word activity.
a. Find the first sentence you chose for the Hide-A-Word activity. Read
that sentence with the students.
b. Then hold a small piece of paper over one of the important words in
that sentence...
c. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”

45
d. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
e. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again,
using the pointer to show them the words they are reading. Let them
try again to say the word.
f. Do this with the other two “Hide-A-Word” sentences.

DAY 2
A. Grammar
1. Show some pictures of words found in the story.

2. Ask them to give the names of the pictures. Tell them what kind of words
these are (nagan ti tao, banag ken lugar). Tell them that these are called
nouns (pangnagan).
3. Ask them to look for other nouns from the story.
4. Show pictures of these nouns and have the pupils classify them into
names of persons, things and places.
5. Mystery Box: Get a box and put pictures of persons, things and places.
Let each pupil pick one and identify each name. As the pupil to name the
picture and put them in the appropriate column in the pocket chart.

Persons Things Place

6. Story for Evaluation


Read the jazz chant story to the children. Teacher and pupils recite the
jazz chant together.
Adu ti anida Nana Nina.
Ni Nana Nina ti ina ni Ana.
Adu met ti ani da Nana Nini.
Ni Nana Nini ti ina ni Ani.
Adu ti inani da Nana Nina kenni Nana Nini
Nga inna da Ana kenni Ani.
7. The pupils clap their hands twice if they hear a name of a person. They
thrice if they hear a name of a thing.

46
DAY 3 & 4
Developing Oral Language Proficiency

A. Preparatory Activities
1. Present some pictures that begin with letter Aa, Nn, Ii. Ask the pupils to
name the pictures.

2. Say the name of each picture by letter. Emphasize its initial sound. Say it
again a few times.

Daytoy ket…atis. Daytoy ket…aba. Daytoy ket…aso.


Daytoy ket…nateng. Daytoy ket…nars. Daytoy ket…notbuk.
Daytoy ket…itlog Daytoy ket…igat. Daytoy ket…ipes.

3. Ask the pupils what sound they hear at the beginning of each picture.
4. Recite the jazz chant learned the previous day. Ask the pupils to give
some words starting with /a/, /n/,/i/ from the jazz chant

B. Lesson Proper
1. Presentation
The teacher shows the picture of “ani”. Pupils are asked to share their
experiences about their “ani”.
2. Discussion
Teacher presents the Primer Track for the Letter Aa, Nn, Ii.

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LESSON 1 LETTERS Aa, Nn and Ii

a n i

ani
nana
ni
ina
naani
inani

ani

a ni

ani a
an an
a ani

a in i
na ni an

Adu ti ani ti ina ni Nina. Adu


Adu ti ani ti ina ni Adu ti
Adu ti ani ti ina Adu ti ani
Adu ti ani ti Adu ti ani ti
Adu ti ani Adu ti ani ti ina
Adu ti Adu ti ani ti ina ni
Adu Adu ti ani ti ina ni Nina.

Basaen dagiti sumaganad:


ani nana ni
ina naani inani
ti ina ni nana
adu ti ani ani ni nana
ti inani naani da

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a. Picture And Key Word
 Introduce the keyword picture.

Ani

 Point to the picture then tell the pupils , “Daytoy ti “ani” ni Tata
Toni.
[Let the pupils respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
 Point to the key word under the picture. Read the key word. Point
to the key word and read it to the pupils. Keep pointing to the key
word as you read it with the pupils 2-3 times.

b. Syllable Box
a ni

 Do the syllable boxes activity. Point to the keyword and read it at


normal speed. Point to each syllable as you read each syllable
distinctly. Read each syllable again, clapping once for each
syllable. Do this again and have the pupils clap for syllable with
you.

c. Do The “Breaking Word” Activity


ani
an
a
 Go to the “Breaking Word” column. Read the key word to and then
with the pupils. Point to the part of the word with the new letter
that is directly below the keyword. Read that part of the word to
the pupils, then with the pupils. Continue reading each smaller
part of the word. (This may take only one step or it might take 3 or
4 steps, depending on the length of the key word.) When only the
new letter is left, read the new letter to the pupils and then with the
pupils.

d. Do The “Making Word” Activity


a
an
ani
 Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly
under the new letter. Read that part of the word to the children

49
and then with the pupils. Read the next bigger part of the word to
and with the pupils. When you get back to the keyword, read it to
and with the pupils.
 Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.

e. Big Box And Word Chart


ani a
an an
a ani

a in i
na ni an

 Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
 Read the letters or syllables in the Big Box to and then with the
pupils. Read all the letters or syllables in the Big Box to the
children and then with the pupils. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. Pupils read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
 Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
keyword. Read the word with the pupils that found it. Ask the
other pupils it that word is correct. If so, write the keyword on the
“Word Chart” or on the Chalkboard and read it to and with the
pupils. If it is not correct, ask another child to find the Key Word
and write it correctly on the Word Chart or Chalkboard.
 Pupils find other words in the Big Box.
 Invite volunteers to find other words in the Big Box. Read the
words with the pupils as they identify them. Ask the rest of the
class if the word is correct. If not, invite another pupil to come and
point to the correct letters. Write all the words/phrases on the
Word Chart or chalkboard. Read with the children using the
Reading Plan.
ani nana ni
ina naani inani
ti ina ni nana
adu ti ani ani ni nana
ti inani naani da

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DAY 5 & 6
The teacher recites the jazz chant “Ani da Nana Nina”. The teacher elicits from
the pupils words that have /a/, /n/, /i/ and words that rhyme.
Nana Nina
Nina Nana
ina Ana
ani Nini.
Nana Ana
Nini inani
Nana inna

A. Letter Nn
1. Show picture that begin with letter Nn.

2. Let the pupils name the pictures.


3. Teacher says the picture name one at a time by producing the initial
sound of each.
4. Say the word three times.
5. Daytoy ti ladawan ti …nara.
6. Daytoy ti ladawan ti …nuang.
7. Daytoy ti ladawan ti …nars.
8. Daytoy ti ladawan ti …niog.
9. Ask what sound do they hear at the beginning of each picture. Produce
the letter sound again and again as pupils follow.
10. Present sets of pictures on the board. Say the names of these pictures.
Ask which among the pictures begins with /n/. Ask them to check the
picture that begins with /n/.
11. Present flashcard with letter Nn as a symbol of the sound /n/. Tell them
that the letter name is Nn. Present the big letter N and the small letter n.
12. Present some flashcards. Let them identify the big letter N and the small
letter n.
13. Present a chart with letters. Teacher will point each letter and ask. Is this
letter n? If the answer is YES pupils will clap their hands. If the answer is
No, pupils will stump their feet.

N M n w m n m
N N N r v W U
N u N N n y q
N N m m

51
B. Handwriting
1. Preparatory Activity
Children are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of
/n/. The teacher says the cheer, as he/she stops, the children more
around the room to look for objects beginning with /n/. Children name the
object and tell the beginning sound.
2. Writing Activity
Modeling by the Teacher
Show the children how to write the new letter in the air and on their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large
so they can see you do write it. Have them practice writing the letter in the
air with you. Do this about 3-4 times.
a. Guided Practice
Then show them how to write the letter on the palm of one hand using
the finger of their other hand. Do this 3-4 times.
b. Independent Practice
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can
see it. Children practice writing the letter on their slates or in their
exercise books 10 times. Go around the room and help anyone that
is having trouble forming the letter.

C. Application
Children practice writing the new key word on their paper or slate.
Write the new key word in large letters on the chalkboard. You may need to
write it several times so everyone can see clearly how you write it. Children
write the new keyword 10 times on their slates or in their exercise books.
Walk around the room to see how they are doing. Help anyone that is having
trouble writing the word.

52
D. Evaluation
1. Trace big N and small N on the given space

2. Write the missing Nn.


1. Ona o _____a
2. Nina _____ i____a
3. Ani a ____ i
4. Ina I ____a
5. Nona ____o___a

DAY 7 & 8
Introducing Letter Aa and Ii

A. Review on letter Nn
Show pictures that begin with letter Nn and name them.

B. Presentation
Present pictures that start with a.

53
1. Teacher name the picture one by one giving emphasis on the beginning
sound of the picture.
Daytoy ti ladawan ti …atis.
Daytoy ti ladawan ti …alutiit.
Daytoy ti ladawan ti …arado.
D Daytoy ti ladawan ti a…abokado.
Daytoy ti ladawan ti …abaniko.
Daytoy ti ladawan ti…apa.
2. Recognizing the letter sound of / a /
a. Ask the pupils what sound they hear at the beginning of the picture.
Produce the /a/ sound as the pupils listen.
b. Do it a few times. Let them repeat the sound.
c. Ask the pupils to give other words that begin with the sound of /a/.
4. Recognizing Letter name Aa.
a. Present flashcard with letter Aa as a symbol of the sound /a/. Tell
them that the letter name is Aa. Present the big letter A and the small
letter a.
b. Present some flashcards. Let them identify the big letter A and the
small letter a.

C. Activities
1. Letter Box
Call the pupils to encircle the big Letter Ask them to underline the small
letter a.

N a A b I H a A

B A S A A a n c

2. Connect the picture with letter Aa if it begins with the sound /a/.

Aa

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D. Handwriting
1. Preparatory Activity
Children are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of
/a/. The teacher says the cheer, as he/she stops, the children more
around the room to look for objects beginning with /a/. Children name the
object and tell the beginning sound.
2. Writing Activity
Modeling by the Teacher
Show the children how to write the new letter in the air and on their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large
so they can see you do write it. Have them practice writing the letter in the
air with you. Do this about 3-4 times.
3. Guided Practice
Then show them how to write the letter on the palm of one hand using the
finger of their other hand. Do this 3-4 times.
4. Independent Practice
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can see
it. Children practice writing the letter on their slates or in their exercise
books 10 times. Go around the room and help anyone that is having
trouble forming the letter.

E. Application
Children practice writing the new key word on their paper or slate.
Write the new key word in large letters on the chalkboard. You may need to
write it several times so everyone can see clearly how you write it. Children
write the new keyword 10 times on their slates or in their exercise books.
Walk around the room to see how they are doing. Help anyone that is having
trouble writing the word.

55
F. Evaluation
1. Trace big and small Aa on the given space.

2. Write the missing letter Aa.


a. Ona on _____
b. Nina Nin____
c. Ani ____ ni
d. Ina In ____
e. Nona on___

DAY 9
Introducing Letter Ii

A. Review on the two letters learned.


1. Show some pictures that begin with the /n/ and /a/ sounds. Ask them to
give the name of each picture. Let the pupils encircle the beginning letter
of the pictures.

56
2. Present a set of pictures of words that begins with Ii. Let the pupils name
the pictures.

B. Recognizing the sound of /i/


1. What sound do you hear at the beginning of each picture?
2. The teacher produces the /i/ sound as the pupils listen. Do this a few
times. Let the pupils repeat the sound.
3. Let the pupils name other words that begin with letter Ii.

C. Recognizing Letter name Ii


1. Present flashcard with letter Aa as a symbol of the sound /i/. Tell them
that the letter name is Ii. Present the big letter I and the small letter i.
2. Present some flashcards. Let them identify the big letter I and the small
letter i.

D. Handwriting
1. Preparatory Activity
Children are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of
/i/. The teacher says the cheer, as he/she stops, the children more around
the room to look for objects beginning with /i/. Children name the object
and tell the beginning sound.
2. Writing Activity
Modeling by the Teacher
Show the children how to write the new letter in the air and on their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large
so they can see you do write it. Have them practice writing the letter in the
air with you. Do this about 3-4 times.
3. Guided Practice
Then show them how to write the letter on the palm of one hand using the
finger of their other hand. Do this 3-4 times.
4. Independent Practice
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can
see it. Children practice writing the letter on their slates or in their
exercise books 10 times. Go around the room and help anyone that is
having trouble forming the letter.

57
E. Application
Children practice writing the new key word on their paper or slate.
Write the new key word in large letters on the chalkboard. You may need to
write it several times so everyone can see clearly how you write it. Children
write the new keyword 10 times on their slates or in their exercise books.
Walk around the room to see how they are doing. Help anyone that is having
trouble writing the word.

F. Evaluation
1. Trace Big I and small i then copy the word.

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2. Write the missing letter.
a. Oni on _____
b. Nini N____n____
c. Ani ____na
d. Ina In ____
e. Nona ___on___

DAY 10
Review of Learned Letters (n,a,i)

A. Review
1. Give the sound of the letter on a letter card. (Teacher show the card n, a,
i, then the pupils give each sound.
2. Writing the letter n,a,i on the board.
3. Let the pupils name the picture and give the beginning sound. (Pictures
begins with n, a, i)

B. Guided Practice
1. Connect the picture with its beginning sound.

Ex.

2. “Big Box” Teacher will introduce the Big Box. Form syllables from the
letters learned (n,a,i). Write the generated syllable on a big box.
Teacher will read the syllables inside the big box. Generate words from
the syllables. Teacher reads the generated words.

a an na

in ni ini

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Generated words:
ani na Ana
ina inani naani

3. Independent Practice
“Work Trays”: Teacher prepares several set of trays with letter card of n,
a and i. Placed pictures that begins with the letters learned (at least 3
pictures). Call pupils to volunteer work on a tray. Encourage pupils to
give the sound and placed the pictures beside the letter card.

Ex.
mother coconut veggie
n a i
gabi fan avocado

gun light wild duck

4. Post Assessment
Trace the generated word from the syllables. Read with the teacher (ani,
ina, inani, Nini, Nani)
5. Activities
a. Mystery Box: Put lettercards inside the box. Let the pupils pick one
and produce the sound of the letter.
b. Connecting Dots. Make letters Nn, Aa and Ii by using dots. Let pupils
connect the dots.
6. Evaluation:

60
61
Lesson Guide in Grade 1 - Ilokano: Week 5

I. Objectives
1. Participate actively during story reading by making comments and asking
questions
2. Develop and use vocabulary of words that begin with the target letter/s.
3. Identify names of persons, places, animals, and things.
4. Predict what the story is about based on what one knows about characters,
setting and incidents.
5. Confirm predictions after listening to a story.
6. Recall important details in stories, events, situation to personal experiences
7. Relate events in the story to personal experiences.
8. Answer literal level questions related to literary text listened to.
9. Respond to the story through the following engagement activities:
Group 1 – Solbaren ti Puzzle
Group 2 – Siak Kadi?
Group 3 – Iladawan
Group 4 – Ipabuya
10. Express love for stories by browsing the storybooks read to them and
asking to be read more stories.
11. Make one-to-one correspondence between written and spoken words.
12. Use names of person, places, animals, and things appropriately in
sentences.
13. Use the correct noun markers (ni, da) in identifying names of persons,
places, animals and things.
14. Give the letter that begins with the name of a given picture/objects.
15. Identify letter Tt, both upper and lower case.
16. Show relationship between sounds and written symbols
17. Give/produce the beginning sound of letter in a given word.
18. Orally segment a two to three-syllable word into its syllabic parts.
19. Match words with pictures and objects.
20. Give the sounds of Tt.
21. Blend specific letters to form syllables/words.
22. Write upper case and lower case of Tt in print using proper proportion.
23. Write syllables and words correctly.
24. Correctly spell previously learned words.

II. Subject Matter

A. Story: Ti Tarakenko a Ni Tami


Insurat ni Leila P. Areola, Ph.D.
Inladawan ni Noel B. Corpuz

62
B. Focus Skills
1. Oral Language:
Participating actively during story reading by making comments and
asking questions.
2. Phonological Awareness:
c. Giving/producing the beginning sound of letter in a given word.
d. Orally segmenting a two to three-syllable word into its syllabic parts.
3. Book and Print Knowledge:
Making one-to-one correspondence between written and spoken
words.
4. Alphabet Knowledge:
a. Giving the letter that begins with the name of a given picture/objects.
b. Identifying specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols
5. Word Recognition:
Matching words with pictures and objects
6. Handwriting:
Writing upper and lower case letter Tt
7. Grammar Awareness:
a. Use names of person, places, animals, and things appropriately in
sentences
b. Using the correct noun markers (ni, da) in identifying proper names.
8. Vocabulary:
a. Developing and using vocabulary of words that begin with the target
letter/s.
b. Identifying names of persons, places, animals, and things.
9. Spelling:
a. Understanding that there is the correct way to spell words
b. Spelling and writing words using phonemic awareness and letter
knowledge
10. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events.
b. Confirming predictions after listening to a story
c. Relating events in the story to personal experiences.
d. Recalling important details in stories, events, situation to personal
experiences
e. Recalling important details in stories, events, and situations read
aloud.
f. Answering literal level questions related to literary text listened to.
g. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories.
C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1) Adapted from The Multi-Strategy Method developed by
Mary Stringer, SIL International, 2nd Edition (2001)
- Mary Stringer and Nicholas Faraclas
- Kangaroo Ground, Australia: SIL Australia

63
- Revised by Susan Malone and Dennis Malone
- October 2008
- Ilokano Primer Track
- Developed by Leila P. Areola
D. Materials:
- Pictures
- Bigbook
- Flashcards
- Pocket Charts
E. Strategies:
- Shared Reading
- Acting Out
- Games

F. Value: Care for Animals

G. Theme: My Favorite Animal

III. Procedure

DAY 1

A. Pre-reading Activities
1. Motivation
Word Web: Ask the pupils about their pets. Ask them also how they take
care of their pets.
2. Unlocking of Difficult Words
Taraken (Illustration)
Taripatuen (Synonym)
Tinakkuban (Demonstration)
3. Previewing
Present the big book with the poem “Ti Tarakenko a ni Tami.” Talk
about the title, author and illustrator. Ask them what they think the story is
about by looking at the cover. Allow them to make predictions about the
story.
4. Motive Question
Show them again the cover.
Ask: Ania ngata ti mapasamak iti ikan iti sarita?

B. Reading of the story


Shared Reading - Follow Reading Plan of the Two-Track Method

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Ti Tarakenko a ni Tami
Sarita ni Leila P. Areola, Ph.D.
Inladawan ni Noel B. Corpuz

Daytoy ni Tami a tarakenko. Impasarabo kaniak da Tio Toni ken Tia


Tani. Ammo ngamin da Tio Toni ken Tia Tani a naayatak nga agtaraken ti
ikan.

“Inayonmon dayta insagutmi kadagita dadduma pay a tarakenmo dita


‘aquarium’. Iyakarmo ta ‘aquarium’mo didiay tapno medio nangato, ”

“Agyamanak, Tia Tani. Taripatuek a nalaing ni Tami,” impanamnamak


kenkuana.

Kasla met laeng kadagiti dadduma pay a taraken ko, naanusak a


mangtartaripato kenni Tami.
Daksang-gasat ta nalipatak a tinakkuban ti “aquarium’ idi simmurutak
kenni tatang didiay talon. Naggagar met ni adingko a Temi a nagpakan kenni
Tami.

Anian a danagko ti nakitak nga umananges ni Tami. Anian ti kinadakkel ti


tiannan. Nagbalin metten a kasla marabutit.

“Pakawanennak Manang Teli. Naayatak ngamin a nangbuybuya kadagiti


tarakenmo a mangan. Madikto nga ar-aramidenen, ” pakaasi ni adingko.

“Awan aniamanna, ading. Laglagipem nga kasla met laeng kadatayo a


tattao, adda latta naituding nga oras ti pannangan kadagiti ikan,”
inlawlawagko kenni adingko.

C. Post Reading Activities


Group your students into four. Have them do the following activities.
Engagement 1 Engagement 2
(Small Group Activities) (Discussion of the Story)
Ania ti taraken ni Teli? Group 1 – Iladawan
Siasinno ti nangisagut ti taraken ni Idrowing ken ikkan ti maris ti
Teli? magusgustuanyo a taraken
Ania ti impanaganna?
Adda kadi met tarakenyo a kasla kenni
Teli?

65
Engagement 1 Engagement 2
(Small Group Activities) (Discussion of the Story)
Ania ti impanamnama ni Teli kenni Group 2 –Agtaraken Tayo!
tiana a Tani? No dakayo ti akin taraken kenni Tami,
Ania ti insingasing ni tiana a Tani kasanoyo met daytoy a taripatuen?
kenkuana a pangikabilanna ti
“aquarium’?

Ania ti inaramid ni adingna a Temi Group 3 – Pammagbaga...


kenni Tami? No adingmo ti Temi, ania ti
Apay a napasamak daytoy? pammagbagam kenkuana?

Isalaysay manen ti sarita Group 4 – Dumngeg kayo ti Sarita!


Urnosen dagiti ladawan ket isalaysay
iti sarita

D. Discussion/Presentation:
Let pupils answer the comprehension questions and present their outputs.
1. Read the Story Using the Reading Plan
Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Do the Matching Word activity
a. Select the Matching Word cards that you prepared for the Shared
Reading Story.
b. Give one of the Matching Word cards to a volunteer. (If you are using
a small book, write the words one by one on the CB instead of on
word cards.)
c. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on
the CB) that you selected.
3. Do the Hide-a-Word activity.
a. Find the first sentence you chose for the Hide-A-Word activity. Read
that sentence with the students.
b. Then hold a small piece of paper over one of the important words in
that sentence.
c. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
d. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
e. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again,
using the pointer to show them the words they are reading. Let them
try again to say the word.
f. Do this with the other two “Hide-A-Word” sentences.

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DAY 2
Developing Language Competencies

A. Preparatory Activities
Game: Find Me (Sapulennak)
Show the pupils the following suggested pictures. Let each pupil pick
out a picture that shows a noun (balikas a pangnagan) and have him/her tell
whether it is a name of a person, thing or place.
dentista bola simbaan pulis
tasa parke maladaga bayabas
tiendaan maestra payong ospital

B. Lesson Proper
1. Presentation
Recall the story “Ti Tarakenko a ni Tami”
a. Comprehension Questions
Let the pupils answer the following questions:
 Siasino ti adda tarakenna? Ni Teli
 Siasino ti adda sagutna? Ni teli
 Siasino ti agkabsat? Da Teli ken Temi
 Siasino ti nangisagut kenni Tami? Da Tio Toni ken Tia Tani
 Siasino ti nagpakan ti adu kadagiti ikan? Ni Temi
 Siasino ti namagbaga kenni Temi? Ni Teli
b. Show the pupils pictures of the following persons with these phrases
written below them.
Ni Teli Da Tio Toni ken Tia Tani
Ni Temi Da Teli ken Temi
c. Discussion
Ask: Mano ti bilang dagiti tattao ti umuna a batog? (maysa) Mano a
bilang dagiti tattao iti maikadua a batog? (dua)
2. Oral Practice
Tuck the pictures of the following persons on the board. Let them pick
one and use ni or da in telling the names of the persons on the picture.
Dr.Tinio Tano ken Mina
Lelang Ana ken Lelong Selo Lina
Uliteg Kanor ken Ikit Ikka Manong Ramon
3. Generalization
a. What article comes before a singular proper noun? (ni) When do we
use ni?
b. What article comes before a plural proper noun? (da) When do we
use da?
4. Guided Practice
Pick Me Up: Ask the pupils to pick a picture of a person from the box.
Have them place the picture on the proper column on the pocket chart.
Have another set of pupils pick a flashcard with the word ni or da and
have them place it on the appropriate picture.
Nora Nanang ken Tatang
Manang ken Manong Alona

67
Kaka Kulas Lena ken Nati
5. Independent Practice
Distribute pictures of persons with names below them. Let them group
themselves according to their number (singular, plural). Let each member
of the group name the picture by using ni or da.
Atty Reyes Lito ken Kiana
Nida ken Dino Santi
Linda Tito ken Tia Tita
Gani ken Gina Boni
Mr. ken Mrs. Abana

C. Application
Pupils are asked to give the noun marker of nouns. A pupil starts to
mention a noun then calls for a classmate to provide the noun marker. This
activity goes on until the teacher feels that the pupils have already mastered
the use of noun markers “ni” ken “da”.

D. Evaluation
Isurat ti ni no ti pangnagan ket saggaysa, da no sagdudua wenno sagga-adu.
1. _______ Rona
2. _______ Dani ken Aladin
3. _______ Uliteg Nano ken Ikit Lena
4. _______ Tata Pilo
5. _______ Miss Abad

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
Let the pupils recall the story “Ti Tarakenko a ni Tami”
1. Let them answer the following questions to:
a. Siasino ti adda tarakenna?
Answer: Teli
b. Ania ti nagan ti tarakenna?
Answer: Tami
c. Siasino ti nangisagut kenni Tami?
Answer:Tio Toni ken Tia Tani
d. Ania ti impanamnama ni Teli kada Tio Toni ken Tia Tani?
Answer: Taripatuen na ti tarakenna
e. Siasino ti nagpakan ti adu kadagiti ikan?
Answer: Temi
f. Ania ti dimmakkel kadaydiay taraken ni Teli?
Answer: Tian
g. Ania ti nalipatan ni Teli nga inaramid?
Answer: Tinakkuban ti ‘aquarium’
h. Siasino ti namagbaga kenni Temi?
Answer: Teli

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2. Present the following words with letter Tt .

Beginning
teli taraken
temi taripato
tio takkub
tia toni
tani tami

3. Ask the pupils to give more words with letter Tt.

B. Lesson Proper (Primer Track)


1. Presentation
The teacher shows the picture of stomach “tian”. Pupils are asked to
share their experiences about their “tian”.
2. Discussion
Teacher presents the Primer Track for the Letter Tt.

LESSON 2 LETTER Tt

a n i t

tata, tian,tani,
tina, tiani, naata,
ita, innat, anit-it,
intan, iit,

tian

ti an

tian t
tia ti
ti tia
n tian

i ta ni
nin na nat
ti an tia

Ininnat ni Tita ti tianna. Ininnat


Ininnat ni Tita ti Ininnat ni
Ininnat ni Tita Ininnat ni Tita
Ininnat ni Ininnat ni Tita ti
Ininnat Ininnat ni Tita ti tianna

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Basaen dagiti sumaganad:
tata tian tani
tina tiani naata
ita innat anit-it
iit ti tina ti tian
ni tata ti anit-it dagiti itati tiani

Naata ti anida Tina.


Adda tiani ni Tito.
Naata ti ani dagiti ita.
Adda tina ni tata.

a. Picture And Key Word


 Introduce the keyword picture.

tian

 Point to the picture then tell the pupils , “Daytoy ket tian.”
[Let the pupils respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
 Point to the key word under the picture. Read the key word. Point
to the key word and read it to the pupils. Keep pointing to the key
word as you read it with the pupils 2-3 times.

b. Syllable Box

ti an

Do the syllable boxes activity. Point to the keyword and read it at


normal speed. Point to each syllable as you read each syllable
distinctly. Read each syllable again, clapping once for each syllable.
Do this again and have the pupils clap for syllable with you.

c. Do The “Breaking Word” Activity

tian
tia
ti
t
Go to the “Breaking Word” column. Read the key word to and then
with the pupils. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the pupils,
then with the pupils. Continue reading each smaller part of the word.

70
(This may take only one step or it might take 3 or 4 steps, depending
on the length of the key word.) When only the new letter is left, read
the new letter to the pupils and then with the pupils.

d. Do The “Making Word” Activity

t
ti
tia
tian

 Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly
under the new letter. Read that part of the word to the children
and then with the pupils. Read the next bigger part of the word to
and with the pupils. When you get back to the keyword, Read it to
and with the pupils.
 Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.

e. Big Box And Word Chart


tian t
tia ti
ti tia
n tian

I ta ni

nin na nat

ti an tia

 Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
 Read the letters or syllables in the Big Box to and then with the
pupils. Read all the letters or syllables in the Big Box to the
children and then with the pupils. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. Pupils read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
 Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it
that word is correct. If so, write the keyword on the “Word Chart”
or on the Chalkboard and read it to and with the pupils. If it is not
correct, ask another child to find the Key Word and write it
correctly on the Word Chart or Chalkboard.

71
 Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the
words with the pupils as they identify them. Ask the rest of the
class if the word is correct. If not, invite another pupil to come and
point to the correct letters. Write all the words on the Word Chart
or chalkboard.
tata tian tina tiani iit
naata ita innat anit-it intan
 Read all the words on the Word Chart with the pupils.

f. Sentence- Breaking And Sentence- Making


 Read the Sentence-Making word to and with the children.
Ininnat ni Tita ti tianna. Ininnat
Ininnat ni Tita ti Ininnat ni
Ininnat ni Tita Ininnat ni Tita
Ininnat ni Ininnat ni Tita ti
Ininnat Ininnat ni Tita ti tianna
 Do the “Sentence-Breaking” Activity.
Do the Sentence-Breaking Activity the same way you did the
Word Breaking Activity in the keyword part of the lesson.
 Do the “Sentence-Making” Activity on the chalkboard.
Build the sentence back up, from the Sentence-Making Word to
the whole sentence. the same way you did the “Making Word”
activity in the keyword part of the lesson.
 Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.

g. Oral Practice
Pupils form words from the Big Box
Listen to some words taken from the story:

Beginning
teli taraken
temi taripato
tio takkub
tia toni
tani tami

Ask what sound they hear at the beginning of the words. Have the
pupils repeat reading the word. Then teacher read each word again
as the pupils repeat after him/her.

h. Guided Practice
 The teacher says the first sound /s/ and the remaining sound in
the word. The children repeat after him/her. Then the teacher asks
pupils to blend work parts.
/t/ … udo tudo /t/…teltel teltel
/t/…ugot tugot /t/…ukak tukak
sagu…/t/ sagut takro…/t/ takrot

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 Game
- Show pictures with letter t written on it. Produce the sound
then let them repeat.
- Game: Distribute pictures with /t/ to the pupils. Ask those with
letter t to stand or run to the front. Let them say words that
contain /t/.

i. Independent Practice
Ask the pupils to name other objects that start with /t/.

C. Application
The pupils are grouped into three. The groups are made to enumerate as
many objects /even names of classmates with /t/. The group with the most
number of answers wins.

D. Evaluation
Coloring pictures whose names begin with /t/. Present sets of pictures on the
board. Let the pupils identify the picture of objects that start with /t/.
tako takiag sarming tansan
tapingar sagad tasa tangan
tambor tali tabukol tengnged
sinelas tiggaak tulang tulang

DAY 4
Handwriting And Spelling

A. Preparatory Activities
Let the children play “The Ball’s Mine!” Gather Pupils into a circle. Play music.
When the music stops, let the pupil who is holding the ball give a word that
starts with Tt. Repeat the process.

B. Writing Activity
1. Modeling by the Teacher
Show the pupils how to write big letter T on the air. Let them repeat after
you. Do this several times. Do the same with the small letter t.
2. Guided Practice
Let the pupils practice writing letter Tt on their palm, back of their
seatmate and on their desk.
Trace the big T and the small t on a given space.

73
3. Independent Practice
Write the new letter on the chalkboard. Let the pupils copy on their slates
over and over.

C. Application
Ask the pupils to write the new keyword on their slate and then on their
paper. Supervise them while they are doing the activity.

74
D. Evaluation
Isurat ti kurang a letra.
1. Tina ____ina
2. tali ____ali
3. Toti ____o___i
4. Nita Ni___a
5. tisa ____isa

E. Spelling
1. Dictate the key word for letter Tt. Let the pupils write the word on their
slate and then on their paper.
2. Dictate the key word from the previous lesson. Let them write it on their
slate on their paper.
3. Dictate 2-3 words from the previous lessons. Let the pupils write each
word.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.

DAY 5
Assessment

A. Recalling important details in the story (Listening/Oral)


Adu ti tarampo ni Tito. Nadumaduma ti marisda. Adda asul, nangisit ken
nalabaga. Insagut ni Tio Tino diay asul. Insagut met ni Tia Nita diay
nalabaga.
Ginatangna met diay tiendaan diay nangisit. Kaykayat nga ay-ayamen dagiti
gagayyemna dagiti tarampona.

1. Siasino ti ti adu ti taramona?


2. Iladawan dagiti tarampo ni Tito?
3. Siasino dagiti nangisagut dagiti tarampona a nangisit/nalabaga/asul?
4. Siasino dagiti kakadua ni Tito nga agay-ayan kadagiti tarampona?

B. Using ni and da correctly


1. _________ Tana
2. __________ Tana ken Tita
3. __________ tatang, Temi ken Teli
4. __________ Tata Tasio
5. __________ Tino, Tirso ken Tinoy

C. Matching words with pictures


Teacher writes words on a metacard then reads the words for the pupils to
match it with the pictures posted on the board. The teacher is suggested to
provide more examples.
1. tarong 4. tabla
2. tinapay 5. tako
3. trak

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D. Giving new spoken words when two or more syllables are joined.

ta ti in

na it ti

ni nat nit

i a o

E. Writing the upper and lower case of Tt


Isurat ti kurang a letra. Isurat ti dakkel a letra T no isu ti umno a pakabukell ti
balikas. Isurat ti bassit a letra t no isu met ti umno a pakabukel ti balikas.
1. Dr. _____omas
2. Sii ___
3. ___ awa
4. ___apingar
5. Padre ____ante

F. Spelling previously learned words correctly.


1. innat
2. tina
3. anit-it
4. iit
5. tiani

G. Activity Sheets

76
Lesson Guide in Grade 1 - Ilokano: Week 6

I. Objectives:
1. Orally segment a two to three-syllable word into its syllabic parts.
2. Make one-to-one correspondence between written and spoken words.
3. Give the letter that begins the name of a given object/picture.
4. Identify letter Kk and its sound.
5. Write upper and lower case letter Kk.
6. Use the correct noun markers (ti, dagiti) in identifying common and proper
names.
7. Get the meanings of words presented through illustrations, demonstration,
use of synonyms and antonyms.
8. Predict what the story is about based on what one knows about characters,
setting and incidents.
9. Recall important details in stories read.
10. Respond to the story through the following engagement activities:
Group 1 – Tuladen
Group 2 – Acting Out
Group 3 – Ipabuya
Group 4 – Dumngeg Kayo Manen

II. Subject Matter

A. Story:
Kinningkingan
Sarita ni Leila P. Areola, Ph.D.
Inladawan ni Noel B. Corpuz

B. Focus Skill:
1. Oral Language
Reciting/singing with ease and confidence rhymes, jingles, riddles,
chants, song, lullaby in culturally appropriate manner.
2. Phonological Awareness
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two to three-syllable word into syllabic parts.
3. Book and Print Knowledge:
Making one-to-one correspondence between written and spoken
words.
4. Alphabet Knowledge:
a. Giving the letter that begins the name of a given object/picture.
b. Identifying specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols
5. Word Recognition:
a. Matching words with pictures and objects.
b. Give the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables/words.

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6. Handwriting:
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing syllables, words, and phrases correctly.
7. Grammar Awareness:
Using the correct noun markers (ti, dagiti) in identifying common and
proper names.
8. Vocabulary:
a. Developing and using vocabulary of words that begin with the target
letter/s
b. Identifying and using common noun markers.
9. Spelling:
a. Understanding that there is the correct way to spell words
b. Spelling and writing words using phonemic awareness and letter
knowledge
10. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events.
b. Confirming predictions after listening to a story.
c. Relating events in the story to personal experiences.
d. Recalling important details in: Shared reading stories listened to.
e. Giving the correct sequence of three event.
f. Showing love for reading by listening attentively during story reading
and making comments.

C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revise by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

D. Materials: Big Books Flashcards


Pictures Pocket Charts
Story Mystery Box

E. Strategies:
Shared Reading
Puppet Show
Acting Out
Games

F. Value: Helpfulness/Kindness/Concern for Others

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G. Theme: My Family and I

III. Procedure

DAY 1
A. Pre-reading Activities
1. Motivation
Ask the pupils what games do they like best to best. Ask them to share
their most unforgettable experience about playing their favorite games.
2. Unlocking of Difficult Words
a. napatakleb (demonstration)
b. kingking (demonstration)
c. maliwayan(context clue)
d. napalikuko (demonstration)
3. Previewing
Present the big book with the story “Kinningkingan.” Talk about the title,
author and illustrator. Have them look at the cover of the book showing a
girl crying in pain because of a broken arm. Ask: Maipapan ngata ti ania ti
sarita? Ania ngata ti mapasamak iti sarita?
4. Motive Question
Have them look at the first page of the book showing Kay and friends
playing inviting her to play kinningkingan. Ask: Ania ngata ti mapasamak
kenni Kay?

B. Reading of the story


1. First Reading: Read the story using the Big Book.
2. Second Reading: Read the story again. This time use a pointer as you
show the sentences in each page. Ask questions as you finish a page.
Before proceeding to the next page, let pupils make inferences about
what will happen.

Kinningkingan
Sarita ni Leila P. Areola
Inladawan ni Noel B. Corpuz

Saanen a maiyulo ni Kay iti ad-adalen na. Nakita na ngamin a


naglargan da Karen ken Karla a kaarrubada.

Sinenyasan ni Karla ni Kay a rumuaren iti siled ti pagadalan na.


Pinayapayan met daytoy ni Karla sana inmustra iti pagay-ayam iti
kingking.

Uray laeng intaray ni Kay ti rimmuar iti siled ti pagadalan na idi


nagpaawid ni meastra da. Dagdagusna nga inikkat iti sapatos ken medias na.
Sinukatanna ti tsinelas nga indulin na iti bag na.

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Kasta met a dinagdagus da Karla ken Karen a nangsukat iti sapatos
da iti tsinelas.

Inrugi da a dagus ti nagay-ayam. Nagsasaritaanda a ti maabak ket isu


ti agbaggkat kadagiti bagda nga agawid.

Dakkelen ti puntos iti pimmanawan ni Kay kada Karen ken Karla.


Mangab-abaken isuna idi napalikuko daytoy ket bulonna metten a
napatakleb.

Naiddaan na iti kanawan nga imana isu a natukkol iti takiag na.
Manipud idin, inkarin ni Kay a saanen nga agay-ayam iti
kinningkingan.

C. Post Reading Activities


1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the following activities.
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

Engagement 1 Engagement 2
(Small Group Activities) (Discussion of the Story)
Siasino dagiti aggagayyem? Group 1 – Tuladen
Apay a saan a maiyulo ni Kay iti Tuladen ti inaramid da Karen
ad-adalenna? kenni Karla idi napan da iti siled ni
Ania ti inaramid dagiti Kay.
gagayyemna iti laglargada?
Ania ti inyayab dagiti gagayyem Group 2 –Acting out
na kenkuana? Ipakita no kasanoyo a balakadan
Napintas kadi a pagsarmingan iti dagiti gagayyem ni Kay.
inaramid dagiti gagayyemna?
No saan a napintas, ania ti
balakadmo kenkuada?
Ania iti napasamak kenni Kay? Group 3 – Ipabuya
No dakayo ti gagayyem ni Kay, . Ipabuya ti mabalin nga
ania iti inaramidyo idi natukkol ti aramidenyo kenni Kay
takiag na?
No dakayo ni Kay, ikari yo met a
saan kayon nga agay-ayam iti
Kinningkingan? Apay?
Dagiti sumaganad a ladawan ket Group 4 – Dumngeg Kayo
mangiparang kadagiti Manen!
paspasamak iti sarita. Urnosenyo Isalaysay iti grupo ti sarita babaen
dagiti ladawan ket isalaysayyo kadagiti ladawan nga inyurnos da.
dagiti pasamak iti sarita.

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D. Read the Story Using the Reading Plan
Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

E. Do the Matching Word activity


1. Select the Matching Word cards that you prepared for the Shared Reading
Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a small
book, write the words one by one on the CB instead of on word cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are using
a small book, tell the student to point to that word on the page.) Help them if
they have trouble finding the word and praise them when they are correct. Do
this with each Matching Word card (or word on the CB) that you selected.

F. Do the Hide-a-Word activity.


1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence.
3. Re-read the sentence, including the word that is covered. Ask the students,
“Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then read
the sentence again.
5. If they say the wrong word, point to the word they said and show them that
this is NOT the word that is covered. Read the sentence again, using the
pointer to show them the words they are reading. Let them try again to say
the word.
6. Do this with the other two “Hide-A-Word” sentences.

DAY 2
Developing Language Competencies

A. Preparatory Activities
Review
Game: Find Me (Sadino ti Ayan Mo, Gayyemko?)
Show the pupils the following suggested pictures of persons with names
written below them. Let each pupil pick out a picture and have him/her use Ni
or Da in telling the names of the person/s in the picture from the bigbook.

Maestra Kay
Karen ken Karla Karen
Nanang ken tatang nanang

B. Lesson Proper
1. Presentation
a. Present the following dialogue through a Puppet Show.

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(Dayalogo)

Oras iti mirienda, nagkita da Kiko ken Nika iti sango iti
ikantina.
Kiko: Naimbag a bigatmo, Nika.
Nika: Naimbag a bigatmo met, Kiko.
Kiko: Kumustaka?
Nika: Nasayaat met,gayyem.
Kiko: Ania ti gatangem a mirienda?
Nika: Saba a nalingta ti kayatko.
Kiko: Nasayaat ti saba para iti bagi.
Nika: Kusto dayta, Kiko. Kaykayatak dagiti prutas gapu
ta makapasalun-at iti bagi.

b. Comprehension Questions
Let the pupils answer the following questions:
 Siasino dagiti nagkita?
 Sadino da a nagkita?
 Kaano da a nagkita?
 Ania ti kayat ni Nika a mirienda?
 Apay a kayatna daytoy?
 Sika, ania met ti kayatmo a mirienda? Apay a daytoy ti kayatmo?
c. Show the pupils pictures of the following objects with these phrases
written below them.
Ti saba dagiti saba
Ti aso dagiti aso
ti lobo dagiti lobo
ti lapis dagiti lapis
ti ubing dagiti ubbing
2. Discussion
a. Ask: Mano a tao/banag/ayup ti nadakamat iti umuna a batog? (two or
more) Ania nga artikulo ti naaramat? (ti)
b. Mano a tao/banag/ayup ti nadakamat iti maikadua a batog? (two or
more) Ania nga artikulo ti naaramat? (dagiti)
3. Oral Practice
Mystery Box
Let each pupil pick up an object or a group of objects as suggested below
from the Magic Box. Let them say the name of each object or group of
objects by using ti or dagiti.
bola sagaysay libro
munyeka bayabas kuaderno
panio pal-id tisa
(The teacher may add more objects in the Magic Box).
4. Generalization
a. What article comes before a singular common noun? (ti) When do we
use ti?

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b. What article comes before a plural common noun? (dagiti) When do
we use dagiti?
5. Guided Practice
Game: Find a Pair.
Group the pupils into two. Give each pupil in the first group pictures with
persons/objects/animals. Give the other group flashcards with ti or dagiti.
Let each one find a partner so that they can form the following phrases
Ti baka dagiti billit
Ti kotse dagiti kaykayo
Ti balay dagiti kamatis
ti basket dagiti lames
ti pinggan dagiti tattao
(The teacher may add more pictures).
6. Independent Practice
Game: Where Do I Belong?
Distribute the following pictures of persons/objects/animals with names
below them. Let them group themselves according to their number
(singular, plural). Let each member of the group name the picture by
using ti or dagiti.
lames babbai
pusa sabsabong
bestida luglugan
pala banbantay
kallugong karkarton
7. Evaluation
Isurat ti “ti” sakbay ti pangnagan a saggaysa (singular). Isurat ti “dagiti”
no ti pangnagan ket sagdudua wenno saggaadu.
a. _______ telebisyon
b. _______ mulmula
c. _______ sandia
d. _______ kabalyo
e. _______ basbaso

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. Let the pupils recall the story “Kinningkingan” Let them answer the
following questions:
a. Ania ti nagan dagiti aggagayyem?
Answer: Ni Kay, Kare, Karla
b. Ania ti magusgustuan da nga ay-ayamen?
Answer: kinningkingan
c. Malaksid nga aggagayyem da, siasinnoda da pay kenni Kay?
Answer: kaarruba
d. Siasinno to agbagkat kadagiti bag da?
Answer: Ti maabak

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2. Present the following words with letter Kk, if possible, with pictures.

Beginning Ending
karabasa tulbek
kaimito tukak
kalesa sultak
karison landok
kawar latok
kabatiti pariok
kulibangbang tukak
kabibi palok
kaldero pariok
Kandela anak

3. Ask the pupils to give more words with letter Kk.

B. Lesson Proper (Primer Track)


1. Presentation
The teacher shows the picture of “kain”.
2. Discussion
Teacher presents the Primer Track for the Letter Kk.

LESSON 3 LETTER Kk

a N i t k

kain, kaka, ikan,


inikkan, ikkan,
ikit, nakita,
kanta, kaan,
anak, anik-ik,
kinnit, kikit
kain

ka in

kain k
kai ka
ka kai
k kain

i nik in na
ka ti kan ik
ik nak ka kit

Inikkannak ti kain ni Nana Ikka. Inikkannak


Inikkannak ti kain ni Nana Inikkannak ti
Inikkannak ti kain ni Inikkannak ti kain
Inikkannak ti kain Inikkannak ti kain ni

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Inikkannak ti Inikkannak ti kain ni Nana
Inikkannak Inikkannak ti kain ni Nana Ikka.

Basaen dagiti sumaganad:


kain kaka ikan
inikkan ikkan ikit
nakita kanta kantin
anak anik-ik kikit

ti kikit inikkannak
nakitak kikit ni kaka
ti ikan anak ni ikit
dagiti ikan anik-ikda

Nakitak ni Ikit nga inikkanna ti ikan ni Kaka Ikko.


Kinantaan ni Ikit Ikka ni Tata Kiko.
Nakitak diay kantin ti anak ni Kaka Kino.

a. Picture And Key Word


 Introduce the keyword picture.

kain

 Point to the picture then tell the pupils , “Daytoy ket kain.”
[Let the pupils respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
 Point to the key word under the picture. Read the key word. Point
to the key word and read it to the pupils. Keep pointing to the key
word as you read it with the pupils 2-3 times.

b. Syllable Box
ka in

 Do the syllable boxes activity. Point to the keyword and read it at


normal speed. Point to each syllable as you read each syllable
distinctly. Read each syllable again, clapping once for each
syllable. Do this again and have the pupils clap for syllable with
you.

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c. Do The “Breaking Word” Activity
kain
kai
ka
k
Go to the “Breaking Word” column. Read the key word to and then
with the pupils. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the pupils,
then with the pupils. Continue reading each smaller part of the word.
(This may take only one step or it might take 3 or 4 steps, depending
on the length of the key word.) When only the new letter is left, read
the new letter to the pupils and then with the pupils.

d. Do The “Making Word” Activity


k
ka
kai
kain
 Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly
under the new letter. Read that part of the word to the children
and then with the pupils. Read the next bigger part of the word to
and with the pupils. When you get back to the keyword, read it to
and with the pupils.
 Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.

e. Big Box And Word Chart


kain k
kai ka
ka kai
k kain

i nik in na
ka ti kan ik
ik nak ka kit

 Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
 Read the letters or syllables in the Big Box to and then with the
pupils. Read all the letters or syllables in the Big Box to the
children and then with the pupils. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. Pupils read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
 Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new

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keyword. Read the word with the pupils that found it. Ask the
other pupils it that word is correct. If so, write the keyword on the
“Word Chart” or on the Chalkboard and read it to and with the
pupils. If it is not correct, ask another child to find the Key Word
and write it correctly on the Word Chart or Chalkboard.
 Pupils find other words in the Big Box. Invite volunteers to find
other words in the Big Box. Read the words with the pupils as
they identify them. Ask the rest of the class if the word is correct. If
not, invite another pupil to come and point to the correct letters.
Write all the words on the Word Chart or chalkboard.

kain kaka ikan anak inikkan


ikkan ikit kikit nakita kanta
kantin anik-ik

 Read all the words on the Word Chart with the pupils.

f. Sentence- Breaking And Sentence- Making


Read the Sentence-Making word to and with the children.
Inikkannak ti kain ni Nana Ikka. Inikkannak
Inikkannak ti kain ni Nana Inikkannak ti
Inikkannak ti kain ni Inikkannak ti kain
Inikkannak ti kain Inikkannak ti kain ni
Inikkannak ti Inikkannak ti kain ni Nana
Inikkannak Inikkannak ti kain ni Nana Ikka.

g. Do the “Sentence-Breaking” Activity


Do the Sentence-Breaking Activity the same way you did the Word
Breaking Activity in the keyword part of the lesson.

h. Do the “Sentence-Making” Activity on the chalkboard


 Build the sentence back up, from the Sentence-Making Word to
the whole sentence. The same way you did the “Making Word”
activity in the keyword part of the lesson.
 Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.

i. Oral Practice
 Pupils form words from the Big Box.
 Listen to some words taken from the story:

Kay
Karen
Karla
kingking
kinningkingan
kaarruba

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 Ask what sound they hear at the beginning of the words. Have the
pupils repeat reading the word. Then teacher read each word
again as the pupils repeat after him/her.

j. Guided Practice
 The teacher says the first sound /s/ and the remaining sound in
the word. The children repeat after him/her. Then the teacher asks
pupils to blend work parts.
/k/ …abalio kabalio /k/…arabasa karabasa
/k/…arga karga /k/…amatis kamatis
ungi…/k/ rasos tuka…/k/ tukak
 Game: Show a flashcard with letter k written on it. Produce the
sound then let them repeat.
 Game: Distribute flashcards with words with /k/ to the pupils. Ask
those with letter k to stand or run to the front. Let them say words
that contain /k/.

k. Independent Practice
Let the children sing “Kalapati” and have them identify words with /k/.
The are made to clap their hands everytime the word with /k/ is
mentioned.

Kalapati

Kalapati nga agdigdigus


Diay karayan nga agay-ayos
Siak to ti mangur-urnos
Ta buok mo a nalibnos.

Adu met ti makitkitak


A bubbubon idiay taytay-ak
Umanayen a pagdigusak
Ta diak kayat ti agdilnak

C. Application
Ask the pupils to name other objects that start with k.

D. Evaluation
Marisan ti nalabaga dagiti ladawan a ti naganna ket agrugi ti /k/, berde ti
dagiti ladawan a ti naganna ket agturpos ti /k/.

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DAY 4
Handwriting And Spelling

A. Preparatory Activities
1. Game: Sippawennak, Matinnagakon!
2. Gather Pupils into a big circle. Say, Sippawennak, Matinnagakon! as you
throw a stuffed animal in the air. The pupil who catches the stuffed toy will
give a word that starts with Kk. Let him say the phrase as he/she throws
the stuffed toy in the air. Repeat the process.

B. Writing Activity
Modelling by the Teacher
Show the pupils how to write big letter K in the air. Let them repeat after you.
Do this several times. Do the same with the small letter k.
1. Guided Practice
Let the pupils practice writing letter Kk on their palm, back of their
seatmate and on their desk.
Trace big letter K and small letter k on the given space.

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2. Independent Practice
Write the new letter on the chalkboard. Let the pupils copy on their slates
over and over.
C. Application
Ask the pupils to write the new keyword on their slate and then on their
paper. Supervise them while they are doing the activity.
D. Evaluation
Isurat ti kurang a letra.
1. Nika Ni__a
2. Kiko __i__o
3. kita __ita
4. ikan i__an
5. anak ana__

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E. Spelling
1. Dictate the key word for letter Kk. Let the pupils write the word on their
slate and then on their paper.
2. Dictate the key word from the previous lesson. Let them write it on their
slate and on their paper.
3. Dictate 3-5 words from the previous lessons. Let the pupils write each
word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment

A. Recalling the important details of the story (Listening/Oral)


Adu iti kaykayo iti kabakiran. Adda narra, sagat, baliti, kamagong ken
dadduma pay. Adu a pagsiatan a maited dagiti kaykayo. Nadumaduma nga
alikamen iti maaranid manipud kadakuada. Lapdanda iti layus ken
panagreggaay iti daga. Masapul nga kada kayo a mapukan, adda kayo a
maimula a kasukatna.
1. Ania ti adu a makita idiay kabakiran?
2. Ania dagiti nadumaduma a kaykayo a makita sadiay?
3. Ania dagiti pagsayaatan a maala iti kayo?
4. Apay a masapul a masukatan iti pukanen a kayo?

B. Using ti and dagiti correctly


1. ____ kamatis
2. ____ kamutig ken ubi
3. ____ payak ti manok
4. ____ karison ken ulnas
5. ____ kotse

C. Matching words with pictures


Teacher writes words on a metacard then reads the words for the pupils to
match it with the pictures posted on the board. The teacher is suggested to
provide more examples.
1. Kalding
2. Kuton
3. Tiggaak
4. Kabibi
5. tukak

D. Giving new spoken words when two or more syllables are joined.
Teacher jumbles the following syllables. Teacher gives clues to form new
words.
kan to I a nak
ka in kit na kita

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E. Writing the upper and lower case of Kk

F. Spelling
Spelling previously learned words correctly.
1. ikan
2. itik
3. kain
4. kinnan
5. inikkat

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Lesson Guide in Grade 1 - Ilokano: Week 7

I. Objectives
1. Develop and use vocabulary of words that begin with Ss
2. Predict what the story is about on what one knows about character, setting
and events.
3. Confirm predictions after listening to a story.
4. Modify prior knowledge based on new knowledge from the story
5. Recall important details in a story listened to.
6. Give the correct sequence of three events
7. Show love for reading by listening attentively during story reading and making
comments.
8. Respond to the story through the following engagement activities:
Group 1 –Show Me (Iladawan Mo)
Group 2 –Paint Me (Ipintam)
Group 3 –Complete Me (Kumpletuennak)
Group 4 - Lights, Camera, Action! (Ipabuya)
9. Tell their own stories related to the picture with ease and confidence
10. Using the correct noun markers ti and dagiti
11. Give/produce the beginning sound of /s/ in a given word.
12. Orally segment a two to three-syllable word into its syllabic parts.
13. Make one-to-one correspondence between written and spoken words
14. Give the letter that begins with the name of a given picture/objects.
15. Identify Ss, both upper and lower case.
16. Show relationship between sounds and written symbols
17. Match words with pictures and objects.
18. Blend specific letters to form syllables, words and phrases.
19. Write upper case and lower case letter Ss in print using proper proportion.
20. Write words, syllables, phrases and sentences correctly.
21. Spell previously learned words correctly.
22. Spell and write words using phonemic awareness and letter knowledge.

II. Subject Matter

A. Story: Dagiti Sagut ni Sabrina


Sarita ni Leila Areola, Ph.D.
Inladawan ni Noel B. Corpuz

B. Focus Skills
1. Oral Language:
Telling their own stories related to the picture with ease and
confidence
2. Phonological Skills:
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two to three-syllable word into its syllabic parts.

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3. Book and Print Knowledge:
Making one-to-one correspondence between written and spoken
words.
4. Alphabet Knowledge:
a. Giving the letter that begins with the name of a given picture/objects.
Identifying specific letters in the alphabet, both upper and lower case.
b. Showing relationship between sounds and written symbols.
5. Word Recognition:
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables, words and phrases.
6. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge.
7. Handwriting:
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing words, syllables, phrases and sentences correctly.
8. Grammar Awareness:
Using the correct noun markers ti and dagiti.
9. Vocabulary:
Developing and using vocabulary of words that begin with the target
letter/s.
10. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events.
b. Confirming predictions after listening to a story.
c. Modifying prior knowledge based on new knowledge from the story.
d. Recalling important details in a story listened to.
e. Giving the correct sequence of three events
f. Showing love for reading by listening attentively during story reading
and making comments.

C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
- Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

D. Value: Gratitude

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E. Theme: My Family and I

III. Procedure

DAY 1
A. Pre-reading Activities
1. Unlocking of Difficulties
a. Kasangay (Illustration)
b. Sangaili (Synonym)
c. Pensionado (Illustration, Context Clues)
d. Inyarakup (Demonstration)
2. Motivation
Kasanoyo a rambakan ti kasangayyo?
(Fill the Word Web)
3. Motive Question
Kasanoda a rinambakan ni Sabrina ti kasangayna?

B. Reading of the story


1. First Reading: Read the story without interruption while the pupils listen.
2. Second Reading: Read the story again. Use a pointer as you show the
sentences in each page. Ask questions as you finish a page. Before
proceeding to the next page, let pupils make inferences about what will
happen.

Dagitia Sagut ni Sabrina


Sarita ni Leila P. Areola, Ph.D.

Kasta unay iti ragsak ni Sabrina a makakita kadagiti sangailina. Adda


amin dagiti kaeskuelaanna kasta met kadagiti manursuro iti pageskuelaanna.
Kasta unay ti ragsak dagiti ubbing a napan nakipagrambak iti kasangayna.
Nagduduma a makmakan ti sagana.

Adda suman ken sinibalo nga insagut ni ikitna a Susing. Agsasabali met
a maris ken sukog ti biskuit ti insagut ti tiona a Sito. Pansit ken litson met ti
insagut ni lelongna a Sendong a pensionado. Ket salad, keyk ken sorbetes
met ti insagana da Tatang ken Nanangna.

Dagiti manursuro ti nagpaay-ayam kadagiti ubbing. Kasta unay ti ragsak


dagiti nangabak ta adda gunggonada. Nalaus ti ragsak ni Sabrina a
nangbuybuya kadagiti kaeskuelaanna. Umis-isem met latta ni lelongna a
Sendong.

Malaksid kadagiti makmakan, nadumaduma pay dagiti sagut a naawatna


ken agsasabali iti sukogda. Ngem nagustuanna unay ti sagut ni ikitna a Lisa
a sapatos nga apagisu iti sakana.

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Nagduduma ti marisda. Adda nalabaga, asul, mala-rosas ken
dadduma pay.Nagyaman ni Sabrina kadagiti bisitana.

Inyarakupna ti panagyaman na kada Tatang ken Nanangna, ikitna a


Susing ken tiona a Sito.

Mas nair-irut manen ti arakupna ken ni lelongna a Sendong.

C. Post Reading Activities


1. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

Engagement 1 Engagement 2
(Small Group Activities) (Discussion of the Story)
Siasino ti agkasangay? Group 1 –Iladawan ti kasangay
Sadino a napasamak ti istoria?
Siasino dagiti sangailina? Idrowing dagiti makita iti
Kasanoyo met a rambakan ti kasangay ni Sabrina.
kasangayyo?

Siasino dagiti nangited ti sagut ken Group 2 – Kumpletuen ti


ni Sabrina? ladawan
Ania dagiti insagutda?
Ania kadagitoy ti Kumpletuen ti ladawan dagiti
magusgustuanna? sagut nga naawat ni Sabrina nga
Apay a magusgustuanna daytoy? nakaipaskil iti pocket chart.
Ania met dagiti sagut a naawatyo? Mangpilika dagiti ladawan nga
adda iti kahon

Ania ti narikna dagiti ubbing a Group 3 – Ipinta ti rupa


sangaili ni Sabrina?
Apay a naragsakda? Ipinta iti kartolina ti rupa ni
Ania ti narikna ni Sabrina? Apay a Sabrina a nakarikna ti ragsak.
kastoy ti nariknana?

Kasano nga impakita ni Sabrina ti Group 4 – Ipabuya ti pasamak


panagyamanna kadagiti pamila, No sika ni Sabrina ipabuya no
kabagian ken sangailina? kasano ti panagyamanmo
kadagiti pamila, kabagian ken
sangailina.

D. Read the Story Using the Reading Plan


Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

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E. Do the Matching Word activity
1. Select the Matching Word cards that you prepared for the Shared
Reading Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a
small book, write the words one by one on the CB instead of on word
cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on the
CB) that you selected.
F. Do the Hide-a-Word activity.
1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence...
3. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
5. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again, using
the pointer to show them the words they are reading. Let them try again
to say the word.
6. Do this with the other two “Hide-A-Word” sentences.

DAY 2
Developing Language Competencies
A. Preparatory Activities
1. Action Song
2. Review
a. Give a review on the story “Dagiti Sagut ni Sabrina” read the previous
day.
b. Siasino ti nagkasangay?
c. Siasino dagiti sangailina?
d. Ania dagiti sagutda kenkuana?
e. Ania kadagitoy a sagut ti magusgustuanna?

B. Lesson Proper
1. Presentation
Show pictures of the objects that follow. Say their names while showing
each of the pictures.
ti suman dagiti sagut
ti sinibalo dagiti sangaili
ti sorbetes dagiti sapatos
ti salad dagiti sagana

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2. Modeling
Say the names of these objects again. Let the pupils repeat the phrases.
3. Discussion
a. Mano a suman ti makita iti ladawan? (maysa)
b. Ania a balikas ti naisurat sakbay iti sarita? (ti)
c. Mano a suman ti makita iti ladawan? (dua/lima/adu)
d. Ania a balikas ti naisurat sakbay iti sarita? (dagiti)
4. Generalization
a. Ania ti aramaten a balikas sakbay ti nagan a maymaysa ti
dakdakamatenna? (ti)
b. Ania ti aramaten a balikas sakbay ti nagan nga nasursurok ngem
maysa ti dakdakamatenna? (dagiti)
5. Guided Practice
Show some objects. Let pupils use ti and dagiti in naming/identifying
these objects.
6. Independent Practice
Mastery Box: Let pupils pick some pictures from the box. Let them name
the picture that they pick using ti or dagiti. Let the each pupil name an
object/s by using ti or dagiti.
Ex.
ti lapis dagiti libro
ti lamisaan dagiti bag

C. Application
Marisan ti nalabaga ti lobo no ti balikas ket “ti”, kiaw wenno duyaw no ti
masapul na ket “dagiti”.

D. Evaluation
Ikkan ti kur-it () no ti sarita ket “ti” ti masapul na, ekis () no ti sarita ket
“dagiti” ti kasapulanna.
1. _____ tao
2. _____ babbaro
3. _____ amma
4. _____ nateng
5. _____ agikit

DAY 3
Developing Oral Language Proficiency: LESSON 4 – LETTER Ss

A. Preparatory Activities
1. Present some pictures that begin with letter Ss. Ask the pupils to name
the pictures.

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2. Say the name of each picture. Emphasize its initial sound. Say it again a
few times.
Daytoy ket…sabong. Daytoy ket…sobre.
Daytoy ket…sagad. Daytoy ket…sipilyo.
Daytoy ket…sagaysay. Daytoy ket…santol.

3. Ask the pupils what sound they hear at the beginning of each picture.
4. Ask the pupils to give some words starting with /s/

B. Lesson Proper
1. Presentation
The teacher shows the picture of feet “saka”. Pupils are asked to share
their experiences about their “saka”.
2. Discussion
Teacher presents the Primer Track for the Letter Ss.

LESSON 4 LETTER Ss

a n i t k S

akas, ikkis, anis,


siko, saka, tisa,
sakit, siit, sikki,
sika, sina, kaso,
tisa, sakit,
nasaniit, asin
saka

sa ka

saka s
sak sa

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sa sak
s saka

na ka sak Ki
kit si san Sa
it ni an Tan
sik i ko Kan

Nasaniit ti saka a nasinit ni Santi. Nasaniit


Nasaniit ti saka a nasinit ni Nasaniit ti
Nasaniit ti saka a nasinit Nasaniit ti saka
Nasaniit ti saka a Nasaniit ti saka a
Nasaniit ti saka Nasaniit ti saka a nasinit
Nasaniit ti Nasaniit ti saka a nasinit ni
Nasaniit Nasaniit ti saka a nasinit ni Santi.

a. Picture And Key Word


 Introduce the keyword and picture.

Saka
 Point to the picture then tell the pupils , “Daytoy ket saka.”
[Let the pupils respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
 Point to the key word under the picture. Read the key word. Point
to the key word and read it to the pupils. Keep pointing to the key
word as you read it with the pupils 2-3 times.

b. Syllable Box
sa ka

 Do the syllable boxes activity. Point to the keyword and read it at


normal speed. Point to each syllable as you read each syllable
distinctly. Read each syllable again, clapping once for each
syllable. Do this again and have the pupils clap for syllable with
you.

c. Do The “Breaking Word” Activity


saka
sak
sa
s
 Go to the “Breaking Word” column. Read the key word to and then
with the pupils. Point to the part of the word with the new letter

100
that is directly below the keyword. Read that part of the word to
the pupils, then with the pupils. Continue reading each smaller
part of the word. (This may take only one step or it might take 3 or
4 steps, depending on the length of the key word.) When only the
new letter is left, read the new letter to the pupils and then with the
pupils.

d. Do The “Making Word” Activity


s
sa
sak
saka
 Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly
under the new letter. Read that part of the word to the children
and then with the pupils. Read the next bigger part of the word to
and with the pupils. When you get back to the keyword, read it to
and with the pupils.
 Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.

e. Big Box And Word Chart


saka s
sak sa
sa sak
s saka

na ka sak ki
kit si san sa
it ni an tan
sik i ko kan

 Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
 Read the letters or syllables in the Big Box to and then with the
pupils. Read all the letters or syllables in the Big Box to the
children and then with the pupils. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. Pupils read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
 Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
keyword. Read the word with the pupils that found it. Ask the
other pupils it that word is correct. If so, write the keyword on the
“Word Chart” or on the Chalkboard and read it to and with the
pupils. If it is not correct, ask another child to find the Key Word
and write it correctly on the Word Chart or Chalkboard.

101
 Pupils find other words in the Big Box. Invite volunteers to find
other words in the Big Box. Read the words with the pupils as
they identify them. Ask the rest of the class if the word is correct. If
not, invite another pupil to come and point to the correct letters.
Write all the words on the Word Chart or chalkboard.
sakit saniit siit sina sika
anis asin sikka saka siak
 Read all the words on the Word Chart with the pupils.

f. Sentence- Breaking And Sentence- Making


 Read the Sentence-Making word to and with the children.
Nasaniit ti saka a nasinit ni Santi. Nasaniit
Nasaniit ti saka a nasinit ni Nasaniit ti
Nasaniit ti saka a nasinit Nasaniit ti saka
Nasaniit ti saka a Nasaniit ti saka a
Nasaniit ti saka Nasaniit ti saka a nasinit
Nasaniit ti Nasaniit ti saka a nasinit ni
Nasaniit Nasaniit ti saka a nasinit ni Santi.

g. Do the “Sentence-Breaking” Activity.


 Do the Sentence-Breaking Activity the same way you did the
Word Breaking Activity in the keyword part of the lesson.
h. Do the “Sentence-Making” Activity on the chalkboard.
 Build the sentence back up, from the Sentence-Making Word to
the whole sentence. the same way you did the “Making Word”
activity in the keyword part of the lesson.
 Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.
i. Oral Practice
 Pupils form words from the Big Box
 Listen to some words taken from the story:
Initial
sagana sorbetes
sagut Sito
sangaili sukog
suman Susing
sinibalo Sendong
sukog salad
 Ask what sound they hear at the beginning of the words. Have the
pupils repeat reading the word. Then teacher read each word
again as the pupils repeat after him/her.

j. Guided Practice
 The teacher says the first sound /s/ and the remaining sound in
the word. The children repeat after him/her. Then the teacher asks
pupils to blend work parts.

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/s/ … agana sagana /s/…sukog sukog
/s/…agut sagut /s/…uman suman
raso…/s/ rasos kalkalpa…/s/ kalkalpas
 Game: Show a flashcard with letter s written on it. Produce the
sound then let them repeat.
 Game: Distribute flashcards with words with /s/ to the pupils. Ask
those with letter s to stand or run to the front. Let them say words
that contain /s/.

k. Independent Practice
Ask the pupils to name other objects that start with s.

A. Application
Naganan dagiti ladawan nga adda iti labutab. Isurat ti Ss no ti rugi ti nagan ti
ladawan ket kasla ti rugi ti umuna nga awing ti sabong.

B. Evaluation
Coloring pictures whose names begin with /s/. Present sets of pictures on the
board. Let the pupils identify the picture of objects that start with s.

Mirror flower softbroom coconut shell banana

Slippers vat shoes sando bag whistle

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DAY 4
Handwriting And Spelling

Handwriting
A. Preparatory Activity
Pupils are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of /s/.
The teacher says the cheer, as he/she stops, the children more around the
room to look for objects beginning with /s/. Pupils name the object and tell the
beginning sound.

B. Writing Activity
Modeling by the Teacher
Show the pupils how to write the new letter in the air and on their hand. With
your back to the children, tell the children to watch your hand as you “write”
the new letter in the air. Make sure you make the letter very large so they can
see you do write it. Have them practice writing the letter in the air with you.
Do this about 3-4 times.

C. Guided Practice
Then show them how to write the letter on the palm of one hand using the
finger of their other hand. Do this 3-4 times.
Trace big S and small s on the given space.

D. Independent Practice
1. Pupils practice writing the new letter on their paper or slate
2. Write the new letter on the chalkboard. Make it large so everyone can see
it. Pupils practice writing the letter on their slates or in their exercise
books 10 times. Go around the room and help anyone that is having
trouble forming the letter.

104
E. Application
1. Children practice writing the new key word on their paper or slate.

2. Write the new key word in large letters on the chalkboard. You may need
to write it several times so everyone can see clearly how you write it.
Pupils write the new keyword 10 times on their slates or in their exercise
books. Walk around the room to see how they are doing. Help anyone
that is having trouble writing the word.
3. Activity
Ikkan ti maris ti ikan nga aglaon ti balikas nga agrugi ti /s/. Ugedan ti letra
s.

105
F. Evaluation
1. Complete the name of each picture. Encircle the missing letter.
a. Sabon ___abon s n l
b. Siko ___ iko n s l
c. Sagad ___ agad k lm
d. Laso la___o b k s
e. Santol ___antol d s n

G. Spelling
1. Dictate the key word from today’s lesson. Pupils write the word on their
paper or slate.
2. Dictate the key word from the last lesson. Pupils write the word on their
paper or slate.
3. Dictate 2-5 key words from earlier lessons, one by on pupils write each
word.
4. Write the spelling words correctly on the Chalkboard. Walk around the
room as they write to encourage them and help them to identify and
mistakes.

DAY 5
Assessment

A. Recalling the important details of the story (Listening/Oral)


Nasakit ti saka ni insan
Ta nasiitan iti siit ti ikan
Inikkat daytoy iti tiani ni Sinon
Ket saan a nasaniit iti sakan ni insan.
1. Apay a nasakit ti saka ni insan?
2. Ania ti nakasiit daytoy?
3. Siasinno si nagikkat ti siit?
4. Kasano a naikkat daytoy?
5. Apay a saanen a nasaniit ti saka ni insan?

B. Sequencing of events
Teacher shows pictures of the events in the story. Pupils are asked to
sequence the pictures as they happened in the story

C. Using ti and dagiti correctly


1. ____ santol
2. ____ sabon ken sipit
3. ____ tisa
4. ____ siko
5. ____ dua a saka

106
D. Matching words with pictures
Teacher writes words on a metacard then reads the words for the pupils to
match it with the pictures posted on the board. The teacher is suggested to
provide more examples.
1. sabot
2. saba
3. abas
4. tabasi
5. sippit
E. Giving new spoken words when two or more syllables are joined.
Pagkamangen babaen ti uged dagiti balikas tapno mabakukel ti sao.
a kas
ka sin
so
sa kit
sik si
si ki
ti it
na
F. Writing the upper and lower case of Ss
Practice writing the upper and lower case of Ss in your notebook.
G. Spelling
Spelling previously learned words correctly.
1. asin 6. sakit
2. kaso 7. sikki
3. ikkis 8. sika
4. anis 9. siko
5. saka 10.siit

H. Activity Sheet

107
Lesson Guide in Grade 1 - Ilokano: Week 8

I. Objectives:
1. Relate their own stories related to the picture presented with proper phrasing
and pausing.
2. Make one-to-one correspondence between written and spoken words.
3. Get the meanings of words presented through illustrations, demonstration,
use of synonyms and antonyms.
4. Predict what the story is about on what one knows about character, setting
and events.
5. Confirm predictions after listening to a story.
6. Recall important details in a story listened to.
7. Give the correct sequence of three events.
8. Show love for reading by listening attentively during story and making
comments.
9. Respond to the story through the following engagement activities:
Group 1 – Puzzle
Group 2 – Iladawan
Group 3 – Agpilika
Group 4 – Ipakitam
10. Use the directional prepositions (daytoy, dayta, daydiay) in sentences.
11. Give/Produce the beginning sound of letter in a given word.
12. Orally segment a two to three-syllable word into syllabic parts.
13. Give the beginning letter of the name of a given object/picture.
14. Identify the letter Oo, both upper and lower case.
15. Show relationship between sounds and written symbols.
16. Match words with pictures and objects.
17. Give/Produce the sounds of letter Oo.
18. Blend specific letters to form syllables/words.
19. Write upper and lower case letter Oo in print using proper proportion.
20. Write words, phrases and sentences correctly.
21. Spell and write words using phonemic awareness and letter knowledge.

II. Subject Matter

A. Poem: Ti Radio ni Orlando

B. Focus Skills:
1. Oral Language:
Relating their own stories related to the picture presented with proper
phrasing and pausing
2. Book and Print Knowledge:
Making one-to-one correspondence between written and spoken
words

108
3. Vocabulary:
Getting the meanings of words presented through illustrations,
demonstration, use of synonyms and antonyms
4. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events.
b. Confirming predictions after listening to a story
c. Recalling important details in a story listened to
d. Giving the correct sequence of three events
e. Showing love for reading by listening attentively during story and
making comments
5. Grammar Awareness:
Using the directional prepositions (daytoy, dayta, daydiay) in
sentences
6. Phonological Awareness:
a. Giving/Producing the beginning sound of letter in a given word
b. Orally segmenting a two to three-syllable word into syllabic parts
7. Alphabet Knowledge:
a. Giving the beginning letter of the name of a given object/picture
b. Identifying the letter Oo, both upper and lower case
c. Showing relationship between sounds and written symbols
8. Word Recognition:
a. Matching words with pictures and objects
b. Giving/Producing the sounds of letter Oo
c. Blending specific letters to form syllables/words
9. Handwriting:
a. Writing upper and lower case letter Oo in print using proper proportion
b. Writing words, phrases and sentences correctly
10. Spelling:
Spelling and writing words using phonemic awareness and letter
knowledge

C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

D. Materials: Big Books, Pictures, Story, Flashcards, Pocket Charts, Mystery


Box

E. Strategies: Shared Reading, Acting Out, Games

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F. Value: Helpfulness

G. Theme: My Family and Our Roles - helping the family, family rules

III. Procedure

DAY 1
A. Pre-reading Activities
1. Motivation
a. Ask: Agdengdengngeg kayo ti radio? Ania dagiti inpormasion wenno
pasamak a nangngegyo ti radio?
b. Draw the pupils’ attention to the Word Bank.
Say: Kargaantayo ti Word Bank kadagiti balikas a maipapan ti
“radio.”
Ex.
Radio
damdamag kanta
pablaak drama
anunsio

2. Unlocking of Difficult Words


a. sagut (synonym)
b. nakauldag (demonstration)
c. suelo (raelia)
3. Previewing
a. Present the big book with the poem “Ti Radio ni Orlando.” Talk about
the title, writer and illustrator. Have them look at the page showing a
boy holding his transistor radio while a big dog lies on the floor.
b. Ask: Maipanggep ngata ti ania ti daniw? Ania ngata ti mapasamak iti
ubing a lalaki iti daniw?
4. Motive Question
Have them look at the first page of the book showing Orlando receiving a
gift from his grandfather.
Ask: Ania ti ipakpakita ti ladawan?

B. Active Reading
1. First Reading: Read the poem.
2. Second Reading: Read the poem again. This time use a pointer as you
show the lines of the poem in each page. Ask questions after reading the
poem.

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Daniw

Ti Radio ni Orlando
Insurat ni Grace Donata Abugan

Oktubre idi nagkasangay ni Orlando


Nakaawat isuna ti maysa a sagut
Daytoy ket transistor a radio
Nga inted ni Apong Oktabio.

Pinatokar a dagus ni Orlando


Radio a sagut ni Apong Oktabio
Uray na la insala ken inlagto
Ti ragsakna a napalalo.

Di na nakita tay dakkel nga aso


Nga nakauldag iti suelo
Nabaddekan na tay luppo
Ket kinagat daytoy ti sakana agraman kuko.

Anian a sakit ti narikna na


Kasla oso a nagdeppa-deppa
Immarayat dagiti kaarubana
Ket intaray da ti ospital isuna.

C. Post Reading Activities


1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the following activities.

Comprehension Questions Engagement Activities


Siasino ti nagkasangay? Group 1 – Puzzle
Kaano ti kasangayna? Buklen ti ladawan babaen ti
Siasino ti nagited ti panangisilpo kadagiti nakartib a
regalona? pasetna.
Ania ti nagyan ti regalo?

Ania ti ar-aramiden ni Group 2 –Iladawan


Orlando idi patokarenna ti Iladawan ti narikna ni Orlando idi
radio? Ania a kita ti ubing mangegna ti tokar ti radio babaen iti
isuna? panagidrowing ti rupana iti kartolina.
Ania ti inaramidna idi Ex:
mangegna ti tokar ti radio?
Apay a kasta ti
inaramidna?

111
Comprehension Questions Engagement Activities
Ania ti napasamak iti Group 3 – Urnusen
panaglaglagtona? Urnusen dagiti ladawan babaen ti
Ania ti inaramid ti aso? pannakapasamakda iti daniw.

Ania ti inaramid ni Orlando Group 4 –Ipakitam


idi makagat ti aso? Ipabuya ti panagyaman ni Orlando
Ania ti inaramid dagiti kadagiti kaarubana a nangtulong
kakabsatna? kenkuana.
No sika ni Orlando,
kasanom nga ipakita ti
panagyamanmo kadagiti
kakakabsatmo a
nangtulong kenka?

D. Discussion/Presentation of outputs
Let pupils answer the comprehension questions and present their outputs.

DAY 2
Developing Language Competencies

A. Preparatory Activities
Review
Game - A Race: Group the pupils into two. Give each group a set of pictures
of persons/objects/animals and a set of flashcards with ni, da, ti, and dagiti.
Let them complete the following phrases by tucking the pictures and
flashcards together on the board. The group who will finish the task first will
win.
ni Ana dagiti ayup
ti sua da Niko ken Nika
ni ApongTano da Lelong ken Lelang
ti kalapati dagiti bulbulong
ni Tata Lino dagiti inna
(The teacher may add more pictures)

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B. Lesson Proper
1. Presentation
a. Present a dialogue through a Finger Puppet Show.

(Dayalogo)

Aldaw ti Sabado.Tultulungan dagiti agkakabsat a Nora, Roda ken


Ramon ni Nana Sonia a nanangda nga agtagibalay.
Nana Sonia: Nora, sagadam ken lampasuam daytoy suelo.
Nora: Wen, Nanang.
Nana Sonia: Roda, urnusem dagiti naguneg dayta aparador.
Roda: Wen, Nanang.
Nana Sonia: Ramon, sibugam daydiay masetas sadiay beranda.
Ramon: Wen, Nanang.
Nana Sonia: Agyamanak ti kinatulnogyo, annakko. Bay-anyo ta
aglutonak ti pansit a mirendatayo.
Nora, Roda ken Ramon: Yehey!

b. Let the pupils answer the following questions:


Comprehension Questions
 Siasino dagiti agkakabsat?
 Siasino ti inada?
 Ania ti impaaramidna kenni Nora?
 Ania ti impaaramidna kenni Roda?
 Ania ti impaaramidna kenni Ramon?
 Ania ti saguday dagiti agkakabsat?
 Ania ngata ti marikna ni Nana Sonia ti kinatulnog dagiti annakna?
c. Repeat and act out the following sentences uttered by Nana Sonia.
 Nora, sagadam ken lampasuam daytoy suelo.
 Roda, urnusem dagiti naguneg dayta aparador.
 Ramon, sibugam daydiay masetas sadiay beranda.
3. Discussion
Ask the following questions:
a. Siasino ti nagsao iti napalabas a tallo a naa-anay a sarsarita?
b. Nakatakder kadi isu ti suelo? (Yes) Ania ti balikas nga inaramatna a
mangipapan iti dagitoy? (daytoy)
c. Asideg kadi isu ti aparador? (No) Siasino ti adda ti asideg ti aparador?
(Roda) Ania a balikas ti inaramat ni Nana Sonia a mangipapan ti
aparador? (dayta)
d. Asideg kadi ni Nana Sonia iti mula a sibugan ni Ramon? (No) Asideg
kadi ni Ramon ti mula? (No) Ania a sarita ti inaramat da a
mangipapan ti balikas a mula? (daydiay)
4. Oral Practice
a. Hold a pencil. Say, “Lapis ko daytoy./Daytoy ti lapis ko.”
b. Let them hold their pencils. Let them repeat the phrase.
c. Point to a one of the pupils’ bags. Say, “Bag ni Nina dayta./Dayta ti
bag ni Nina.
d. Let them point to your table. Let them say, “Lamisaan ni Maestra
dayta./Dayta ti lamisaan ni Maestra.

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5. Generalization
a. Ania a balikas ti inaramat a mangipapan iti lugar weno banag nga
adda ti asideg ti agsasao? (daytoy)
b. Ania a balikas ti inaramat a mangipapan iti lugar wenno banag nga
adda ti asideg bassit ti tao a kasarsarita? (dayta)
c. Ania a balikas ti inaramat a mangipapan iti lugar wenno banag nga
adda ti adayo ti agsasao? (daydiay)
6. Guided Practice
a. Game: Show Me…
Say, “Show me…”(any object). Let the first pupil who can show that
object say, “Daytoy ket payong.” Do these 5-10 times. Ask the pupils
to give a round of applause every time a pupil uses the word daytoy
correctly.
b. Game: Guessing Game
Put different objects inside a box. Give a clue as to what the object is.
Ex. “It is round and red. You play with it.” Have the pupils to guess
what it is by saying, “Dayta ket ______.”
c. Game: What’s that?
Ask the pupils to look outside the classroom. Point to an object and
ask, “Ania daydiay?” Let the pupils answer, “Daydiay ket
_______.”
7. Independent Practice
Distribute the worksheet and have the pupils work independently.

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DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. Let the pupils recall the poem “Ti Radio ni Orlando.” Let them answer the
following questions:
a. Siasino ti adda sagutna?
Answer: Ni Orlando
b. Siasino ti nangited ti sagutna?
Answer: Ni Apong Oktabio
c. Ania ti sagutna?
Answer: transistor a radio
d. Ania ti inaramidna idi mapatokarna ti radio?
Answer: Naglaglagto.
e. Ania ti napasamak iti ipanaglagtona?
Answer:Nabaddekanna ti luppo ti aso a nakauldag ti isuelo.
f. Ania ti inaramid ti aso?
Answer: Kinagatna ti tammudo agraman kuko ti saka ni Orlando
g. Kasano ti panangtulong dagiti kakabsatna kenkuana?
Answer: Intarayda isuna iti ospital.
h. No sika ni Orlando, kasano ka nga agyaman kadagiti kakabsatmo?
(Accept all sensible answers).
2. Present the following words with letter Oo, if possible, with pictures.

oso okra okoy

orasan oblong otso

ospital onse oliba

3. Ask, “What sound do these words begin with?” Let the pupils give more
words with letter Oo.

B. Lesson Proper (Primer Track)


1. Presentation
The teacher shows the picture of bear “oso”. Pupils are asked to
share their experiences about their “oso”.
2. Discussion
Teacher presents the Primer Track for the Letter Oo.

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LESSON 5 LETTER Oo

a n i t k s o

oso, akot-akot,
kona, sao, sako
tako, kanito,
kanto, aso, akto
anito,

oso

o so

oso s
os os
s oso

na kan ka so
o a ki ko
si tak to sa
ak no ni ta

Oso ti nakitak ti kanto. Oso


Oso ti nakitak ti Oso ti
Oso ti nakitak Oso to nakitak
Oso ti Oso ti nakitak ti
Oso Oso ti nakitak ti kanto.

Basaen dagiti sumaganad:


oso akot-akot sao
sako tako kanito
kanto aso akto
anito kanton tono

ti sako ti aso
saka ti oso ti tako
saona diay kanto

Adda akot-akot diay sako.


Nakakitaak ti oso ken aso diay kanto.
Nasao ni Onon diay nakitana nga oso.
Adda oso diay kanto iti dayta a kanito.

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a. Picture And Key Word
 Introduce the keyword and key picture.

oso

 Point to the picture then tell the pupils , “Daytoy ket “oso.”
[Let the pupils respond briefly. Don’t try to get them to talk about the
picture. You want them to focus on the word.]
 Point to the key word under the picture. Read the key word. Point to
the key word and read it to the pupils. Keep pointing to the key word
as you read it with the pupils 2-3 times.

b. Syllable Box
o so

Do the syllable boxes activity. Point to the keyword and read it at normal
speed. Point to each syllable as you read each syllable distinctly. Read
each syllable again, clapping once for each syllable. Do this again and
have the pupils clap for syllable with you.

c. Do The “Breaking Word” Activity


oso
os
o
Go to the “Breaking Word” column. Read the key word to and then
with the pupils. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the pupils, then
with the pupils. Continue reading each smaller part of the word. (This
may take only one step or it might take 3 or 4 steps, depending on the
length of the key word.) When only the new letter is left, read the new
letter to the pupils and then with the pupils.

d. Do The “Making Word” Activity


o
os
oso
 Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly under
the new letter. Read that part of the word to the children and then
with the pupils. Read the next biggerpart of the word to and with the
pupils. When you get back to the keyword, Read it to and with the
pupils.

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 Read the entire keyword lesson using Steps 2-5 of the Reading Plan.

e. Big Box And Word Chart


oso s
os os
s oso
na kan ka so
o a ki ko
si tak to sa
ak no ni ta

 Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
 Read the letters or syllables in the Big Box to and then with the pupils.
Read all the letters or syllables in the Big Box to the children and then
with the pupils. Read left-to-right and then top-to-bottom. Use the
pointer to point to different letters or syllables randomly. Pupils read
each letter or syllable as you point to it. Correct them if they read
anything incorrectly.
 Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it that
word is correct. If so, write the keyword on the “Word Chart” or on the
Chalkboard and read it to and with the pupils. If it is not correct, ask
another child to find the Key Word and write it correctly on the Word
Chart or Chalkboard.
 Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the words
with the pupils as they identify them. Ask the rest of the class if the
word is correct. If not, invite another pupil to come and point to the
correct letters. Write all the words on the Word Chart or chalkboard.
oso siko kaso tako
kanto akto sikanto taso
 Read all the words on the Word Chart with the pupils.

f. Sentence- Breaking And Sentence- Making


 Read the Sentence-Making word to and with the children.
Oso ti nakitak ti kanto. Oso
Oso ti nakitak ti Oso ti
Oso ti nakitak Oso to nakitak
Oso ti Oso ti nakitak ti
Oso Oso ti nakitak ti kanto.

g. Do the “Sentence-Breaking” Activity.


Do the Sentence-Breaking Activity the same way you did the Word
Breaking Activity in the keyword part of the lesson.
 Do the “Sentence-Making” Activity on the chalkboard.

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Build the sentence back up, from the Sentence-Making Word to the
whole sentence. the same way you did the “Making Word” activity in
the keyword part of the lesson.
 Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.

DAY 4
Handwriting And Spelling

A. Preparatory Activities
Game: Relay
Gather Pupils into a big circle. Pass a ball around as music is played over a
CD player. When the music stops, the pupil who is holding the ball will say a
word with letter o at the beginning, middle or ending. Repeat the process.

B. Writing Activity
1. Modelling by the Teacher
Show the pupils how to write big letter O in the air. Let them repeat after
you. Do this several times. Do the same with the small letter o.
2. Guided Practice
Let the pupils practice writing letter Oo on their palm, back of their
seatmate and on their desk.
Trace big O and small o on the given space.
3. Independent Practice
Distribute worksheets to the pupils. Let them do the activity.
4. Application
Ask the pupils to write the new keyword on their slate and then on their
paper. Supervise them while they are doing the activity.

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C. Spelling
1. Dictate the key word for letter Oo (oso). Let the pupils write the word on
their slate and then on their paper.
2. Dictate the key word from the previous lesson (kain). Let them write it on
their slate and on their paper.
3. Dictate 3-5 words from the previous lessons (ina, nana, anak, tata, kita).
Let the pupils write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
tao tono
kona akto
anito kanito

DAY 5
Assessment

a. Skill: Giving the correct sequence of three events


Direction: Urnusen dagiti ladawan babaen ti pannakapasamak na iti sarita.
Isurat ti e 1, 2, ken 3 iti uged.

_______

_______

_______

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b. Skill: Using the directional prepositions (daytoy, dayta, daydiay) in sentences
Direction: Pilien to umno a balikas para iti ladawan.

1. Bolak (Daytoy, Dayta, Daydiay).

2. Wow! Nagpintas (daytoy, dayta, daydiay)


bag mo.

3. Kasla nagbassit (daytoy, dayta, daydiay)


eroplano no adayo.

4. (Daytoy, Dayta, Daydiay)ti balaymi.

5. (Daytoy, Dayta, Daydiay) kadi ti baro


a bisikletam, manong?

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c. Skill: Word Recognition
Direction: Pagparisen dagiti sarita ken ti ladawanna.

1. oso a.

2. aso b.

3. sako c.

4. Nita d.

5. Otso e.

d. Skill: Writing upper and lower case letter Oo in print using proper proportion
Direction: Isurat ti kurang a letra.
1. Oscar __scar
2. Lito Lit__
3. Carlos Carl__s
4. oso __s__
5. Oyo __y__

e. Activity Sheets

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123
Lesson Guide in Grade 1 - Ilokano: Week 9

I. Objectives:
1. Develop and using vocabulary of words that begin with the target letter/s
2. Predict what the story is about on what one knows about character, setting
and events. Confirm predictions after listening to a story.
3. Modify prior knowledge based on new knowledge from the story
4. Recall important details in a story listened to.
5. Give the correct sequence of three events
6. Show love for reading by listening attentively during story reading and making
comments.
7. Respond to the story through the following engagement activities:
Group 1 – Idrowing
Group 2 – Agpilika
Group 3 – Tuladem
Group 4 – Ipakitam
8. Relate their own stories related to the picture presented with proper phrasing
and pausing.
9. Orally segment a two to three-syllable word into its syllabic parts.
10. Make one-to-one correspondence between written and spoken words.
11. Point out that spoken words are represented in written language by specific
sequence of letters.
12. Give the letter that begins with the name of a given picture/objects.
13. Identify Yy in the alphabet, both upper and lower case.
14. Show relationship between sounds and written symbols
15. Match words with pictures and objects.
16. Blend specific letters to form syllables, words, phrases and sentences.
17. Write upper case and lower case of letter Yy in print using proper proportion.
18. Write words, phrases and sentences correctly
19. Correctly spell previously learned words.
20. Spell and writing words using phonemic awareness and letter knowledge.

II. Subject Matter

A. Story: Ti Nakaaapal a Pamilia ni Tata Yulo


Sarita ni Leila P. Areola, Ph.D.

B. Focus Skills:
1. Oral Language
Relating their own stories related to the picture presented with proper
phrasing and pausing
2. Phonological Awareness
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two to three-syllable word into its syllabic parts.

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3. Book and Print Knowledge:
a. Making one-to-one correspondence between written and spoken
words
b. Pointing out that spoken words are represented in written language by
specific sequence of letters.
4. Alphabet Knowledge:
a. Giving the letter that begins with the name of a given picture/objects.
b. Identifying specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols.
5. Word Recognition:
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables, words, phrases and
sentences.
6. Handwriting:
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing words, phrases and sentences correctly.
7. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge
8. Vocabulary
Developing and using vocabulary of words that begin with the target
letter/s
9. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events. Confirming predictions after listening to a story.
b. Modifying prior knowledge based on new knowledge from the story.
c. Recalling important details in a story listened to.
d. Giving the correct sequence of three events.
e. Showing love for reading by listening attentively during story reading
and making comments.

C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1) Adapted from The Multi-Strategy Method developed by
Mary Stringer, SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola
D. Materials:
Big Books Pocket Charts
Pictures Flashcards
Story Mystery Box

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E. Strategies:
Shared Reading
Acting Out
Games

F. Value: Division of Labor

G. Theme: My Family and Our Roles - Helping the Family

III. Procedure

DAY 1
A. Pre-reading Activities
1. Motivation
Ask: Ania dagiti obram ti balayyo? Ania kadagitoy ti bingaymo nga obra ti
inaldaw?
2. Unlocking of Difficult Words
a. Nadalimanek (context clue, Antonym)
b. karaykayen (demonstration)
c. Agkaykay (demonstration)
d. Panagbibinnulig (Context Clue, Synonym)
3. Previewing
a. Present the big book with the story “Ti Nakaaapal a Pamilia ni Tata
Yulo”. Talk about the title, author and illustrator. Have them look at the
cover of the book showing a happy family.
b. Ask: Apay ngata a napauluan ti sarita iti “Ti Nakaaapal a Pamilia ni
Tata Yulo”?
4. Motive Question
a. Have them look at the first page of the book showing Tata Yulo’s
children working on their assigned task..
b. Ask: Ania ti ipakpakita ti ladawan? Ania ngata ti mapasamak iti
sumaruno a panid?

B. Reading of the story


1. First Reading: Read the story using the Big Book.
2. Second Reading: Read the story again. This time use a pointer as you
show the lines of the story in each page. Ask questions as you finish a
page.

Ti Nakaaapal a Pamilia ni Tata Yulo


Sarita ni Leila P. Areola

Nagasatda Tata Yulo kenni Nana Yoling ta naaddaanda ti annak a


napnuan singpet. Malaksid ti kinasingpet, nagaget ken natulnog pay dagiti
annakda.

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Kadagiti tallo nga annakda, adda naituding nga obra ti maysanmaysa. Ni
Manong Yano ti innauna nga anakda. Bingayna ti agdalus ti arubayanda.
Inaldaw a karaykayenna dagiti nagtinnag a bulbulong ken naiwarwara a
rugrugit.

Ni Manang Yari ti akinbingay ti panagidalimanek ti balayda. Makirkiranna


ti amin a sulsuli ti balayda.

Ni Yula ti buridekda. Isu ti katulungan ni Nana Yoling a mangtartaripato


kadagiti mulmulada. Awan liway ni Yula nga agkaykaykay kadagiti
pagputedanda kadagiti nagango a sangsanga ken bulbulong dagiti
masmasetasda. Daytoy ti gapuna no apay a kanayon a napintas ti
minuyunganda.

Ti kuman ken talon met ti pakakumikuman ni Tata Yulo.

Naragsak ken naurnos ti pamilia da Tata Yulo ken Nana Yoling ta


napintas ti panagbibinnuligda a sangapamilia.

Ap-apalan dagiti kaaduan ti pamiliada.

C. Post Reading Activities


1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the following activities.

Comprehension Questions Engagement Activities


Siasino dagiti kameng ti pamilia ni Group 1 – Idrowing
Tata Yulo? Idrowing ti rupada Tatang ken
Apay a nagasat ni Tata Yulo Nanangyo
kadagiti annakna?
Ania ngata dagiti kaririknada Tata
Yulo ken Nana Yumi kadagiti
annakda?
Makunayo met a nagasat dagiti
nagannakyo? Iladawanyo man
dagiti karirikna da kadakayo nga
agkakabsat?

Ania dagiti naituding a bingay nga Group 2 – Agpili ka


obra ti maysan-maySa nga anak Pilien dagiti ladawan nga
ni Tata Yulo? obobraenyo iti balbalayyo. Ipakita
Ania met ti bingaymo nga obra iti iti masansan nga ipapaobra da
balay yo? kadakayo?
Ania kadagitoy ti masansan nga
obra iti kas kadakayo?

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Comprehension Questions Engagement Activities
Ania met ti pakakunikuman ni Tata Group 3 – Mannalonnak Ita!
Yulo? Ipakita dagiti mabalin nga ob-
Iladawan man dagiti aramid obraen ni Tata Yulo iti talon ken
wenno obra dagiti mannalon a kas kumanna
kenni Tata Yulo?

Apay ngata a napauluan ti sarita ti Group 4 – Acting out


“Ti Nakaaapal a Pamilia ni Tata Imustra ti pamilia a nakaaapal
Yulo.
Ania dagiti aramid ti pamiliana a
nakaaapal?
Nakaaapal kadi met ti pamiliam?
Apay?

3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

D. Read the Story Using the Reading Plan


Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

E. Do the Matching Word activity


1. Select the Matching Word cards that you prepared for the Shared Reading
Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a small
book, write the words one by one on the CB instead of on word cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are using
a small book, tell the student to point to that word on the page.) Help them if
they have trouble finding the word and praise them when they are correct. Do
this with each Matching Word card (or word on the CB) that you selected.

F. Do the Hide-a-Word activity.


1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence...
3. Re-read the sentence, including the word that is covered. Ask the students,
“Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then read
the sentence again.
5. If they say the wrong word, point to the word they said and show them that
this is NOT the word that is covered. Read the sentence again, using the
pointer to show them the words they are reading. Let them try again to say
the word.
6. Do this with the other two “Hide-A-Word” sentences.

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DAY 2
Developing Language Competencies

A. Preparatory Activities
Review
Game - A Race: Group the pupils into four. Give each group a set of pictures
of persons/objects/animals and a set of flashcards with ni, da, ti, and dagiti.
Let them complete the following phrases by tucking the pictures and
flashcards together on the board. The group who will finish the task first will
win.
ni Padre Yulo dagiti babbalay
ti kahoy da Nikoy ken Yena
ni Apong Yano da Yari ken Kiray
ti wasay dagiti adu a bunga ti kasuy
ni Tata Inoy dagiti yema
(The teacher may add more pictures)

B. Lesson Proper
1. Presentation
Dagitoy dagiti yoyo ni Yayo
Dagita met adda ti rabaw ti lamisaan dagiti yoyo ni Yula
Nalabaga ti maris iti amin a yoyo ni Yayo
Asul met dagiti yoyo ni Yula
Dagidiay a tiendaan ti naggatanganda kadagiti yoyo.
Comprehension Questions
Let the pupils answer the following questions:
a. Ania ti ipakpakita diay agsasao?
b. Siasino ti akinkukua ti yoyo?
c. Sadino a masapulan ti yoyo ni Yula?
d. Sadino ti naggatanganda kadagiti yoyo?
2. Discussion
Ask the following questions:
a. Kasano ti pangipakaammo ti agsasao ti kaadda kadagiti yoyo ni
Yayo?
Answer: Dagitoy dagiti yoyo ni Yayo
b. Idi ibagbagana daytoy, ig-iggamanna ngata dagiti yoyo ni Yayo? Ania
a balikas ti inaramatna a mangibaga nga ig-iggananna? DAYTOY
c. Ania met ti imbagana maipanggep kadagiti yoyo ni Yula?
Dagita a yoyo nga adda ti rabaw lamisaan dagiti yoyo ni Yula.
d. Ig-iggamana dagiti yoyo ni Yula idi imbagana daytoy? Ania a balikas ti
inaramatna a mangipakita a saanna nga ig-igganan dagitoy? DAGITA
e. Sadino ti naggatanganda kadagiti yoyo?Asideg kadi ti agsasao dagiti
tiendaan? Ania a balikas ti inaramatna a mangipakita nga adayo
dagitoy? DAGIDIAY
3. Oral Practice
a. Teacher shows vegetable fruits ti the pupils and say:
Dagitoy dagiti bunga dagiti mulmulayo a natnateng.
Let pupils them repeat the sentence.

129
b. Point to the windows and say:
Dagita tawa ket nadalus
Let the pupils repeat the phrase
c. Point to the children playing from afar and say:
Dagidiay nga ub-ubbing ti binaonko a nagpuros kadagitoy bungbunga
ti natnateng.
4. Generalization
a. Ania a balikas ti inaramat a mangipapan iti tattao wenno bambanag
nga adda ti asideg ti agsasao? (dagitoy)
b. Ania a balikas ti inaramat a mangipapan iti tattao wenno bambanag
nga adda ti asideg bassit ti tao a kasarsarita? (dagita)
c. Ania a balikas ti inaramat a mangipapan iti tattao wenno bambanag
nga adda ti adayo ti agsasao? (dagidiay)
5. Guided Practice
Game: Show Me…
Say, “Show me…”(show 2 or more objects). Let the first pupil who can
show that object say,
Dagitoy dagiti…
Dagita dagiti…
Dagidiay dagiti…
Do these 5-10 times. Ask the pupils to give a round of applause every
time a pupil uses any of these words correctly.
6. Independent Practice
It’s Guessing Time
Teacher provides clues that requires the answer to start with:
Dagitoy dagiti…
Dagita dagiti…
Dagidiay dagiti
7. Application
The pupils are made to use the phrases:
Dagitoy dagiti…
Dagita dagiti…
Dagidiay dagiti…
8. Evaluation
1. Adda kaniam ti dua a munyeka a ginatang ni nanangmo. Kayat mo
nga ipakaammo kadagiti kaeskuelaam. Kasano ti pangibagam
kadagiti kaeskuelaam?
____ Dagita ti dua a munyekak.
____ Dagitoy dagiti dua a munyekak.

2. Adda iti ngato to aparador dagiti ay-ayammo a bola a nadumaduma ti


marisna. Kayatmo a paibaba. Ania ti ibagam kabayatananna nga
itudtudom dagiti bola.?
____ Dagitoy dagiti bolak, pakigaw-atmo man.
____ Dagita dagiti bolak, pakigaw-atmo man.

3. Madama kayo nga agay-ayam nga aggagayyem iti paraanganyo Idi


timmangadka iti tangatang, nakitam dagiti nadumaduma nga ullaw.
Ania ti ibagam?

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____ Dagitoy dagiti ullaw nga insalipda iti kinnapintas nga ullaw.
____ Dagdiay dagiti ulaw nga insalipda iti kinnapintas nga ullaw. .

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. Let the pupils recall the story “Ti Nakaaapal a Pamilia ni Tata Yulo.” Let
them answer the following questions:
a. Ania ti nagan dagiti agassawa?
Answer: Tata Yulo ken Nana Yumi
b. Siasinno dagiti annakda?
Answer: Yano, Yari, Yula
c. Ania ti ar-aramaten ni Yano a pagdalus ti arubayanda?
Answer: Karaykay
d. Siasinno ti nadalimanek?
Answer: Yari
e. Ania met ti obra ni Yula ti minuyungan?
Answer: agkaykay
2. Present the following words with letter Yy, if possible, with pictures.

Beginning Ending
Sabunganay Lipaylipay
balay Burnay
bantay Innapuy
walay Marunggay
yelo kastoy Bugnay
yarda katay Lumboy
yero sakay Pagay
yema tikoy Kahoy
yantok okoy Katuday
yoyo balay Baybay
yeso wasay Natamnay
lakay Liday
anay kasoy
karaykay barangay
alumanay agpaay
sagayasay ramay

3. Ask the pupils to give more words with letter Yy in the beginning, or
ending.

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B. Lesson Proper (Primer Track)

LESSON 6 LETTER Yy

a n i t k s o y

yantok, yoyo,
kayo, toyo,
kastoy, katay
sakay, tikoy
itanoy, okoy
sonata
yoyo

yo yo

yoyo y
yoy yo
yo yoy
y yoyo

kay ya yo

o ka a

na ay yam

Kayo ti yoyo ni Yayo. Kayo


Kayo ti yoyo ni Kayo ti
Kayo ti yoyo Kayo ti yoyo
Kayo ti Kayo ti yoyo ni
Kayo Kayo ti yoyo ni Yayo.

Basaen dagiti sumaganad:


yantok yoyo kayo
toyo kastoy katay
sakay tikoy itanoy
okoy

kayo a yoyo kastoy ti tikoy


insakay toyo ti okoy
katayna tikoy ken okoy

Ti yoyo ni Yano ket kayo.


Inikkanna ti toyo diay okoy.
Tikoy ti kinna ni Yayo.
Okoy ken tikoy ti kinnanna.
Insakay ni Tikoy ni Tikay diay kanto.

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1. Picture And Key Word
a. Introduce the keyword and picture.

yoyo

b. Point to the picture then tell the pupils , “Daytoy ket yoyo.”
[Let the pupils respond briefly. Don’t try to get them to talk about the
picture. You want them to focus on the word.]
c. Point to the key word under the picture. Read the key word. Point to
the key word and read it to the pupils. Keep pointing to the key word
as you read it with the pupils 2-3 times.

2. Syllable Box
yo yo

Do the syllable boxes activity. Point to the keyword and read it at normal
speed. Point to each syllable as you read each syllable distinctly. Read
each syllable again, clapping once for each syllable. Do this again and
have the pupils clap for syllable with you.

3. Do the “Breaking Word” Activity


yoyo
yoy
yo
y
Go to the “Breaking Word” column. Read the key word to and then with
the pupils. Point to the part of the word with the new letter that is directly
below the keyword. Read that part of the word to the pupils, then with the
pupils. Continue reading each smaller part of the word. (This may take
only one step or it might take 3 or 4 steps, depending on the length of the
key word.) When only the new letter is left, read the new letter to the
pupils and then with the pupils.

4. Do the “Making Word” Activity


y
yo
yoy
yoyo
Go to the “Making Word” column. Read the new letter to the pupils and
then with the children. Point to the part of the word directly under the new
letter. Read that part of the word to the children and then with the pupils.
Read the next bigger part of the word to and with the pupils. When you
get back to the keyword, read it to and with the pupils.
Read the entire keyword lesson using Steps 2-5 of the Reading Plan.

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5. Big Box and Word Chart
yoyo y
yoy yo
yo yoy
y yoyo

kay ya yo

o ka a

na ay yam

a. Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
b. Read the letters or syllables in the Big Box to and then with the pupils.
Read all the letters or syllables in the Big Box to the children and then
with the pupils. Read left-to-right and then top-to-bottom. Use the
pointer to point to different letters or syllables randomly. Pupils read
each letter or syllable as you point to it. Correct them if they read
anything incorrectly.
c. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it that
word is correct. If so, write the keyword on the “Word Chart” or on the
Chalkboard and read it to and with the pupils. If it is not correct, ask
another child to find the Key Word and write it correctly on the Word
Chart or Chalkboard.
d. Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the words
with the pupils as they identify them. Ask the rest of the class if the
word is correct. If not, invite another pupil to come and point to the
correct letters. Write all the words on the Word Chart or chalkboard.

Kayo ay-ayam ay-ayo okoy

e. Read all the words on the Word Chart with the pupils.

6. Sentence- Breaking And Sentence- Making


a. Read the Sentence-Making word to and with the children.
Kayo ti yoyo ni Yayo. Kayo
Kayo ti yoyo ni Kayo ti
Kayo ti yoyo Kayo ti yoyo
Kayo ti Kayo ti yoyo ni
Kayo Kayo ti yoyo ni Yayo.
b. Do the “Sentence-Breaking” Activity.
Do the Sentence-Breaking Activity the same way you did the Word
Breaking Activity in the keyword part of the lesson.

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c. Do the “Sentence-Making” Activity on the chalkboard.
Build the sentence back up, from the Sentence-Making Word to the
whole sentence. the same way you did the “Making Word” activity in
the keyword part of the lesson.
d. Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.

7. Oral Practice
a. Pupils form words from the Big Box
b. Listen to some words taken from the story:

Yulo Balay
Yumi karaykay
Yano Kaykay
Yari Liway
Yula Bingay

c. Ask what sound they hear at the beginning of the words. Have the
pupils repeat reading the word. Then teacher read each word again
as the pupils repeat after him/her.

8. Guided Practice
a. The teacher says the first sound /s/ and the remaining sound in the
word. The children repeat after him/her. Then the teacher asks pupils
to blend work parts.
/y/ … ero yero /y/…ebkas yebkas
/y/…elo yelo /y/…ema yema
saka…/y/ sakay tiko…/y/ tikoy
b. Game
- Show a flashcard with letter y written on it. Produce the sound
then let them repeat.
- Game: Distribute pictures whose names contain /y/ to the pupils.
Ask those with letter y to stand or run to the front. Let them say
words that contain /y/.

9. Independent Practice
Ask the pupils to name other objects that start with y.

10. Application
Activity Sheet 1.
Naganan dagiti ladawan a makita iti lobo. Ikkate ti ladawan a ti naganna
ket agrugi a kasla aweng ti rugi ti balikas a yoyo.

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C. Evaluation
Isilpo dagiti ladawan nga adda naganna nga aglaon ti /y/ iti dakkel a Y iti
tengnga.

DAY 4
Handwriting And Spelling

A. Preparatory Activities
Riddles (Burburtia): Let the pupils answer the following riddles. Let the pupils
choose the picture of their answers from the cork board or pocket chart.
1. Maysa a prinsesa, nakatugaw it itasa. (kasoy)
2. Berde a reyna, nakakorona. (bayyabas)
3. Tinudok ko ni digo, timmaray ni tinuno. (barangay)
4. Napintas a prinsesa, nagbado ti nalabaga. (sabunganay)

B. Writing Activity
1. Modelling by the Teacher
Show the pupils how to write big letter Y in the air. Let them repeat after
you. Do this several times. Do the same with the small letter y.
2. Guided Practice
Let the pupils practice writing letter Yy on their palm, back of their
seatmate and on their desk.
Trace big Y and small y on the given space.
3. Independent Practice
Distribute worksheets to the pupils. Let them do the activity.

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4. Application
Ask the pupils to write the new keyword on their slate and then on their
paper. Supervise them while they are doing the activity.

5. Evaluation

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C. Spelling
1. Dictate the key word for letter Yy (yoyo). Let the pupils write the word on
their slate and then on their paper.
2. Dictate the key word from the previous lesson (oso). Let them write it on
their slate and on their paper.
3. Dictate 5 words from the previous lessons (akto, inana, nakita,kanito,
anito). Let the pupils write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.
a. kayo
b. yoyo
c. okoy
d. anay
e. yantok

DAY 5
Assessment

A. Skill: Giving the correct sequence of three events


Direction: Urnusen dagiti ladawan babaen ti pannakapasamak na iti sarita.
Isurat ti e 1, 2, ken 3 iti uged.

_______

_______

_______

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B. Skill: Using the directional prepositions (dagitoy, dagita, dagidiay) in
sentences.
Direction: Pilien to umno a balikas para iti ladawan.

1. Sabsabongko (dagitoy, dagita, dagidiay)

2. Wow! (dagitoy, dagita, dagidiay)


dagiti napipintas nga ay-ayamna.

3. Mulak(dagitoy, dagita, dagidiay)

4. (dagitoy, dagita, dagidiay) dagiti manokmi.

5. (dagitoy, dagita, dagidiay) babbaro a sapatos


ni Yoling.

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C. Skill: Word Recognition
Direction: Pagparisen dagiti sarita ken ti ladawanna.

1. yero a.

2. yema b.

3. kasuy c.

4. balay d.

5. katuday e.

D. Skill: Writing upper and lower case letter Oo in print using proper proportion
Isurat ti kurang a letra.
1. Yolly __olly
2. tapuy tapu__
3. yariyari ___ari __ari
4. kiday kida__
5. Dr. Yano Dr. __ano

E. Spelling
1. Kayo
2. Okoy
3. Sakay
4. tikoy
5. toyo

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Lesson Guide in Grade 1 - Ilokano: Week 10

I. Objectives:
Skills
1. Develop and using vocabulary of words that begin with the target letter/s
2. Predict what the story is about on what one knows about character, setting
and events. Confirm predictions after listening to a story.
3. Modify prior knowledge based on new knowledge from the story
4. Recall important details in a story listened to.
5. Give the correct sequence of three events
6. Show love for reading by listening attentively during story reading and making
comments.
7. Respond to the story through the following engagement activities:
Group 1 – Remember Me?
Group 2 – Act out portions of the story
Group 3 – Sequence events in the story
Group 4 – Tell the lesson that you get from the story.
8. Relate their own stories related to the picture presented with proper phrasing
and pausing
9. Give/produce the beginning sound of Mm.
10. Orally segment a two to three-syllable word into its syllabic parts.
11. Make one-to-one correspondence between written and spoken words.
12. Point out that spoken words are represented in written language by specific
sequence of letters.
13. Give the letter that begins with the name of a given picture/objects.
14. Write Mm,, both upper and lower case.
15. Show relationship between sounds and written symbols
16. Match words with pictures and objects.
17. Blend specific letters to form syllables, words, phrases and sentences.
18. Correctly spell previously learned words.
19. Spell and writing words using phonemic awareness and letter knowledge.
20. Write upper case and lower case letter of Mm in print using proper proportion.
21. Write words, phrases and sentences correctly.

II. Subject Matter

A. Focus Skills:
1. Oral Language
Relating their own stories related to the picture presented with proper
phrasing and pausing.
2. Phonological Awareness
a. Giving/producing the beginning sound of of letter/s in a given word.
b. Orally segmenting a two to three-syllable word into its syllabic parts.
3. Book and Print Knowledge:
a. Making one-to-one correspondence between written and spoken
words.

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b. Pointing out that spoken words are represented in written language by
specific sequence of letters.
4. Alphabet Knowledge:
a. Giving the letter that begins with the name of a given picture/objects.
b. Identifying specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols.
5. Word Recognition:
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables, words, phrases and
sentences.
6. Handwriting:
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing words, phrases and sentences correctly.
7. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge.
8. Vocabulary:
Developing and using vocabulary of words that begin with the target
letter/s.
9. Reading Comprehension:
a. Predicting what the story is about on what one knows about character,
setting and events. Confirming predictions after listening to a story.
b. Modifying prior knowledge based on new knowledge from the story
c. Recalling important details in a story listened to.
d. Giving the correct sequence of three events
e. Showing love for reading by listening attentively during story reading
and making comments.

B. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

C. Materials:
Big Books Flashcards
Pictures Pocket Charts
Story Mystery Box

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D. Strategies:
Shared Reading
Acting Out
Games

E. Value: Obedience (Kinatallugud wenno Kinatulnog)

F. Theme: Our Family Traditions

III. Procedure

DAY 1
A. Pre-reading Activities
1. Motivation
Ask: Ania dagiti pasamak a dardar-ayanyo no bakasyon? Ania dagiti
saanyo a malipatan a padas kadagitoy?
2. Unlocking of New/Difficult Words through actions and words
Words to be unlocked:
a. dumar-ay
b. makmakan
c. kumamat
3. The teacher introduces the big book, display the cover.
a. Point to the title. Explain to the children that a title is the name of the
story.
b. Say: The title of the story is “Bulan Manen ti Mayo”
c. Point to and read the author’s and illustrator’s names explaining to the
children that an author is a person who writes the story and an
illustrator is one who draws the pictures for the story.
d. Talk about the title and ask the pupils to predict what the story might
be about.
e. Would you really want to know what the story is about?
4. The teacher presents the cover of the big book showing the picture of
May Festival.
Who do you think will be going to the May Festival?

B. During Reading
1. First reading by the teacher
The teacher opens the book and read the whole story showing each page
with the illustration to the pupils.
2. Second Reading
The teacher gives a chance to interact with the text. After reading a page
or several pages, ask questions to help pupils predict and monitor their
comprehension.

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Bulan ti Mayo Manen
Sarita ni Leila P. Areola, Ph. D.
Inladawan ni Noel B. Corpuz

Kasta unay ti ayat dagiti annak ni Tata Munding idi impadamagna a


simmangpeten ni Tata Dante. Ni Tata Dante ket kabsat ni Tata Munding nga
agnaed idiay Aparri, Cagayan.

Awan liway dagiti annak ni Tata Munding a dumay-ay ti “May Festival”


idiay Aparri. Agrugi daytoy iti umuna nga aldaw iti Mayo.
“Yehey, addan ni Tio Dante ,” inlaglagto nga imbaga ni Mabel.
“Makaluganak manen ti ‘Ferris Wheel’.”

“Madik kayat ti aglugan kadayta. Mabutengak la ketdi, “ kinuna ni Maros.


Kaykayat ko ti aglugan ti ‘Caterpillar’. Saan a makaulaw. ”

“Sumurotnak met a diay Aparri,” kinuna ni Mika. “Kayat ko met ti


makalugan ti ‘Ferris Wheel’.”

“Intuno maminsan a tawen, anak. Awan ti agaw-awir kenka didiay.


Mayat kuma no makapanak,” impalawag ni Tata Munding.

“Agbatikan, ading. Iyawidan kanto ti munyekam,” inyay-ayo ni manang


na a Mabel.

“Iyawidan kanto met ti adu a makmakan, “ innayon ni Maros.

“Ala, irubbuat yon dagiti lupotyon ta masapa tayo nga agbiahe no bigat, “
kinuna ni Tio Dante. “Saan yo a liplipatan ti lupotyo a pagdigos diay baybay.”

Nakarkaro manen ti ragsak da Mabel ken Maros.

“Yehey, mapan kami manen agdigos idiay danum a kumamat,” dandani a


naggiddan nga inyikkis da Mabel ken Maros.

“Masapa kayo ngarud a maturog tapno masapa kayo a mariing,”


impalagip impalagip ni Tata Munding.

C. Post Reading
1. Lead the class to answer the motive question.
2. Divide the class into 4 groups and give each group an activity.
The discussion of the story follows and the small group activities are
presented as the discussion goes.

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Comprehension Question Engagement Activity
1. Apay a napnuan unay ti ragsak Group I- Role play the “Tio
dagiti annak ni Tata Munding idi Dante” in your life
umadanin ti Mayo? Apay?
2. Ania ti saanda a maliwayan a
dar-ayan ti tinawen?
3. Siasino ti tartarigagayenda a
sumangpet”
4. Adda met kapada ni Tio Dante ti
biagyo? Ania dagiti aramidna
met a nangparagsak kadakayo?
1. Ania dagiti tarigagayen da Mabel Group II – Dramatize how
ken Maros a luganan? Agpareho Mika felt when they didn’t
nga agkabsat ti kayat? like to tag her along.
2. Apay a saan a kayat ni Maros to
aglugan ti “Ferris Wheel”?
3. Siasino pay ti agrayo a sumurot?
Insurot da? Apay?
1. Malaksid ti peria, sadinno pay Group III – What were the
ti papananda? reminders of Tio Dante and
2. Ania ti bilin ni Tio da Dante their parents before they
kadakuada? left for Aparri?
3. Ania ti kayat nga sawen ti
“kumamat a danum?
4. Adda met padasyo a nagdigusen
ti baybay?
5. No dakayo da Maros kenni Group IV – List down how you
Mabel, kasano met ti prepare yourselves for the
panagrubbuat yo? trip.

D. Read the Story Using the Reading Plan


Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

E. Do the Matching Word activity


1. Select the Matching Word cards that you prepared for the Shared
Reading Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a
small book, write the words one by one on the CB instead of on word
cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on the
CB) that you selected.

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F. Do the Hide-a-Word activity.
1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence.
3. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
5. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again, using
the pointer to show them the words they are reading. Let them try again
to say the word.
6. Do this with the other two “Hide-A-Word” sentences.

DAY 2
Developing Language Competencies

A. Preparatory Activity
1. Drill
Pick a Name: Read along with the teacher the words inside the “Hen’s
Coop”. Tell if the word is a name word or not. (Words written on eggs in
the Hen’s Coop)
2. Review
Below are four big eggs labelled Person, Place, Animal and Thing. Write
each of the following words under the egg it belongs to.

maestra mani Mona


manok mansanas mama
Manila

Person Place

Animal Thing

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3. Lesson Proper
Presentation:

“Munyeka”

Insurat ni Natividad Bautista


Anian pintas ti munyeka
A kukua ni Monika
Inted daytoy ni Mama na
A Marita ti nagan na

Agyamannak la unay mama


Inyebkas ni Monika
Nakaisem ni Mamana
Sada naginnarakup nga agina.

Ask:
a. Ania iti adda kenni Monika? Ti munyeka
b. Siasino ti nangted kenkuana? Ni mama na
c. Ania ti nagan ni Mamana? Ni Marita
d. Siasinno ti nangibaga ti “Agyamanak? Ni Monika
e. Siasino ti naginnarakup? Da Marita kenni Monika/ dagiti agina
Say: Kitaen tayo ti pakasurat dagitoy a sarita

Ni Monika Da Marita ken Monika


Ni Marita
ti munyeka dagiti agina

4. Oral Practice
a. Teacher writes names of persons and places on the board, let us read
them.

Ni Monica Da Mimi ken Madel


Ni Mario Da Medi ken Melit
Ti babai Dagiti lallaki
Ti munyeka Dagiti bantay ken turod

b. Teacher asks pupils to match the names with ni, da, ti or dagiti
5. Generalization
Only one person (Proper Name) – ni Only one (common noun) - ti
Two or more persons - da Plural (common noun) – dagiti

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6. Guided Practice

7. Independent Practice
Divide the class into four groups. Give a article for each noun listed
below.

I II III IV
Ikit Mona ken
Pusa Artista Lapis ken papel
Uliteg Momoy
Bangko ken
Parke Taraken Eskwela
lamesa
Lalaki Sapatos Madel ken Adel Aldaw
Inang Billit Libro Mabel

8. Application
Write the missing article
a. Agnanaedak ditoy ili ___ Aparri.
b. Napintas diay ti munyeka nga inted ______ manang Bel ken manong
Ben.
c. Taga Cagayan ___ Apo Enrile.
d. Nalamiis idiay igid___i baybay.
e. _________sabsabong ti Baguio ti gagarko a mapan sadiay.

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9. Evaluation
Ikkan ti kur-it () sabkay ti numero no umno ti artikulo a naaramat, ekis
() no saan nga umno.
_________ 1. Ti elebision _________ 6. Da Maja ken May
_________ 2. Da Mr. Cortez _________ 7. Ni anak
_________ 3. Da taltalon _________ 8. Dagiti pantalon
_________ 4. Ti tugi _________ 9. Ti baboy
_________ 5. Dagiti agkabsat _________ 10. Da Jolly

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. Ania a bulan ti kanayon a paspasungadan dagiti annak ni Tata Munding?
Answer: Mayo
2. Ania dagiti nagan dagiti annak ni Tata Munding?
Answer: Maros, Mabel, Mika
3. Ania ti kayat ni Mabel nga aramiden ti peria”
Answer: Makalugan manen ti ‘Ferris Wheel’
4. Apay a saan a maawis ni Maros ni Mabel nga aglugan ti Ferris Wheel?
Answer: Mabuteng nga aglugan
5. Apay a mas magustuan ni Mabel ti aglugan ti Caterpillar?
Answer: Madi a makaulaw
6. Siasino ti mayat a kumuyog?
Answer: Mika
7. Ania ti inyay-ayo dagiti kakabsatna kenkuana?
Answer: munyeka ken makmakan
8. Ania ti impalagip ni tio da a Dante maigapu ti biaheda?
Answer: masapada nga agbiahe

The teacher presents the list of words:


INITIAL INITIAL
munyeka Mayo
makmakam mabuteng
masapa makaulaw
Mabel makalugan

9. Ania nga aweng ti mangngeg ti rugi ti balikas?


10. The teacher asks the pupils to give words that begin with letter m.

B. Lesson Proper
1. Presentation
The teacher presents the picture of Chicken “Manok”
- Ania daytoy?
- Adda tarakenyo a manok?
2. Discussion:
Teacher presents the Prime Track for letter M.

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LESSON 7 LETTER Mm

manok
ma nok

manok m
mano ma
man man
ma mano
m manok

na ma ki a
ma to mo sa
an nak mat si
am mi han so
Naamo ti manok ni Ama. Naamo.
Naamo ti manok ni Naamo ti
Naamo ti manok Naamo ti manok
Naamo ti Naamo ti manok ni
Naamo Naamo ti manok ni Ama.

Basaen dagiti sumaganad:


mayo maysa maso
manso mano mani
mais mansa misa
mani mama mata
manok maya manto
makita makan kimat
ama ima kama
kimat siam imot

siam nga manok ima ni ama naimot ti makan


mani ken mais mansa ti manto maso ni ama
mata ni mama masya a maya intono Mayo

Siam ti manok ni Ama.


Adu ti mani ken mais mi.
Naimot ti makan ni Maya.
Nakimisa ni Mama a nakamanto.
Mayo idi nakitak ida diay kanto.

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a. Picture and Keyword
 Introduce the keyword picture.

Manok

 Point to the picture then tell the children, “Dagitoy ket manok”
(Let them say manok)
b. Point the keyword under the picture.
 Read the keyword
 Let children read also
 Keep pointing to the keyword as you read it with the children 2 – 3
times.

c. Syllable Box
ma nok

Note: Do this if the keyword has more than one syllable.


 Point to the keyword and read it.
 Point to each syllable.
 How many syllables are there?
 Read each syllable again.
 Stamp each foot as you read each syllable in the word.
 Do this repeatedly.
 How many times did you stamp your foot?

d. Do the “Breaking Word” Activity


manok
mano
man
ma
m

e. Do the “Making Word” Activity


m
ma
man
mano
manok
 Read the new letter to the students and then with the children.
 Point to the part of the word directly under the new letter.
 Read the part with the children and then with the children.
 Read the next bigger part of the word to and with the children.

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 When you get back to the keyword, read it to and with the
children.
 Read the entire keyword lesson using steps 2 – 3 of the reading
plan.

f. Big Box and Word Chart


manok m
mano ma
man man
ma mano
m manok
Present the mystery box with letters or syllables in it for this lesson in
the Prime. Make the Mystery Box underneath the Making and
Breaking Word sets.
 Open the mystery box. Get letter or syllable read first then with the
children.
- Read left to right and then top to bottom.
- Bring out one letter or syllable at a time.
- Let children read as you show the letters or syllables
 Children find the new key word in the Mystery Box.
- Ask: Who can come and find the letters or syllables that make
the new key word?
- Let them read the word that the child brought out from the
mystery box.
- Ask: Is the word correct?
- Who can write on the board?
- Let them read again.
 There are other syllables and letters in the Mystery box.
- Call pupils to find other words.
- Write on the board the words that they found.
- Let children read the words
- (Lead them how to read the words correctly)
masitera mais ama milo
Mario mansanas melon mula
munyeka mata Mila mabalin
 Let the children read all the word again in chorus.
g. Sentence –Breaking and Sentence Making
 Read the sentence-Making Word to and with the children
Naamo ti manok ni Ama. Naamo.
Naamo ti manok ni Naamo ti
Naamo ti manok Naamo ti manok
Naamo ti Naamo ti manok ni
Naamo Naamo ti manok ni Ama.
 Do the “sentence Breaking” Activity
Do the sentence-Breaking Activity the same way you did with the
Word Breaking Activity in the Keyword part of the lesson.
 Do the Sentence Making Activity on the board
Build the sentence back up, from the sentence-Making Word
Activity in the Keyword part of the lesson.

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 Read the Sentence –Breaking and Sentence-Making Sentences
following the Reading Plan.

h. Oral Practice
Listen to some words taken from the story:
Initial Final
Mario munyeka Immisem
manok Monica ibagam
masitera Marita alaem
baunem
awisem

Ask: Ania nga aweng ti mangngeg iti rugi ti balikas?


Have the children repeat reading the words.

i. Guided Practice
 Distribute rubber bands and invite the children to stretch them.
 Highlight /m/ by stretching your rubber band and say: /m-m-m-m/
 Do the stretching of rubber band with me and say, /m-m,-m-m/
 Repeat these words beginning and ending with /m/ after me as
you stroke your rubber band.
/m-m-m-m/ mais isem /m-m-m-m/
/m-m-m-m/ manok innem /m-m-m-m/
/m-m-m-m/ mani tanem /m-m-m-m/
/m-m-m-m/ madi dalem /m-m-m-m/
/m-m-m-m/ moda kitaem /m-m-m-m/
 Teach a song to the tune of “Happy Birthday”
Ania ti umuna nga aweng
Ti balikas a “mais” (2x)
Substitute other words

j. Application
 Listen to the story about the three sisters

Tallo nga Agkakabsat

Da Matet, Mely ken Mina ket agkakabsat


Agay-ayamda iti paraangan mi.
Kasta unay ti ragragsakda nga agkikinnamat,
Matet: Manang Mely agsardeng tayo pay laeng, mabisinak unayen
Mel: Madamdama ading, iyuray tayo ni Mama.
Mina: Wen, kuna ni Mama, ayabanna tayo kano latta.
Saan a nagbayag, nagpukkaw ni Mamada.
Nagtatarayda a tallo a napan ken mama da.
Mama: Annak ko, sakbay nga kanenyo daytoy masapul nga
pugtuanyo no ania daytoy ipakanko?
Matet
Mely wen mama
Mina

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 Daytoy ket agrugi /m/
Ken agturpos ti / ansanas/
Pagtipunem ida
Ania daytoy? (mansanas)
Ask: Ania ti insagana ti nanang para kadagiti tallo nga
annakna? Ania ti umuna nga aweng ti balikas?
(The teacher may also give other words for the children to guess)
 Daytoy ket agrugi /m/
Ken agturpos ti / ata/
Pagtipunem ida
Ania daytoy? (mata)
 Daytoy ket agrugi /rake/
Ken agturpos ti / m/
Pagtipunem ida
Ania daytoy? (rakem)

C. Evaluation
Agdrowing ti no ti nagan ti ladawan ket agrugi ti /m/, no ti nagan ti
ladawan ket agturpos ti /m/.

1. 4.

2. 5.

3.

DAY 4
Writing and Spelling

A. Preparatory Activity
1. “Bring Me” will be played by the children. Teacher prepares pictures,
objects that have the beginning sound of M.
2. The children will go around the room to look for the picture or object being
asked and bring it to the teacher. Let him/her tell the name and produce
the beginning sound of the given object.

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B. Writing Activity
1. Modeling by the teachers
a. Present the letter M.
Say: This is the big and small letter Mm
b. Watch me as I write the letter in the air
c. Now, let’s all write together in the air. (Do this 3 – 4 times)
2. Guided Practice
a. Writing letter m on their palm (teacher demonstrates)
b. On their armed chair
c. On classmates back
d. Trace big M ad small m on a given space.

3. Independent Practice
Children practice writing on their paper
a. Write the new letter on the chalkboard.
b. Show them the correct way of writing big and small letter “Mm”
c. Children will practice writing the letter on their paper. (Do this ten
times)
d. Go around the room and help everyone that are hard-up in writing the
letter.

C. Application
1. Children practice writing the new key word on their paper or slate. – Write
the word in large letters on the chalkboard.
2. Let them write the new keyword 10 times on their paper or slates.
3. Monitor the pupils. See how they are doing.

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4. Help everyone that is having trouble in writing this word.

D. Evaluation:
Write the missing letter.
1. Mario ____ario
2. Masitera ____asitera
3. Mangga ____angga
4. Monica ____onica
5. Marita ____arita
6. Munyeka ____unyeka
7. Manok ____anok

Spelling
1. Dictate the key word from today’s lesson
- Children write the keyword on their paper.
2. Dictate the key word from the last lesson.
- Children write the word on their paper.
3. Dictate 2 – 5 keywords from earlier lessons.
- Children write the each word on their paper.
4. Write the spelling words correctly on the chalkboard.
- Walk around the room as the children write to encourage and help them
to know their mistakes.

DAY 5
Assessment

A. a. Recalling the important details of the story (Listening/Oral)


Iti maysa a malem nagpasiarak kada Mimi. Nadanonko ida nga
agpurpuros ti mani. Intugawko metten ti nakipagpuros ti mani. Ket idi
nagawidak inikkannak ti mani ti ina ni Mimi. Ngem daydiay laeng ta
kinnan met ti manok ni Moni.
1. Siasino ti akinbalay ti nagpasiaran ti nagakem iti sarita?
2. Ania ti purpurusen dagiti nadanonna?
3. Apay ngata nga inikkan ti in ani Mimi ti agsasao iti sarita?
4. Ania ti napasamak iti inyawidna a mani?
b. Sequencing of events
Teacher shows pictures of the events in the story. Pupils are asked to
sequence the pictures as they happened in the story

B. Using ni and da/ti and dagiti correctly


1. ____ ima 4. ______ Lina
2. ____ sangsanga 5. ______Mila ken Melo
3. ____ mangga 6. ______ Mona kenti kabsatna

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C. Matching words with pictures
Teacher writes words on a metacard then reads the words for the pupils to
match it with the pictures posted on the board. The teacher is suggested to
provide more examples.
1. maso
2. mais
3. marunggay
4. masetas
5. marka

D. Giving new spoken words when two or more syllables are joined.
Pagkamangen babaen ti uged dagiti balikas tapno mabakukel ti sao.

a kas
ma ging
so
mo nas
mi si
kod ki
la mu
na

E. Writing the upper and lower case of Mm

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F. Spelling
Spelling previously learned words correctly.
1. mani 6. mani
2. mais 7. ama
3. mansa 8. ima
4. misa 9. mama
5. siam 10. mata

G. Activity sheets

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Lesson Guide in Grade 1 - Ilokano: Week 11

I. Objectives
1. Give the meaning of words by drawing experiences to bring meaning to
words in context
2. Predict what the story is about
3. Recall important details in a story listened to.
4. Give the summary of the story listened to.
5. Talk about the story by recalling important details in a story.
6. Respond to the story through the following engagement activities.
Group 1 – Lights… Camera… Action
Group 2 – What’s for Christmas.
Group 3 – Noche Buena.
Group 4 – Let Me Do It!
7. Show love fore reading by listening attentively during story reading and
making comments
8. Use names of persons, places, animals and things appropriately.
9. Match words with pictures and objects.
10. Give the sound of the specific letters in the alphabet.
11. Blend specific letters to form syllables, words, phrases and sentences.
12. Identify and produces the beginning sound of Ll
13. Write big and small letter Ll
14. Copy/write phrases and sentences correctly.
15. Spell words correctly.

II. Subject Matter

A. Story:

B. Focus Skills:
1. Oral Language
Reciting/singing with ease and confidence, rhymes, jingles, riddles,
charts, song, lullaby in culturally appropriate manner.
2. Phonological Skills
a. Giving/producing the beginning sound of letter in a given word.
b. Orally segmenting a two or more syllable words into its syllabic parts.
c. Giving the new spoken words when two or more syllables are joined
to form words.
3. Book and Print Knowledge
a. Making one to one correspondence between written and spoken
words.
b. Pointing out that spoken words are represented in written language by
specific sequence letters.
4. Alphabet Knowledge
a. Giving the letter that begins with the name of a given picture/objects.
b. Identifying specific letters in the alphabet both upper and lower case.

159
c. Showing relationship between sounds and written symbols.
5. Word Recognition
a. Matching words with pictures and objects.
b. Giving the sound of the specific letters in the alphabet.
c. Blending specific letters to form syllables, words, phrases and
sentences.
6. Reading Comprehension
a. Predict what the story, legend, community events, and community
issues.
b. Recall important details in a story, and legends listened to.
c. Give the summary of the story/legends listened to.
d. Show love for reading by listening attentively during story reading and
making comments
7. Grammar Awareness
a. Using names of person, places, animals, and things appropriately in
sentences.
b. Using the correct noun markers (ti, dagiti, ni da) in identifying names
of persons, places, animals and things.
c. Using the directional – daytoy/dagitoy, dayta / dagita, daydiay,
dagidiay, etc.
8. Handwriting
a. Writing upper case and lower case of letter Ll
b. Writing words, phrases and sentences correctly.
c. Observing some mechanics when copying/writing sentences:
capitalization, white space between words and correct punctuation
marks.
9. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge

C. Reference:
 K-12 Curriculum
 Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1) Adapted from The Multi-Strategy Method developed by
Mary Stringer, SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revise by Susan Malone and Dennis Malone
October 2008
 Ilokano Primer Track
Developed by Leila P. Areola

D. Materials:
Big Books Flashcards
Pictures Pocket Charts
Story

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E. Strategies:
Shared Reading
Acting Out
Games

F. Value: Family Solidarity

G. Theme: Our Family Traditions

III. Procedure

DAY 1
A. Pre-Reading Activities
1. Motivation and Building Background
a. Teacher asks pupils what is celebrated during the month of
December.
b. The teacher shows the picture of Baby Jesus. The teacher allows the
pupils to share their thoughts about Christmas.
2. Unlocking of New/Difficult Words through actions and pictures.
Words to be unlocked:
kinablaawan pinagsasangwan
malaksid nadanunan
rinugyanan nagrubuat
impalawag inadal
3. The teacher presents the bigbook. The teacher points to and read the title
of the book. Let the pupils identify the letter in the title and give/produce
the sound of letters. Talk about the title and ask the pupils to predict what
the story might be about.
4. Motivation Activity
a. The teacher presents the cover of the bigbook showing a Christmas
Tree with plenty of gifts surrounded by people.
b. Asks the pupils “Who would you wish to give gifts?” Why?

B. During Reading
1. First Reading by the Teacher (reading plan)
Teacher opens the book and read the whole story showing each page
with the illustration to the pupils.
2. Second Reading
The teacher gives pupils a chance to interact with the text. After reading a
page or several pages, asks question to help pupils predicts and monitors
their comprehension.

161
Paskua Manen
Haydee Hernandez

Kasta unay ti sapa ni Loren a nariing. Napnuan ti ragsak na agsipud ta


Paskuan.

Kadawyanda nga agkakabagyan nga agsinsinukat iti sagut ngem ita a


paskua awan maited na a sagut.

Idi rimuar ti siledna, addan da tatang na a Lito ken nanang na a Lita a


nakasaganan a makimisa. Bitbitdan kadagiti sagutda. Kinablaawan ken
inagkan na ida.

Ni Loren ti nangbitbit dagiti sagutda tatang ken nanangna. Nagsasaritaan


da a kalpasan ti misa ket agturong da sa diay balay ni lelong na a Lando ken
Lelang na a Loleng. Idiay a rambakanda ti paskenda nga agkakabagyan.

Nakadasaren ti lamisaan iti pagsasanguanda nga agkakaimas a


makmakan kas kadagiti litson, letche flan, spaghetti, fried chicken, keso de
bola, tsokolate, lolipop ken dadduma pay. Pinagsasangwanan da ngarud
daytoy.

Kalpasan iti pannanganda, nagturongda amin idiay salas. Amin a


sagsagut ket naikabil iti sirok ti Christmas Tree malaksid kenni Loren agsipud
ta awan ti sagutna.

Ni Lelong na a Lando iti nangrugi a nangited kadagiti sagutna ta isu ti


kalakayan. Ni Loren ti ultimo a naayaban a mangited ti sagutna ta isu iti
kaubingan.

Timmakder ni Loren iti sango ket imbagana nga awan iti maitded a sagut
no di laeng ti naimpapuswan a panagayatna amin kadakauada.

Nagin-inut a timmakder dagiti kabagyanna ket maysanmaysada a


nangagek ken nangkablaaw kenduana iti naragsak a paskua.

Idi naagkanda amin ni Loren, immasideg ti organ ket pinatukar na diay


naadalna a saniweng a sagutna kenni Apo Hesus a sentro ti panagrambak ti
paskua.

Nasdaawda amin gapu ta saanda impagarup nga ammo ni Loren iti


agkanta ken agpatokar ti organ. Maysanmaysa ti nangala ti kaparehana ket
daytoyen ti nagrugianan ti panagsasalada.

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C. Post Reading
1. Leads the class to answer the motive questions.
2. Divides the class into 4 groups and give each group an activity. The
discussion of the story follows and the small group activities are
presented as the discussion goes on.

COMPREHENSION QUESTION ENGAGAMENT ACTIVITY


1. Siasino dagiti nagakem ti GROUP I
sarita? Ipakita ti ragsak ni Loren iti dayta
2. Ania ti rambakanda? nga aldaw ken no kasano a
3. Sadino ti papaanda? nagsagana nga mapan makimisa
4. Ania ti insaganada?
1. Sadino ti papananda no GROUP II
malpas ti misa? Mangisagana ti sagut para kenni
2. Siasino dagiti nadanonda? lelong ken lelangyo.
3. Ania dagiti intugotda iti
balayda lelong ken lelangda?
4. Ania ti nariknana idi awan ti
naisaganana a sagut?
1. Ania dagiti taraon a GROUP III
naisaganada? Nakasaganan ti taraon ti lamesa.
2. Nagustuanda met laeng ti Idrowing dagiti taraon a kayatmo
kinnanda? nga idasar
3. Ania met dagiti taraon nga
isagsaganayo ti balayyo.
1. Ania ti inaramid ni Lelongda a GROUP IV
Lando kalpasanda a nangan. Ipakita no kasano a naiparikna ni
2. Nakaawat da kadi amin ti Loren ti ayatna ti pamilana.
sagut?
3. Siasino ti awan insaganana a
sagut?
4. Kasano nga imparikna ni
Loren ti ayatna ti pamiliada?
5. Apay a naklaatda iti nagkanta
ken nagpatokar ti organ?

a. Do the Story Using the Reading Plan


Read the story following Steps 2-5 of the Reading Plan. Move the
pointer smoothly under the words as you and they read.
b. Do the Matching Word activity
 Select the Matching Word cards that you prepared for the Shared
Reading Story.
 Give one of the Matching Word cards to a volunteer. (If you are using
a small book, write the words one by one on the CB instead of on
word cards.)
 Tell the volunteer to point to the matching word in the story. (If you
are using a small book, tell the student to point to that word on the
page.) Help them if they have trouble finding the word and praise

163
them when they are correct. Do this with each Matching Word card
(or word on the CB) that you selected.
c. Do the Hide-a-Word activity.
 Find the first sentence you chose for the Hide-A-Word activity. Read
that sentence with the students.
 Then hold a small piece of paper over one of the important words in
that sentence...
 Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
 If they say the correct word, uncover the word and praise them. Then
read the sentence again.
 If they say the wrong word, point to the word they said and show
them that this is NOT the word that is covered. Read the sentence
again, using the pointer to show them the words they are reading. Let
them try again to say the word.
 Do this with the other two “Hide-A-Word” sentences.

DAY 2
Developing Langauge Competencies

A. Preparatory Activity
Present some names of persons, animals, objects, and places written in a
flashcard. Ask the pupils read it then let them group where they belong.

B. Lesson Proper
1. Let the pupils read the following words.
regalo litson simbaan
lamesa Christmas Tree Loren
Lolo Lando sala baboy
2. Complete the following sentences using the words above
a. Naimas nga talaga iti _____.
b. Mapan da diay ______ sirok ti _______.
c. Dagiti regalo ket dadiay sirok ti _____.
d. Awan iyi maited ni _____ a regalo.
e. Bibit ni Loren dagiti _____ a napan diay balay da apongna.

C. Oral Practice
Teacher asks the pupils to use the name words presented in graphical name.

164
D. Generalization
Name words tell the names of person, places, animals and things.

E. Guided Practice
Put a check () mark if the name words are used in the sentences correctly.
1. Ipanyo dagita litson diay sirok ti Christmas Tree.
2. Adu dagiti naawatmi a regregalo.
3. Mapan tay agyaman ken agdayaw kenni Apo Hesus.
4. Dagiti regalo ket impan da diay sirok ti Christmas Tree
5. Naimas iti litson a manok.

F. Independent Practice
Divide the class into two. Have the group use the following word in the
sentences correctly. The group with fastest tome to construct sentences will
win the game.
1. Lolo Lano
2. aginaldo
3. lollipop
4. kwarto
5. manok

G. Application
Fill in the correct name word to make sentences correct.
1. Kanayon kami a mapan diay _____ tapno agrukbab ken agyaman kenni
Apo Hesus.
2. Naragsak amin nga tattao kada madanun ti _____.
3. Nagtukar ken nagkanta ni _____.
4. Awan ti _____ ni Loren.

H. Evaluation
Use the following words in the sentences correctly.
1. aginaldo
2. Paskua
3. Apo Hesus
4. ubong
5. regalo

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DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
The teacher uses the story “Paskua Manen” then asks the following
questions to the elicit words with the Letter Ll.
1. Who are the characters in the story?
Answer: Loren, Tata Lito, Lelong Lando, Lelang Loleng
2. What food did they prepare?
Answer: Litson, Lech flan, Lolipop
3. Where did they place the food?
Answer: Lamisaan

B. Lesson Proper
1. Presentation
The teacher shows the picture of squid “laki”. Pupils are asked to share
their experiences about eating “laki”.
2. Discussion
Teacher presents the Primer Track for the Letter Ll.

LESSON 8 LETTER Ll

a n i T K s o y m l

litson, lastiko, lakasa, lansa,


laya, lamok, lakay, lakko,
kallid, lamok, lana, kalti,
killokillo, killo ,kalio, kinalti,
alisto, talon, taltalon, allon
kallid, balay, kilo , talon,
taltalon, kilikili , lati, laki,
laya, labba, lakay, talon,
lanitok, lanit,
laki

la ki

laki l
lak la
la lak
l laki

Li ki ti ma

La lan a na

Sa ko lay ni

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Lima kilo a laki ti nalako ni Lina. Lima
Lima kilo a laki ti nalako ni Lima kilo
Lima kilo a laki ti nalako Lima kilo a
Lima kilo a laki ti Lima kilo a laki
Lima kilo a laki Lima kilo a laki ti
Lima kilo a Lima kilo a laki ti nalako
Lima kilo Lima kilo a laki ti nalako ni
Lima Lima kilo a laki ti nalako ni Lina.

Basaen dagiti sumaganad:


litson lastiko lakasa lansa
laya lamok lakay lakko
kallid lamo-lamo lana kalti
killokillo killo kalio kinalti
alisto taltalon allon lanit
kilo kilikili lati laki
laya lata lanitok lanit

kalio ti lakay taltalon ti lakay


inlakasa sangakilo a laya
lastiko ni Lilo lanit ti lana
lakko-lakko ti lakay kallid ni Loli
linati a lata sangalata a laki

Linanaan ti lakay ti lakkolakkona.


Kinalio ti sakana.
Kinalti ti kinnanna.
Linanit ti kinalti a kinnanna.
Kinilona ti laya nga inlakona.
Sangalata nga laki ti inlakona

a. Picture And Key Word


 Introduce the keyword picture.

laki

 Point to the picture then tell the pupils , “Daytoy ket laki.”
[Let the pupils respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
 Point to the key word under the picture. Read the key word. Point
to the key word and read it to the pupils. Keep pointing to the key
word as you read it with the pupils 2-3 times.

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b. Syllable Box
la ki

 Do the syllable boxes activity. Point to the keyword and read it at


normal speed. Point to each syllable as you read each syllable
distinctly. Read each syllable again, clapping once for each
syllable. Do this again and have the pupils clap for syllable with
you.

c. Do The “Breaking Word” Activity


laki
lak
la
l
 Go to the “Breaking Word” column. Read the key word to and then
with the pupils.
 Point to the part of the word with the new letter that is directly
below the keyword. Read that part of the word to the pupils, then
with the pupils. Continue reading each smaller part of the word.
(This may take only one step or it might take 3 or 4 steps,
depending on the length of the key word.) When only the new
letter is left, read the new letter to the pupils and then with the
pupils.

d. Do The “Making Word” Activity


l
la
lak
laki
 Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly
under the new letter. Read that part of the word to the children
and then with the pupils. Read the next bigger part of the word to
and with the pupils. When you get back to the keyword, read it to
and with the pupils.
 Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.

e. Big Box And Word Chart

laki l
lak la
la lak
l laki

li Ki ti ma
la Lan a na
sa Ko lay ni

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 Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
 Read the letters or syllables in the Big Box to and then with the
pupils. Read all the letters or syllables in the Big Box to the
children and then with the pupils. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. Pupils read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
 Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
keyword. Read the word with the pupils that found it. Ask the
other pupils it that word is correct. If so, write the keyword on the
“Word Chart” or on the Chalkboard and read it to and with the
pupils. If it is not correct, ask another child to find the Key Word
and write it correctly on the Word Chart or Chalkboard.
 Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the
words with the pupils as they identify them. Ask the rest of the
class if the word is correct. If not, invite another pupil to come and
point to the correct letters. Write all the words on the Word Chart
or chalkboard.

li Ki ti ma
la Lan a na
sa Ko lay ni

lisa kilikili lima mani


lana naala killo killokillo
kilo lati nalako lako

 Read all the words on the Word Chart with the pupils.

f. Sentence- Breaking And Sentence- Making


 Read the Sentence-Making word to and with the children.
Lima kilo a laki ti nalako ni Lina. Lima
Lima kilo a laki ti nalako ni Lima kilo
Lima kilo a laki ti nalako Lima kilo a
Lima kilo a laki ti Lima kilo a laki
Lima kilo a laki Lima kilo a laki ti
Lima kilo a Lima kilo a laki ti nalako
Lima kilo Lima kilo a laki ti nalako ni
Lima Lima kilo a laki ti nalako ni Lina.
 Do the “Sentence-Breaking” Activity.
Do the Sentence-Breaking Activity the same way you did the
Word Breaking Activity in the keyword part of the lesson.

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 Do the “Sentence-Making” Activity on the chalkboard.
Build the sentence back up, from the Sentence-Making Word to
the whole sentence. the same way you did the “Making Word”
activity in the keyword part of the lesson.
 Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.

C. Oral Practice
1. The teacher presents the list of words
litson pandesal
lamesa ospital
leche flan kanal
lolipop balabal
lata pedal
lola opisial
2. Ask the pupils to read the word and find out what is letter that is common
to all the words.
3. What sound do you hear at the beginning of the words?

D. Guided Practice
1. The teacher tells. I am going to say the first sound and the remaining
sound in the words. Blend these word parts.
/l/…ata lata /l/ …ola lola
/l/ … itson litson // …olo lolo
2. Help the children hear how the word parts are blended by extending the
first sound.
3. Present another words and let the pupils spell the word. Teach them the
correct way to spell words.

E. Application
Listen to the riddles and gives what is the correct answer.
Tunggal mapan kay eskuela
Papel ken siak kanayon nga adda.
It begins with l
And ends with s
Put them together
What is it (It’s ______)

F. Evaluation
Ikkan ti kur-it () ti ladawan nga adda /l/ ti rugi weno udi ti naganna.

1. 2. 3. 4.
lapis lollipop lipstick lata

5. 6. 7. 8.
litson papel bag payong

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9. 10.
baso sapatos

DAY 4
Handwriting And Spelling

Handwriting
A. Preparatory Activity
Children are made to play the “Guessing Game” teacher present a box with
objects that have the beginning sound of (Ll) group the children into two.
Blind fold the children. The group who identify more objects will be the
winner.

B. Writing Activity
Modeling by the Teacher
Show the children the Big and small letter Ll. Tell the children to watch your
hand as you write the new letter in the blackboard following the correct
counting. Have them practices writing the letter in the air with you.

C. Guided Practice
1. Show them how to write the letter on the palm of one hand using the
finger of their other hand. Do these many times.
2. Trace the big L and the small l on the given space.

D. Independent Practice
Have the pupils trace the dots to form Ll on the blackboard and on their
worksheets.

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E. Application
The children practice writing letter Ll on their papers then on their writing
notebooks. The teacher walks around the room and helps anyone who finds
difficulty in writing the letter.

F. Evaluation
Isurat ti kurang a sarita
1. Lapis ___ apis
2. Papel pape__
3. Lata __ ata
4. Litson __itson
5. Ospital __ospital ___

G. Spelling
1. Present 5 pictures, one after the other.
2. Let the pupils write what is in the picture.
3. Call one by one to spell the word that they wrote in their paper.

DAY 5
Assessment

A. The teacher is expected to prepare sets of exercises that assess the


following:
1. Reading Comprehension
a. Answering wh-questions
b. Giving summary

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5. Phonological Skills
6. Alphabet Knowledge
7. Word Recognition
8. Grammar Awareness
9. Handwriting
10. Spelling

B. Activity Sheets

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Lesson Guide in Grade 1 - Ilokano: Week 12

I. Objectives
1. Draw on experiences to bring meaning to words in context.
2. Predict what the story is all about
3. Recall important details in a story
4. Recall important details in a story
5. Give the possible ending of the story listened to
6. Respond to the story through the following engagement activities
Group 1 - Act out a portion of the story
Group 2 - Draw and tell about the things they liked most
Group 3 - Dramatize a portion of the story.
Group 4 - Sequencing events through pictures
7. Show love for reading by listening attentively during story reading and making
comments.
8. Use names of persons, animals and things appropriately in sentences.
9. Identify letter Gg, both upper and lower case.
10. Show relationship between sounds and written symbols.
11. Give/produce the beginning sound of /g/ in a given word.
12. Orally segment a two to three-syllable word into its syllabic parts.
13. Match words with pictures and objects.
14. Blend specific letters to form syllables/words.
15. Write upper case and lower case of Gg in print using proper proportion.
16. Write syllables and words correctly.
17. Correctly spell previously learned words.

II. Subject Matter

A. Story:
Ganuat Iti Pamilia
Sarita ni Beverly S. Cordero

B. Focus Skill:
1. Oral Language
a. Using expressions appropriate to the grade level in classifying things,
animals, objects etc.
2. Phonological Skills
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two or more syllable word into its syllabic parts.
3. Book and Print knowledge
Making one to one correspondence between written and spoken
words.
4. Alphabet Knowledge
a. Giving the letter that begins with the names of a given picture /objects.
b. Identify specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols.

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5. Word Recognition
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables, words, phrases and
sentences.
6. Handwriting
a. Writing upper case and lower case letters in print, using proper
proportion
b. Writing words, Phrases, sentences correctly
7. Grammar
Using names of persons , places, animals and things appropriately in
sentences.
8. Vocabulary
Drawing on experiences to bring meaning to words in context.
9. Reading Comprehension
a. Predicting what the story is all about.
b. Recalling important details in a story listened to.
c. Showing love for reading by listening attentively during story reading
and making comments.
10. Spelling
a. Understanding that there is a way to spell correct words.
b. Spelling and writing words using phonemic awareness and letter
knowledge.

C. References:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1) Adapted from The Multi-Strategy Method developed by
Mary Stringer, SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

D. Materials:
1. Pictures
2. Story

E. Strategies:
 Shared Reading
 Summarizing
 Acting Out
 Games

F. Value: Cooperation in the family (Panagtitinnunos iti Pamilia)

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G. Theme: Taking Care of Each Other- Our Home and Surroundings, Family
Safety.

III. Procedure

DAY 1
A. Pre- Reading Activities
1. Motivation and Building Background
a. Teacher introduces concept by asking questions about the topic to
elicit pupil’s prior knowledge.
b. The teacher asks what they do on weekends. Showing the picture of a
family working together, the teacher allows the pupils to share their
thoughts.
2. Unlocking of New/Difficult words through actions and pictures
Words to be unlocked:
Garami aggabut ganuat
Igad nasalukag
3. The teacher introduces the bigbook, displays the cover and points to the
title is the name of the story. The teachers points to read the authors and
illustrator’s names explaining to the children that an author is a person
who writes the story and illustrator is one who draws the pictures for the
story. They talk about the title and the pupils are asked to predict what the
story might be about.
4. Motive Question
The teacher presents the cover of the big book showing the picture of a
family.
Teacher: Ania ti ar-aramidenda? Sadino ti ayanda?

B. During Reading
1. First Reading by the Teachers (reading plan)
Teacher opens the book and read the whole story showing each page
with the illustrations to the pupils
2. Second Reading
The teacher gives pupils a chance to interact with the text. After reading
a page or several pages, the teacher asks questions to help pupils predict
and monitor their comprehension.

Ganuat ti Pamilia
Sarita ni Bevery S.Cordero

Bakasyon, aldaw ti sabado, adda ganuat dagiti pamilia ni Mang Gaspar iti
pagtaenganda.
“Agriingkayon annakko ta aramidenyo dagitoy ibagak!” Awag ni tatang.
Nagbaringkuasda Gabo ken Galo.
“Ania daydiay Tatang?”

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“Tumulong kayo nga agasikaso iti trabaho dita ruar. Da ading ken Nanangyo
met ditoy uneg.
Sika Gabo ket gabutem iti ruot diay kanatengantayo.”
“Wen, Tatang. Agsibugakto pay. Kargaak dagitoy galon ti danum idiay
bubon.” siraragsak ni Gabo a nangibaga kenni tatangna/
“Siak met iti mangpakan dagitoy taraken tayo a ganso, Tatang,” insarunoni
Galo.
“Ugasak met dagitoy garapon a nagyanan iti gatas, Nanag,”kinuna met
Grace.
“Wen annakko,ta igadek daytoy niog ta agaramidak iti ginittaan a diket nga
adda sagona, Meriendaen tayo,”
“Yehey! Nagimasen!”kinuna ni Grace.
“Sumalogak idiay talon nga agala ti garami a kanen ti nuangtayo,” kinuna ni
Mang Gaspar. “Idalimanekyunto dagita usarenyo a,” innayun pay ni Nanang
“Kasta, annakko, aggaggaget ken agsalukag kayo,taripatuenyo dagiti
dinguen ken mulmula tayo tapno adda kanayon a pangalaan iti pagbiag
tayo,” “Wen Tatang ,” sungbat dagiti agkakabsat.

C. Post Reading
1. Lead the class to answer the motive questions
2. Divide the class into 4 groups and give each group an activity. The
discussion of the story follows and the small group activities are
presented as the discussion goes on.

Comprehension Questions Engagement Activity


1. Siasino dagiti agakem iti Group - 1 Idrowing ken ibaga dagiti
sarita? aramatenda iti panangaramidda ti
2. Ania ti ar-aramidenda? obrada iti balay.
3. Natulnog kadida Gabo ken
Gala iti amangda?
4. Magagaranda kadi a Group - 2 Ipabuya ti paset a
mangaramid kadagiti obrada ti mangipakpakita iti kinatulnog da
balay? Gabo ken Galo iti amangda.
5. Ania ti inobra ni Gabo? Ania
met ti inobra da Galo ken
Grace?
6. Ar-aramidem met kadi dagitoy Group - 3 Ipabuya dagiti inaramid ti
iti balayyo a kas ti ar- pamilia iti sarita.
aramiden dagiti nagakem iti
sarita?
7. Ania ti adal a naadalyo Group - 4 Isalaysay manen ti sarita
manipud iti sarita? babaen kadagiti ladawan.
8. Isalaysay manen ti sarita.

D. Read the Story Using the Reading Plan


Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

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E. Do the Matching Word activity
1. Select the Matching Word cards that you prepared for the Shared
Reading Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a
small book, write the words one by one on the CB instead of on word
cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on the
CB) that you selected.

F. Do the Hide-a-Word activity.


1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence
3. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
5. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again, using
the pointer to show them the words they are reading. Let them try again
to say the word.
6. Do this with the other two “Hide-A-Word” sentences.

DAY 2
Developing Language Competencies

A. Preparatory Activity
There are four baskets labeled people, place, animals, thing. Place the flash
cards of words under the basket where it belongs.

payong Gabby lapis ganso

klinika Dr. Gillud taltalon nuang

tao lugar ayup banag

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B. Lesson Proper
1. Presentation
- Iti maysa a Domingo, aldaw iti panagdadapun, nagkita da Gem ken
Jasmine.
- Gem: Ania dagita ginatangmo, gayyem?
- Jasmine: Dagitay man arwatek diay eskuela. Gimmatangnak ti
notbuk, papel, lapis, krayola, payong ken bag. Ket sika met, ania iti
ginatangmo?
- Gem: Inggatangannak ni Nanang ti sapatos ken medyasko.
Gimmatang pay ti karabasa, kamote, ikan, karne a para sidami. Kasta
met a gimmatang ti kanen tay baboymi.
- Jasmine: Napananyo gayam idi nakita kayo a naglugan iti karison?
- Gem: Napan kami nagpiknik idiay away. Kaduak da Tatang, Nanang,
manong ken tay asok a ni Gido. Naglaba kami pay ken nanang
idiay waig. Naglanguyak pay idiay ayus.
- Jasmine: Gayyem, umayakto man met agpasiar idiay away no
maminsan.
- Gem: Wen a gayyem, pagunian kanto. Ayabamto ni Lina a
kasinsinmo.
- Jasmin: Sige garud, agyamanak.
2. Comprehension Question
The teacher writes the answers on the board.
a. Siasino dagiti nagkita nga aggayyem?
b. Nagkitaanda a dua?
c. Ania dagiti bitbitda a ginatangda?
d. Ania a taraken ti inggatanganda Gem iti kanenna?
e. Napananda Gem idi nakita ida ni Jasmine?
f. Siasino dagiti kakadduana?
g. Ania dagiti intugotna idiay away?
h. Ania ti inbaga ni Jasmine ken ni Gem?
i. Siasino ti itugotna no sumurotdanto met idiay away?
Answers:
 Gem, Jasmine
 Pagdadapunan
 notbuk, papel, lapis, krayola, paying, bag
 karabasa, kamote, ikan, karne, sapatos, medyas
 baboy
 away,waig
 Tatang, Nanang, Manong, Gido
 Lina
3. Oral Practice
Teacher asks the pupils to group their answers according to names of:

Tao Lugar Ayup Banag


1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
4. 4. 4. 4.
5. 5. 5. 5.

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C. Generalization
Pangnagan ti pangawag kadagiti nagan ti tao, lugar, ayup ken banbanag.

D. Guided Practice
Read the sentences and underline the name of persons, places, animals, and
things.

E. Independent Practice
Use the following names of persons, places, animals, and things in
sentences.
Nuang taltalon uliteg garami
Baka karayan apong gallon

F. Application
Use the names of persons, places, animals, and things in sentences. Write
the word on the blank.
1. Napan kami naglangoy idiay ____________.
2. Naggapu ni tatang idiay taltalon a napan nagala iti _____________.
3. __________ iti pinagsakdo ni manong nga pinagsibog na.
4. Nagimas ti linuto ni nanang a______________.
5. __________ ti tarakenmi,a kanayon ko a pakanen.

garami galon waig ginittaan ganso

G. Evaluation
Write if the highlighted word is a name of person, place, animal or thing.
___________1.Napan dagiti agina idiay dapon.
___________2.Naggapu ni Mang Gaston idiay klinika ni Dr.Gado
___________3.Gimmatangak ti gatas ni Ading.
___________4. Nalukmeg diay tarakenmi a nuang.
___________5. Manursuro ni Nanangko.

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. The teacher uses the story “Ganuat ti Pamilia” then asks the following
questions to elicit words with the letter Gg.
Siasino dagiti agakem iti sarita?
Answers:
a. Mang Gaspar, Gabo, Grace
b. Ania ti inaramid ni Gabo? Ania ti inaramatna?
c. Agsibug galon
d. Ania met ti pinakan ni Gabo?
e. Ganso
f. Ania ti kinnanda idi malpasda kadagiti obrada?

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g. Ginittaan
h. Ania ti inugasan ni Grace?
i. Garapon iti gatas
2. The teacher presents the list of words through pictures following the
reading plan then asked from the children the initial sound of the words
read.

RUGI UDI
galon salukag
gatas sumalog
garapon awag
gitta

3. The teacher asks the pupils to give words that start in letter Gg.

B. Lesson Proper
1. Preparation
a. The teacher shows the picture of a gatas.
b. Children are asked what they know/ experience about gatas.

LESSON 9 LETRA Gg

a N i t k s o y m l g

gatas,gasat, gastos,
gogo, goto, gita, gala,
gatla, galon, gogo,
kagat, agina, agikita,
agiddan, aggigiddan,
masikog, sikog, alog,
salog,
gatas

ga tas

gatas g
gata ga
gat gat
ga gata
g gatas

gi ga lis Na so

tas i ta gat log

to lo a go ka

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Nagita ti gatas ti ina ni Galo. Nagita
Nagita ti gatas ti ina ni Nagita ti
Nagita ti gatas ti ina Nagita ti gatas
Nagita ti gatas ti Nagita ti gatas ti
Nagita ti gatas Nagita ti gatas ti ina
Nagita ti Nagita ti gatas ti ina ni
Nagita Nagita ti gatas ti ina ni Galo.

Basaen dagiti sumaganad:


gatas gasat gastos
gogo goto gita
gala gatla galon
gogo kagat agina
agikit masikog sikog
alog salog sago

gatas ti ina adu a gala


gatas ti goto nagita ti gatas
nagita a kagat kagat ti aso
diay alog masikog nga agina

Nageta ti gatas iti goto.


Nagita ti kagat ti aso.
Adu ti lamok diay alog.
Sangagalon a gatas ti ininumda.
Adu ti naalada a gala.
Adu ti gastosda idi nakagat ti aso ni Goyo.
Diay alog ket nagalis.

2. Picture and Key Word


a. Introduce the Keyword and Key Picture.

gatas

b. Point to the picture and tell the children. Say, “Daytoy ti gatas.” (Let
them focus on the word.)
c. Point to the keyword under the picture. Read the keyword.

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3. Syllable Box

ga tas

Do the syllable boxes activity. Point to each syllable as you read each
syllable distinctly. Read each syllable again, clapping once for each
syllable. Do this again and have the pupils clap for syllable with you.

4. Do the “Breaking Word” activity


gatas
gata
gat
ga
g
Go to the “Breaking Word” column. Read the key word to and then with
the pupils. Read the part of the word to the children. Continue reading
each of the smaller part of the word.

5. Do the “Making Word” activity


g
ga
gat
gata
gatas
a. Go to the “Making Word” column. Read the new letter with the
children. Point to the part directly under the new letter. Read the next
bigger part of the word. When you get back to the keyword, read it to
and with the children.
b. Read the entire keyword lesson using Steps 2-5 of the reading Plan

6. Big Box And Word Chart

gatas g
gata ga
gat gat
ga gata
g gatas

gi ga lis na
tas i ta gat
to lo a go

a. Present the Big Box with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer.
b. Read the letters or syllable in the Big Box to and with the children.
Read all the letters or syllables in the Big Box and then with the
children. Read left to right and top to bottom.
c. Children find the new keyword in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the key keyword.

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7. Children find other words in the Big Box.
a. Invite volunteers to find other words in the Big Box. Read the words
with the children as they identify them.
gata kagat alog
igat gita ina
logo salog so
b. Read all the words on the Word Chart with the children.

8. Sentence – Breaking and Sentence – Making


a. Read the Sentence – Making word to and with the children.
Nagita ti gatas ti ina ni Galo. Nagita
Nagita ti gatas ti ina ni Nagita ti
Nagita ti gatas ti ina Nagita ti gatas
Nagita ti gatas ti Nagita ti gatas ti
Nagita ti gatas Nagita ti gatas ti ina
Nagita ti Nagita ti gatas ti ina ni
Nagita Nagita ti gatas ti ina ni Galo.
b. Do the “Sentence Breaking” Activity
Do the Sentence – Breaking Activity the same way you did the Word
Breaking Activity in the keyword part of the lesson.
c. Do the “Sentence Making” Activity on the chalkboard
Read the Sentence – Breaking and Sentence Making sentences
following the reading plan.

C. Oral Practice
1. Listen to some words taken from the story.

Initial Final
Garami salukag
Gallon Salog
Gasoline Awag
Ganagan kuliglig
gitta Dalag

2. Ask what sound they hear at the beginning of the words. Have the
children repeat reading the word.

D. Guided Practice
1. The teacher says the first sound /g/ and the remaining sound in the word.
The children repeat after the teacher. Then the teacher asks pupils to
blend word parts.
/g/....asat /g/....oto awa..../g/ bila..../g/
/g/....astos /g/....atas salo..../g/ apo..../g/
2. The teacher makes use of a song to identify the first sound / final sound
of a word. This can be done in fun game.
Tune: “Happy Birthday”
Ti umuna nga aweng(2x)
Ti umuna nga aweng ket aweng a /g/
Ti umuna nga aweng.

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3. Change the first sound to last sound. Substitute the words.

E. Application
Mother Goose Guessing Game
1. Aglalangoy ti lubnak dagiti lima a gansa. Pagammuan, simmangpet ni
Inang Gansa nga adda ti bag iti tengngedna. Nagtaray nga immasideg
dagiti gansa kenkuana.
“Pugtuanyo no ania daytoy nga itedko kadakayo. Dumngeg.
Mangrugi ti /g/
Agturpos iti /atas/
Pagtipunen ida.
Ania daytoy? (gatas)
Uliten daytoy iti sabali a balikas.
2. Teacher asks: “Ania ti bitbit ni Inang Gansa para kadagiti tallo a gansa?
Ania ti rugi nga aweng ti sarita a nangegyo? Pugtuan dagiti dadduma pay
a banbanag iti bagna.
Mangrugi ti /g/ Agturpos iti /w/
Ken agturpos ti / / Ken mangrugi ti / /
Pagtipunen ida. Pagtipunen ida.
Ania daytoy? (Daytoy ket ______ .) Ania daytoy? (Daytoy ______ .)

F. Evaluation
Marisan dagiti ladawan a mangrugi ti /g/

1. 2.

3. 4.

DAY 4
Handwriting and Spelling

Handwriting
A. Preparatory Activity
Children play the “Giving Game”. Teacher prepares pictures, objects that
have the beginning sound of /g/. Children name the object and tell the
beginning sound.

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B. Writing Activity
Modelling by the Teacher
Shows the children how to write the new letter in the air and on their hand. Do
it at the back of their seatmate.
C. Guidance Practice
Show them how to write the letter on the palm of one hand using the finger of
their seatmate. Do this 3-4 times.
D. Independent Practice
Children practice writing the new letter on their paper or slate.

E. Application
Children practice writing the new keyword on their paper or slate. Write the
new keyword in large letters on the chalkboard. Children write the new
keyword 10 minutes on their slates or in their exercises books. Walk around
the room and help anyone that is having trouble writing the word.

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F. Evaluation
1. Write the missing letter
a. gasat __ asat
b. baag baa __
c. gamat __ amat
d. dala dala __
e. galut __ alut
2. Spelling
a. Dictate the keyword from today’s lesson. Children write the word on
their paper.
b. Dictate the key word from the last lesson. Children write the word on
their paper.
c. Dictate 2-5 keywords from earlier lessons, one by one.
d. Children write each word on their paper.
e. Write the spelling words correctly on the Chalkboard.
f. Go around and encourage pupils to write and help them, identify
mistakes.

DAY 5
Assessment
A. The teacher is expected to prepare sets of exercises that assess the
following:
1. Reading Comprehension
a. Recalling the important details of the story
b. Giving the possible ending of the story listened to
1. Phonological Skills
2. Alphabet Knowledge
3. Word Recognition
4. Grammar Awareness
5. Handwriting
6. Spelling
B. Activity Sheets

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Lesson Guide in Grade 1 - Ilokano: Week 13

I. Objectives
1. Relate events in the story to include events listened to.
2. Make inferences on the character’s feelings and traits.
3. Discuss meanings and develop vocabulary through meaningful and concrete
experiences.
4. Use names of persons, places, animals, and things appropriately in
sentences.
5. Match words with pictures and objects.
6. Give the letter that begins with the names of a given picture/objects.
7. Produce the beginning sound of letter/s in a given word.
8. Orally segment a two or more syllable word into its syllabic parts.
9. Blend specific letters to form syllables words, phrases and sentences and
short paragraph.
10. Spell and write words using phonemic awareness and letter knowledge.
11. Write upper case and lower case of Letter Uu in print using proper proportion.
12. Write words, phrases, sentences, and paragraph correctly.

II. Subject Matter

A. Story:
Da Uning ken Unnoy
Sarita ni Marjunetely B. Manzano

B. Focus Skills:
1. Oral Language
Using expressions appropriate to the grade level in classifying things,
animals, objects, etc.
2. Phonological Skills
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two or more syllable word into its syllabic parts.
3. Book and print Knowledge
a. Making one-to one correspondence between written and spoken
words.
b. Pointing out that spoken words are represented in written language by
specific sequence of letters.
4. Alphabet Knowledge
a. Giving the letter that begins with the names of a given picture/objects.
b. Identifying specific letters in the alphabet, both upper and lower case.
c. Showing relationship between sounds and written symbols.
5. Word Recognition
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.

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c. Blending specific letters to form syllables, words phrases and
sentences and short paragraph.
6. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge.
7. Handwriting
a. Writing upper case and lower case of Letter Uu in print using proper
proportion.
b. Writing words, phrases, sentences, and paragraph correctly.
c. Observing mechanic when copying/writing sentences, capitalization,
white space between words and correct punctuation marks.
8. Grammar Awareness
a. Using names of persons, places, animals, and things appropriately in
sentences.
b. Using the correct noun markers (ti, dagiti) in identifying names of
persons, places, animals and things).
9. Vocabulary
Discussing meanings and developing vocabulary through meaningful
and concrete experiences.
10. Reading Comprehension
a. Relating events in the story to include events/celebration/radio
broadcast/local news listened to.
b. Make inferences on the character’s feelings and traits based on the
radio broadcast, and local news listened to.
11. Attitude toward Language
Literacy and Literature – Express love for stories by browsing the
storybooks read to them and asking to be read more stories.

C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

D. Materials:
Big book Flashcards
Pictures Letter Cards
Cut-outs of flowers, leaves Worksheets
Chart of Nursery Rhymes, Songs and Dialogs Pocket chart
Comic Strips Activity Boards with
Markers

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E. Strategies:
Read aloud Acting Out
Shared Reading Songs/Rhymes
Making Inferences Fun Games

F. Value:
Helpfulness
Cleanliness

G. Theme: Personal hygiene and sanitation

III. Procedure

DAY 1
Pre-Reading Activities

A. Motivation and Building Background


1. Show pictures of children playing.
Ask:
Ania ti ar-aramidenda?
Ania dagiti magusgustuanda nga ay-ayamen?
Nagay-ayam kayon ti linnemmengan?
Ania dagiti aramidenyo kalpasanyo ti agay-ayam?
Show pictures of children who are washing their hands and taking a bath.
Say:
Apay a masapul nga agbuggutayo ti ima?
Ania ti pagsayaatan ti nadalus? Apay?
Addan dagiti nangngeganyon nga epekto dagiti mikrobio ti bagi?
Napadasanyon ti nagsakit?
Apay ngata a nagsakitka?
2. Unlocking of New/ Difficult Words through pictures/demonstration/ context
clues
Imsiag magagaran
madaragsoy iti ling-et dalikan
inellekan bangkag
inabraw naglabar
3. Introduce the smallbook, display the cover and point to the title explaining
that these words are called title and that a title is the name of the story.
Point to and read the author’s and illustrator’s names, explaining to the
children that an author is a person who writes the story and an illustrator
is one who draws the pictures for the story. Then ask the pupils what they
think the story is about. Preview the book’s illustration on the first page to
help children make their predictions.
4. Motive Question
Ania ti ay-ayamen da Unnoy ken Uning?
Ania ti napasamak kenni Uning idi naglemmeng ti likod ti dalikan?

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B. During Reading
1. First Reading by the Teacher (reading plan)
Open the book and read aloud the story showing each page with the
illustrations to the pupils.
2. Second Reading
Give pupils a chance to interact with the text. After reading a page or
several pages, ask questions to help pupils predict and monitor their
comprehension.

Da Uning Ken Unnoy (Listening Story)


Sarita ni Marjunetely B. Manzano

Nagay-ayamda Uning ken Unnoy iti linnemmengan idiay balayda. Nakita ni


Uning ti adingna a sitatakder a nagkumot iti ules iti likod ti ridaw idiay kuarto
dagiti nagannakda .
“Pung, Unnoy! Nakitaka met lang… Save!” Sinipat ni Uning a tinaray ti adigi ti
salas a pannaka-base ti ay-ayamda kalpasan ti panangsinagidna ken ni
Unnoy.
“Kakaasika met a nangsapul kaniak, Manang. Hehe!” inkantiaw ni Unnoy ken
ni manangna.
“Kunak met tatta no ditoy laeng salas ti mabalin a paglemmengan.
Pinarigatnak a,” sungbat ni Uning.
“Pay met. Mabalin amin a parte ditoy balay a paglemmengan,” inrason ni
Undong.
“Innakman met aglemmeng diay dimo pulos mabirbirokan. Agala kan a.”
Pinalawlaw ni Uning ti panagkitana iti balay a nagpanunot no ayanna a suli ti
paglemmenganna.
“Awan iti likod, awan iti sango…” inyayug ni Undong a nakaappot dagiti
imana kadagiti matana ken nakasango iti adigi a base da.
Siuulimek nga imsiag ni Uning diay kusina.
“Nu makabilangak ti sangapulo…”
Nagtarus iti likod ti dalikan a paglutlutuan ni nanangna. Naangotna ti udang a
sigsigangen na.
Maysa, dua, tallo…”
“Agidasar kayo madamdaman no makadengdengak a. ” Kuna ni nanang na
nga Uping.
“Wen Nanang. Mabiit la daytoyen.” Inyarasaas ni Uning. Isuna ti nangisaang
itay iti bagas sa da intuloy ken Unnoy ti nagay-ayam.
Natam-eganna ti maysa a sako nga uring nga ab-abayenna.
“Siam…sangapulo! Umayakon Manang,” impukkaw ni Unnoy.
Madaragsoyen iti ling-et isu nga impunas ni Uning dagiti imana iti rupana.
Magagaran iti panag-save na. Ngem saan unay a mabayag…
“Pung, Manang!” Sinagid ni Unnoy ti abaga ni Uning.
Rimuar ni Uning iti likod ti dalikan. Ngem inellekan ni Undong idi makitana ti
uging-uging a rupa, siko ken badona.
Pinagbuggo ni Nanang Uping dagiti ubbing, aglalo ken ni Uning nga uring-
uring.
Tinulonganda metten ni nanangda a nagidasar iti pangmalem.

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Isu met ti isasangpet ni tatangda Undong a naggapu diay bangkag. Binuguan
met daytoy dagiti imana sakbay a simmango iti lamisaan. Nagsasanguanda
dagiti kalluto nga udang, ubog, ken inabraw nga uggot ti kamotit ken utong.
Inestorya ni tatangda dagiti urbon ken uken nga isagut ni amangna.
Maragsakan dagiti ubbing ta addanto tarakendan nga uken ken ipastorda nga
urbon.
Idi makainnawda, nagsipilyo dagiti ubbing ken nagsarunoda a naglabar diay
asideg ti bubon. Binuguan ni Unnoy dagiti ima ken sakana. Sinabon met ni
Uning a nalaing dagiti uring-uring a rupa ken sikona.
Nagpaisuro dagiti agkabsat kadagiiti leksionda ken ni nanangda sakbayda a
naturog. Nalag-an ti riknada a nakaturog ta nadalus ken nabanglo ti bagida.

C. Postreading
1. Lead the class to answer the motive questions. Divide the class into 4
groups and give each group an activity.
2. The discussion of the story follows and the small group activities are
presented as the discussion goes.

Comprehension Questions Engagement Activity


1. Siasino dagiti nagaken ti sarita? Group 1: Ipakita ti paset ti sarita
2. Sadino ti nakapasamakan ti nga uging-uging ni Uning
sarita?
3. Kaano a napasamak daytoy?
4. Sadino a naglemmeng ni
Unnoy? Ket ni Uning?
5. Sadino ti naglemmengan ni
Uning idi ni Unnoy ti agala?
6. Ania ti napasamak kenni Uning
kabayatan nga aglemlemmeng?
7. Nasapulan ni Unnoy ni Uning?
8. Ania ti narikna ni Unnoy idi
nakitana ni Uning nga uging-
uging ti rupana, sikona ken
lupotna?

1. Ania ti nakita ni Uning idi napan


idiay kusina? Group 2: Idrowing ken marisan ti
2. Ania ti imbaga ti inana idi lutlutuen ti inada
naglemmeng idiay kusina?
3. Ania met ti ar-aramiden ni Uping
idiay kusina idi napan
naglemmeng ni Uning idiay?
4. Ania ti linuto na a pangrabii?

1. Kasano a timmulong da Uning Group 3: Idrowing dagiti agkabsat a


ken Unnoy kenni nanangda iti tumultulong ti inada.
obra ti balayda?

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Comprehension Questions Engagement Activity
2. Ania ti nasayaat a galad dagiti
agkabsat?
3. Tumultulong kayo met laeng
kenni nanangyo? Kasano?

1. Ania ti ar-aramiden da Unnoy Group 4: Sing to the tune of


ken Uning sakbay a mangan? Twinkle, Twinkle Little Star
Sakbay a maturogda? Agbuggoka ‘ti imam
2. Ania ti nasayaat a galad nga Malpas ka agay-ayam.
ipakpakita da Uning ken Unnoy? Sakbay ti pannangan.
3. Ania ngata ti mapasamak no Ken no malpas a mangan.
saantayo nga agbuggo ti ima? Agdisgos a kanayon
Nasalun-at a kanayon.
Kinadalus ket laglagipem
Tapno sakit dina ka kapten.

D. Read the Story Using the Reading Plan


Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

E. Do the Matching Word activity


1. Select the Matching Word cards that you prepared for the Shared
Reading Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a
small book, write the words one by one on the CB instead of on word
cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on the
CB) that you selected.

F. Do the Hide-a-Word activity.


1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence...
3. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
5. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again, using
the pointer to show them the words they are reading. Let them try again
to say the word.
6. Do this with the other two “Hide-A-Word” sentences.

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DAY 2
Developing Language Competencies

A. Preparatory Activity
Flower Festival
Read the words on the leaves. Put them on the stems of flowers with labels
Persons, Things, Animals or Places where they belong.
gumamela pinggan
Miss Santos likod ti balay
kusina sapatos
Gonzaga Ana
ubing kallugong

B. Lesson Proper
1. Presentation
a. Ania ti sinabon ni Uning? Ti rupana
Ania ti nsagut ni amang kenni Unnoy? ti urbon
Ania met kenni Uning? ti uken
Ania ti binuguan ni Unnoy? dagiti ima ken sakana
Siasino ti naglabar? dagiti ubbing.
b. Read the sentences and discuss the noun markers “ti” and “dagiti”
used in the sentences.
Sinabon ni Uning ti rupana.
Insagut ni amang ti urbon ken ni Unnoy, ti uken ken ni Uning.
Binuguan ni Unnoy dagiti ima ken sakana.
Naglabar dagiti ubbing.

2. Discussion
a. Ania ti sinabon ni Uning? (rupa)
b. Ania a sao ti nausar sakbay ti sao a rupana? (ti)
c. Ania ti insagut ni amang ken ni Unnoy? (urbon) ken ni Uning? (uken)
d. Ania a sao ti nausar sakbay ti urbon ken uken? (ti)
e. Mano ti rupa, urbon ken uken nga dakdakamaten kadagitoy a
pangungusap?
f. Ania ti binuguan ni Unnoy? (dagiti ima ken sakana)
g. Ania a sao ti nausar sakbay diay ima ken sakana? (dagiti)
h. Siasino dagiti naglabar? (dagiti ubbing)
i. Ania a sao ti nausar sakbay diay sao nga ubbing? (dagiti)

3. Oral Practice
a. Reading the Dialogue
Let the girls read the lines of Uning, and let the boys read the lines of
Unnoy in the dialogue.
b. Sing to the tune of “Ito ang Ulo”
Fill in the blanks with TI or DAGITI to complete the song.
Daytoy _____ ulo agtung-ed tung-ed.
Daytoy _____ abaga agtayye-tayyek.
Daytoy _____ siket, agkinni-kinni.

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Sibubukel a bagi, agkuti-kuti.
c. Sing to the tune of “My Toes, My Knees”.
_____ tumeng ken _____ saka
_____ siket ken _____ abaga
_____ ulo ken _____ rupa
Buguam tapno nabanglo ka.

4. Generalization
When do we use “ti” or “dagiti”? Guide the pupils to say the following:
a. Use “ti” when referring to only one object.
b. Use “dagiti” when referring to more than one object.

5. Guided Practice
a. Group the pupils into four. Play the “Bring Me” game. Ask for objects
that can be found inside the classroom. For example, say: Please
bring me a blue bag/two pencils.
b. Let the pupils from each group run to the teacher with the correct
objects and say:
c. Daytoy ti _____/Dagitoy dagiti _____. The first group to bring the
object and use the structure correctly gets a point. The group with the
most number of points at the end of the game wins.

6. Independent Practice
a. Get a partner. Ask your partner about the object you are holding. Take
turns in asking and answering the question. Use “daytoy ti,dayta ti or
daydiay dagiti” .
Example:
Pupil 1 holds a pencil.
Pupil 1: Ania daytoy?
Pupil 2: Dayta ti lapis.
Pupil 2: Ania dayta?
Pupil 1: Daytoy ti lapis.
b. Encourage pupils to name objects they see outside the classroom.
Examples: Daydiay ti kayo.
Daydiay ti billit.
c. Let the pupils get object/s from their bag. Tell them to use “ti” or
“dagiti” in naming the objects.
Examples:
Daytoy ti bag ko.
Dagitoy dagiti librok.

7. Application
Kumpletuen ti sumaganad babaen ti pagaramat ti “ti” wenno “dagiti”.
Daytoy _____ taraken ko a pusa.
Ni Unnoy ___ magmagna.
Kagatgatang ______ ay-ayamko.
Daydiay _____ talon a papanak.
Binagkatna _______ prutas.

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8. Evaluation
Isurat ti “ti wenno “dagiti”
1. _____ billit.
2. _____ Bantay Tabungao.
3. _____ adu a bola.
4. _____ pusa ke aso
5. ____ banga.

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. Recall the story “Da Uning ken Unnoy”.
a. Siasino dagiti agay-ayam ti linnemmengan? (Uning and Unnoy)
b. Ania ti pinangtakkub ni Unoy ti bagina? (ules)
c. Siasino dagiti nagluto? (Uping, their mother)
d. Apay a kinatawaan ni Unoy ni Uning? (uring-uring dagiti siko, rupa
ken badona)
e. Siasino ti naggapu sadiay taltalon? (Undong, their father)
f. Ania dagiti pinangrabiida? (udang, ubog, uggot ti kamotit ken utong)
g. Ania ti inted ni lelongda kadagiti appokona? (urbon, uken)
2. Present the answers on the board. Read the words. Pupils repeat the
words.
Uning ules uggot
Unnoy uring-uring utong
Uping udang urbon
Undong ubog uken

B. Lesson Proper
1. Presentation

LESSON 10 LETTER Uu

A n I t k s o y m l g u

uno,ugsa, unas, ulnas,


isu, mulagat, isuna,
tuso, agkuyog, kuyog,
tualya, salun-at, sagut,
tukak, bukot, gumanat,
galut, gugot,
gumammat, sua, ,
unas galut, mailumlom,
kimmut,
U Nas

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unas u
una un
un una
u unas

dut sa ku Tu ul

gut las may Ko mu

nas in U La nag

ul mu nag Ut ot
Maysa nga ulnas nga unas ti inlako ni Kulas. Maysa
Maysa nga ulnas nga unas ti inlako ni. Maysa nga
Maysa nga ulnas nga unas ti inlanko Maysa nga ulnas.
Maysa nga ulnas nga unas ti Maysa nga ulnas nga
Maysa nga ulnas nga unas Maysa nga ulnas nga unas
Maysa nga ulnas nga Maysa nga ulnas nga unas ti.
Maysa nga ulnas Maysa nga ulnas nga unas ti inlako
Maysa nga Maysa nga ulnas nga unas ti inlako ni
Maysa Maysa nga ulnas nga unas ti inlako ni
Kulas.

Basaen dagiti sumaganad:


uno ugsa unas tukak
ulnas isu mulagat isuna
tuso agkuyog kuyog bukot
tualya salun-at galut sagut
mukod gumanat gammat gugot
gumammat sua mailumlom kimmut
lanut uggot tugot sugot

sangaulnas nga unas galut ti ugsa


nasalun-at agkuyogda
sinugutanda tugot ti saka
nailumlom a tukak kimmut ti ugsa
mulagat a mata uggot ti kamutig

Uggot ti kamutig ti kinnanna.


Nasalun-at ti ugsa da Unor.
Nailumlom ti saka dagiti nagkuyog nga agina.
Sinugutanda ti mulada.
Ginalutanda ti ugsa ti lanut.
Naggiginnammatanda ti sua iti lamisaan.

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2. Picture And Key Word
a. Introduce the keyword picture/key word

unas

b. Point to the picture then tell the children , “Daytoy ket Unas”. [Let the
children respond briefly. Don’t try to get them to talk about the picture.
You want them to focus on the word.]
c. Point to the key word under the picture. Read the key word. Point to
the key word and read it to the children. Keep pointing to the key word
as you read it with the children 2-3 times.

3. Syllable Box

u nas

Do the syllable boxes activity. (IMPORTANT: Do this only if the keyword


has more than one syllable. If only one syllable, skip this part.) Point to
the keyword and read it at normal speed. Point to each syllable as you
read each syllable distinctly. Read each syllable again, clapping once for
each syllable. Do this again and have the students
clap for syllable with you.

4. Do the “Breaking Word” activity


Unas
Una
Un
u

Go to the “Breaking Word” column. Read the key word to and then with
the students. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the children,
then with the students. Continue reading each smaller part of the word.
(This may take only one step or it might take 3 or 4 steps, depending on
the length of the key word.) When only the new letter is left, read the new
letter to the children and then with the children).

5. Do the “Making Word” activity


u
un
una
unas

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a. Go to the “Making Word” column. Read the new letter to the students
and then with the children. Point to the part of the word directly under
the new letter. Read that part of the word to the children and then
with the children. Read the next bigger part of the word to and with
the students. When you get back to the keyword, read it to and with
the children.
b. Read the entire keyword lesson using Steps 2-5 of the Reading Plan.

6. Big Box And Word Chart


unas u
una un
un una
u unas

dut sa ku tu ul

gut las may ko mu

nas in u la nag

ul mu nag ut ot

a. Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
b. Read the letters or syllables in the Big Box to and then with the
children. Read all the letters or syllables in the Big Box to the children
and then with the children. Read left-to-right and then top-to-bottom.
Use the pointer to point to different letters or syllables randomly.
children read each letter or syllable as you point to it. Correct them if
they read anything incorrectly.
c. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the children that found it. Ask the other children it
that word is correct. If so, write the keyword on the “Word Chart” or on
the CB and read it to and with the children. If it is not correct, ask
another child to find the Key word and write it correctly on the Word
Chart of CB.
d. Children find other words in the Big Box. Invite volunteers to find other
words in the Big Box. Read the words with the children as they
identify them. Ask the rest of the class if the word is correct. If not,
invite another child to come and point to the correct letters. Write all
the words on the Word Chart or chalkboard.
e. Read all the words on the Word Chart with the pupils.

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7. Sentence- Breaking And Sentence- Making
Read the Sentence-Making word to and with the children.

Maysa nga ulnas nga unas ti inlako ni Kulas. Maysa


Maysa nga ulnas nga unas ti inlako ni. Maysa nga
Maysa nga ulnas nga unas ti inlanko Maysa nga ulnas.
Maysa nga ulnas nga unas ti Maysa nga ulnas nga
Maysa nga ulnas nga unas Maysa nga ulnas nga unas
Maysa nga ulnas nga Maysa nga ulnas nga unas ti.
Maysa nga ulnas Maysa nga ulnas nga unas ti inlako
Maysa nga . Maysa nga ulnas nga unas ti inlako ni
Maysa Maysa nga ulnas nga unas ti inlako ni
Kulas.

8. Do the “Sentence-Breaking” Activity.


a. Do the Sentence-Breaking Activity the same way you did the Word
Breaking. Activity in the keyword part of the lesson.
b. Do the “Sentence-Making” Activity on the chalkboard.
Build the sentence back up, from the Sentence-Making Word to the
whole sentence. the same way you did the “Making Word” activity in
the keyword part of the lesson.
c. Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.
d. Sing to the tune of “Manang Biday.”

Ti Natuleng nga Urbon


Uning/Dagiti
Babbai
Ading unnoy, daytan ta urbon.
Nakagarot immay diay talon.
Anian kigtot ti taga-Uzon
Madamada da nga agbumbunubon.
Unnoy/Dagiti Lallaki:
Alla, Manang, nakababain.
Daytay urbon nakagarot ketdin.
Napan kami ken kasinsin Urin
Nagapit utong diay Turod Umpin.
Unnoy/Babbai:
‘Nia pay garud inkan tamingen.
Makaunget ni Tatang manen.
Diay salapay ni Nanang nga ules
Sinangdo diay urbonmo a bumanesbes.
Unnoy/Lallaki:
Aynan Manang, innak sapulenen,
Daytay urbon a nakatultuleng.
Sanakto mapan diay karayan
Ta agtiliwak ti dadakkel nga udang.

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9. Discussion
a. Ania ti nakagarot a dinguen? (urbon)
b. Makinkukua iti nakagarot nga urbon? (Unnoy)
c. Taga-ano ti nakigot iti urbon? (Uzon)
d. Asino ti nangipadamag ken ni Unnoy a nakagarot ti urbon? (Uning)
e. Napanan ni Unnoy idi nakagarot ti urbon? (Umpin)
f. Asino ti kaduana a napan idiay Turod Umpin? (Urin)
g. Ania ti inapit da Unnoy idiay turod? (utong)
h. Ania ti mapan tiliwen ni Unnoy idiay karayan apaman a masapulanna
ti urbon? (udang)
i. As the pupils give their answers, put flashcards in the pocket chart.
Ask: What common sound do you hear at the beginning of these
words?(Sound /u/) Teacher produces the sound and let pupils repeat
the sound heard.

10. Oral Practice


Climb The Ladder. This is Unna. Let’s help her climb the mango tree
using the ladder. She can only go up if she can name the pictures on the
ladder.
a. uggot
b. ugsa
c. ukis
d. uleg
e. upa
f. uram
g. urat
h. uring
i. urok
j. utek

11. Phoneme Segmentation


Listen as I say the word. Count the sounds you hear in each word.
a. uken
b. ulo
c. uram
d. uleg
e. ubas

C. Generalization
What sound did you learn today?

D. Guided Practice
Divide the class into four groups. Ask each group to write the missing words
that match the pictures to complete the rhyme. Let them read the rhyme after
completing it. Choose from the names below:

Ugsa Uleg ulo Urbon Upa uram udang

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Gapu Iti Uram

Nabulabog ni _____ (Uleg)


Gapu iti _____ (uram) ditoy kabakiran ti Dungeg.
Simmakit ti _____(ulo) ni _____ (Ugsa)
A nangpanunot nu makapasiar to pay diay Urdaneta.
Imbag la ketdin ta immay da _____(Upa) ken _____(Urbon),
nagdardaras da a timmulong.
Daytan ni _____ (Udang) a naggapu diay Ubbog.
Umay da met umarayat ken ni amo Burog.

E. Independent Practice
1. Teach a song to the tune of “London Bridge is Falling Down.” Write the
song on a chart. Sing the song and track the print as you sing. Sing the
song several times to encourage the children to sing the song.
Teacher’s Version: Pupils’
Ania ti umuna nga uni /u/
ti umuna nga uni
a mangngeg mo, nga
uni, a mangngeg
mo? nga uni…
A nia ti umuna nga uni /u/
ti umuna nga uni
Iti unas? a mangngeg iti unas.
Substitute these words: ubas,
uleg, ules, udang for unas.
2. The teacher says the first sound /u/ and the remaining sound in the word.
The children repeat after the teacher. Then the teacher asks pupils to
blend word parts.
/U/n … noy /u/r…bon /u/…dang
/U/…ning /u/…les
/U/…ping /u/…tong

H. Application
Look at the pictures. Form the jumbled letters that fit in the word boxes to
answer the following riddles.

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I. Evaluation
Say each picture name. Cross out the picture that does not belong in the
group.
1. sabong ukis utong
2. uleg urat bag
3. ubas mangga ube
4. sando upa uggot
5. ugsa udang lapis

DAY 4
Handwriting And Spelling

Handwriting
A. Preparatory Activity
Draw a bubble around the letter that sounds /u/.
u U n d m
n c b g U
o p P U h
U j r c u

B. Writing Activity
What sound have you learned?
What is the letter name for sound /u/?
1. Letter
a. Present letter Uu and say: This is big letter U and this is small letter u.

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b. Demonstrate the proper way of writing letter Uu in the air, on one’s
desk, on one’s palm or on a classmate’s back.
c. Let the pupils say the letter name - “big letter U” or “small letter u” in
each
stroke while writing, then the sound “/u/” for the second round.
d. Write letter Uu on the chalkboard following the straight three lines on
the board as guide. Let the pupils trace dots on the chalkboard and on
paper to form letter Uu.

2. Writing a phrase
a. Write a phrase on the board using words with letter u: ti uring ni
Uning. Read the phrase. Let the pupils repeat the phrase.
b. Call four pupils to write each of the word in the phrase, reminding to
leave enough space after the first word is written.
c. Let the next two pupils copy the phrase below the first “models” of
phrase.
3. Writing a sentence
a. Write a sentence on the board: Nabasa ti uring ni Uning. Read the
sentence. Let pupils repeat the sentence.
b. Call on five pupils to copy each of the word in the sentence. Have
them observe the capitalization, use of punctuation marks and spaces
between the words.
c. Another pupil copies the whole sentence on the board.
4. Guided Practice
a. Children practice writing on their activity boards using their markers.
Let them copy this phrase: ti naburas nga ubas
b. Go around the room and help anyone that is having trouble copying
the phrase.

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5. Independent Practice
Children practice writing a sentence on their writing notebooks. They
should be encouraged to write following the “three lines” of the
paper/notebook. Go around the room and help anyone that is having
trouble writing the sentence.
Naimas ti sidami nga udang.
6. Application
Children practice writing the new sentences on their writing notebook.
Write the sentence on the chalkboard. You may need to write it several
times so everyone can see clearly how you write it. Children write the
new keyword 10 times on their notebooks. Walk around the room to see
how they are doing. Help anyone that is having trouble writing the
sentence.
7. Evaluation
a. Name the pictures. Write the missing letter to complete the names.

b. Spelling
1. Dictate the key word from today’s lesson. Children write the word
on their paper or slate.
2. Dictate the key word from the last lesson. Children write the word
on their paper or slate.
3. Dictate 2-5 key words from earlier lessons, one by one. Children
write each word.
4. Have the pupils exchange spelling notebooks for the checking.
Let them answer. Ask them to spell properly, by saying the word
before giving each letter and then saying the word being spelled.
Write the correct spelling of words on the Chalkboard and let them
check their seatmate’s work.

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DAY 5
Assessment

A. The teacher is expected to prepare sets of exercises that assess the


following:
1. Reading Comprehension
a. Recalling the important details of the story listened to by relating the
story
b. Making inferences on character’s feelings and traits
2. Phonological Skills
3. Alphabet Knowledge
4. Word Recognition
5. Grammar Awareness
6. Handwriting
7. Spelling

B. Activity Sheets

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Lesson Guide in Grade 1 - Ilokano: Week 14

I. Objectives:
Skills
1. Talk about the story by recalling important details
2. Discuss meaning and develop vocabulary through meaningful and concrete
experiences
3. Relate events in the story listened to.
4. Make inferences on the character’s feelings and traits based on the story
listened to.
5. Express love for stories by browsing the storybooks read to them
6. Respond to the story through the following engagement activities
Group 1: Draw pictures of animals in the story
Group 2: Act out portions of the story
Group 3: Interpret the feelings of the characters in the story
Group 4: Sequence events in the story, which happened first, second, third
etc.
7. Use correct noun markers (ni, da) in identifying names of persons
8. Give/produce the beginning sound of /d/ and /e/ in a given word
9. Match words with pictures and objects.
10. Write upper case and lower case letters of Dd and Ee.
11. Write words, phrases and sentences correctly
12. Observe some mechanics when copying/writing sentences, capitalization
while space between words and correct punctuation marks.

II. Subject Matter:

A. Story: ”Diay Talon”

B. Focus Skill:
1. Oral Language
Talk about the story by recalling important details.
2. Phonological Skills
a. Give/produce the beginning sound of letter/s in a given word.
b. Orally segment a two or more syllable word into its syllabic parts.
c. Give the new spoken words when two or more syllables are join to
form words
3. Vocabulary
Discuss meanings and develop vocabulary through meaningful and
concrete experiences.
4. Reading Comprehension:
a. Relate events in the story to include events/celebration/radio
broadcast/local news listened to.
b. Make inferences on the character’s feelings and traits based on the
story, events, and celebration listened to.

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c. Make inferences on the character’s feelings and traits based on the
radio broadcast, and local news listened to.
d. Express love for stories by browsing the storybooks read to them and
asking to be read more stories.
5. Book and Print Knowledge:
a. Make one-to-one correspondence between written and spoken words.
b. Point out that spoken words are represented in written language by
specific sequence of letters.
c. Recognize correct spelling of words.
6. Alphabet Knowledge
a. Give the letter that begins with the name of a given picture/objects.
b. Identify specific letters in the alphabet, both upper and lower case.
c. Show relationship between sounds and written symbols
7. Grammar Awareness
Use the correct noun markers (ni, da) in identifying names of persons
8. Word Recognition:
a. Match words with pictures and objects.
b. Give the sounds of the specific letter/s in the alphabet.
c. Blend specific letters to form syllables, words, phrases and sentences
and short paragraph.
9. Handwriting:
a. Write upper case and lower case letters in print using proper
proportion.
b. Write words, phrases, sentences and paragraph correctly.
c. Observe some mechanics when copying/writing sentences:
capitalization, white space between words and correct punctuation
marks.
10. Spelling
a. Understand that there is a correct way to spell words.
b. Spell and write words using phonemic awareness and letter
knowledge.

C. References:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

D. Materials:
Pictures
Story

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E. Strategies:
Shared Reading
Sequencing
Acting-out
Games

F. Value: Taking Care of our Environment

G. Theme: Care for Environment

III. Procedure:

DAY 1
A. Pre- reading Activities
1. Motivation and building background
a. Teacher introduces concept by asking questions about the topic to
elicit pupils’ prior knowledge or help provide background knowledge.
The teacher asks questions to get them to talk and say what they
know.
b. The teacher asks pupils of what they do on their houses. Show the
picture of a boy feeding animals. The teacher allows the pupils to
share their thoughts.
2. Unlocking of new/difficult words through concrete objects, pictures and
action.
dingwen ellek
dakkel agnanaed
taraken
The teacher introduces the big book, displays the cover and point to the
title explaining that these words are called title. The teacher points to and
reads the author’s and illustrator’s names, explaining to the children that
an author is a person who writes the story and an illustrator is one who
draws the pictures for the story.
3. Motive questions
The teacher presents the cover of the big book showing a house in the
farm and ask:
a. Sadino ngata daytoy a balay?
b. Apay ngata a magusgustuanda ti agnaed idiay away?

B. During Reading
1. First reading by the teacher
Teacher opens the book and reads the whole story each page with the
illustrations to the pupils.
2. Second reading
The teacher gives pupils a chance to interact with the text. After reading a
page or several pages ask questions to help pupils monitor to help pupils
monitor their comprehension.

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“Diay Talon”
Sarita ni Elvie Salas

Ni Elyo ket agananed diay balayda manongna a Danilo ken manangna a


Dana. Adda ti kataltalunan iti balayda. Adu ti dinguenda. Adda dadakkel a
pato, manok, kalding, baka ken nuang. Napalalo unay iti panagayatda
kadagiti dinguenda. Ni Elyo ti agpakpakan ken agpapainum kadagiti pato ken
manok. Napalalo iti ellekda manong na a Danilo ken manang na a Dana a
mangbuybuya kenni Elyo nga aglagtolagto. Sipsiplagen ngamin dagiti upa
nga adda piekda. Kasta met a sippisippiten dagiti dumalaga ti luppona.

Dakkel iti maitulong dagitoy a dinguenda iti panagbiagda. Inaldaw nga


agakasda kadagiti itlog dagiti manok ken patoda. Dakkel a tulong dagiti
maalada a gatas dagiti kalding, baka ken nuang nga ilaklakoda.

C. Post Reading
1. Lead the class to answer the motive questions.
2. Divide the class into 4 groups and give each group an activity. The
discussion of the story follows and the small group activities are
presented as the discussion goes on.

Comprehension Questions Engagement Activities


1. Siasinno dagiti nagakem iti Group 1: Draw and Tell
sarita? Present a drawing of a house in
2. Sadino ti balayda? the farm with some animals.
3. Apay a magusgustuanda ti
agnaed didiay away? Group 2: I Care
4. Ania ti ar-aramidenda didiay? Act out how Ely and Danilo feel
5. Ania ti riknada no agpakanda when they fed their animals.
kadagiti tarakenda?
6. Ania ti paset ti sarita a Group 3: Look Out!
mangipakpakita ti kinaragsak Dramatize how Ely looked while
dagiti agassawa? feeding the ducks and chickens.
7. Ania a paset ti sarita ti
magipakita ti panagtaripato Group 4: Relate the Story Again
kadagiti adda ti aglawlaw? Sequence the events and retell the
Kasano nga impakita da Elyo story using pictures. Tell what
kenni Danilo dagiti tarakenda? happened first, second, third and
last in a series of pictures.

D. Read the Story Using the Reading Plan


Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

E. Do the Matching Word activity


1. Select the Matching Word cards that you prepared for the Shared Reading
Story.

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2. Give one of the Matching Word cards to a volunteer. (If you are using a small
book, write the words one by one on the CB instead of on word cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are using
a small book, tell the student to point to that word on the page.) Help them if
they have trouble finding the word and praise them when they are correct. Do
this with each Matching Word card (or word on the CB) that you selected.

F. Do the Hide-a-Word activity.


1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence.
3. Re-read the sentence, including the word that is covered. Ask the students,
“Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then read
the sentence again.
5. If they say the wrong word, point to the word they said and show them that
this is NOT the word that is covered. Read the sentence again, using the
pointer to show them the words they are reading. Let them try again to say
the word.
6. Do this with the other two “Hide-A-Word” sentences.

DAY 2
Developing English Language Comprehension

A. Preparatory Activities
Motivation:
Present the a picture in the farm where Danilo, Dana and Elyo are seen
1. Question : Siasino dagiti nagakem iti sarita
Answer: Da Danilo, Dana ken Elyo
2. Question: Siasino dagiti amo ni Elyo?
Answer: Da Danilo kenni Dana
3. Question: Siasino ti asawa ni Danilo?
Answer: Ni Dana
4. Question: Siasino ti agtartaraken kadagiti ayupda?
Answer: Ni Elyo
5. Question: Siasino dagiti kasta unay ti ellekna ti siniplagan ti upa ni Elyo?
Answer: Da Danilo ken Dana

B. Development of the Lesson


1. Ania a balikas ti mangngeg sakbay ti nagan ti Elyo laeng kadagiti sungbat?
2. Ania a balikas ti mangngeg sakbay ti nagan ti Dana laeng kadagiti sungbat?
3. Ania a balikas ti mangngeg sakbay kadagiti nagan ti Elyo ken Danilo laeng
kadagiti sungbat?
4. Ania a balikas ti mangngeg sakbay kadagiti nagan da Elyo ken Danilo laeng
kadagiti sungbat?
5. Ania a balikas ti mangngeg sakbay kadagiti nagan da Elyo, Danilo ken Dana
laeng kadagiti sungbat? Da Kaano nga aramaten ti ni/da? Mano a tao ti
pagsasaritaan?

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C. Generalization:
1. Aramaten ti “ni” no maymaysa a tao ti dakamaten.
2. Aramaten ti “da” no dua wenno ad-adu ti dakamaten a tattao

D. Guided Practice:
Punuam ti ni wenno da dagiti sumaganad nga ibagak:
1. Nanang ken tatang
2. An-an
3. Ben ken Rod
4. Maestro ken maestro
5. Abrin, Dindin ken Nikka

E. Application:
Ania ti ummo nga aramaten kadagiti sumaganad a ladawan. ni wenno da?
Ugedan ti sungbat.

Ni Da Ni Da

Ni Da Ni Da

Ni Da Ni Da

F. Evaluation:
Ania ti aramaten a sarita kadagiti sumaganad, ni wenno da? Marisan ti
sungbat ti malabaga.
1. Ni, Da Ikit Gonyang ken Uliteg Ino ket agtaltalonda..
2. Ni, Da Ero ket isu ti kasinsinko.
3. Agkakaeskuelaan ni, da David, Flor kennni Beth
4. Ni, Da Dotie ti mangited ti tulong.
5. Ni, Da Jem ken JC ket agkabsat.

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DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. Recall story “Diay Talon”
2. Read some words taken from the story.
Danilo
Dana
dinguen
dakkel
dumalaga
Ania ti aweng a pagrugian dagiti nangngeg yo a balikas? /d/
(Produce the sound and let the pupils repeat the sound heard.)

B. Lesson Proper
1. Presentation
The teacher presents the picture of grasshopper “Dudon”
Ania daytoy?
2. Discussion:
Teacher presents the Prime Track for letter Dd.

LESSON 11 LETTER Dd

a n i t k s o y m l g u d

suyod, guyod,
tukad, mukod,
gated, gaod,
gadgad, sagad,
gusod, sugod,
daga, duyog,
dudon dalan, dagum,
dalligan,
dalluyon,dudon,
du don disso,guyod,dita,
damo, daan,
dudon d dakamat, dikki,
dudo du daga, dagdag,
dud dud dagadag, dudon,
du dudo madi, iddog,
d dudon atiddog, idag,
agidag,
na no da tu agiddan,
du do a li aggigiddan
lan don mo ka
tid kan dog sa

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Atiddog dagiti saka ti dudon Atiddog
Atiddog dagiti saka ti Atiddog dagiti
Atiddog dagiti saka Atiddog dagiti ti saka
Atiddog dagiti Atiddog dagiti saka ti
Atiddog Atiddog dagiti saka ti dudon

Basaen dagiti sumaganad:


suyod guyod tukad mukod
gated gaod gadgad sagad
gusod sugod daga duyog
dalan dagum dalligan daan
dalluyon dudon disso guyod
dita damo dakamat dikki
daga dagdag dagadag dudon
madi iddog atiddog idag
agidag agiddan aggigiddan igid
tudo tudo gatad disso
dalus

igid ti dalan atiddog a dalan


madina damo a tudo
sangkadisso a daga sagad nga iit
dalan ti danum iddog ti ina

Sagad nga iit ti pinagdalusna.


Nagmuladan idi damo iti tudo.
Intudona ti naglako ti uggot ti kamutig.
Iti dalikan a nagluto idi kalman.
Nagatad ti sangadisso a daga nga lakoda.
Naggigiddanda a nagdalus iti kukoda.

3. Picture and Keyword


a. Introduce the keyword and key picture.

dudon

b. Point to the picture then tell the children, “Daytoy ket dudon.”
c. (Let them say dudon)
d. Point the keyword under the picture.
 Read the keyword
 Let children read also

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 Keep pointing to the keyword as you read it with the children 2 – 3
times.

4. Syllable Box
du don

Note: Do this if the keyword has more than one syllable.


a. Point to the keyword and read it.
b. Point to each syllable.
c. How many syllables are there?
d. Read each syllable again.
e. stamp each foot as you read each syllable in the word. Do this
repeatedly.
“How many times did you stamp your foot?”

5. Do the “Breaking Word” Activity


dudon
dudo
dud
du
d

6. Do the “Making Word” Activity


D
Du
Dud
Dudo
dudon
a. Read the new letter to the students and then with the children.
b. Point to the part of the word directly under the new letter.
c. Read the part with the children and then with the children.
d. Read the next bigger part of the word to and with the children.
e. When you get back to the keyword, read it to and with the children.
f. Read the entire keyword lesson using steps 2 – 3 of the reading plan.

7. Big Box and Word Chart


dudon d
dudo du
dud dud
du dudo
d dudon

na no da tu
du do A li
lan don mo ka
tid kan dog sa

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a. Present the mystery box with letters or syllables in it for this lesson in
the Prime. Make the Mystery Box underneath the Making and
Breaking Word sets.
b. Open the mystery box. Get letter or syllable read first then with the
children.
 Read left to right and then top to bottom.
 Bring out one letter or syllable at a time.
 Let children read as you show the letters or syllables
c. Children find the new key word in the Mystery Box.
 Ask: Who can come and find the letters or syllables that make the
new key word?
 Let them read the word that the child brought out from the mystery
box.
d. Ask:
 - Is the word correct?
 - Who can write on the board?
 - Let them read again.
e. There are other syllables and letters in the Mystery box.
 Call pupils to find other words.
 Write on the board the words that they found.
 Let children read the words
 (Lead them how to read the words correctly)
atiddog dala damo
tudo saad dua
f. Let the children read all the word again in chorus.

8. Sentence –Breaking and Sentence Making


a. Read the sentence-Making Word to and with the children
Atiddog dagiti saka ti dudon Atiddog
Atiddog dagiti saka ti Atiddog dagiti
Atiddog dagiti saka Atiddog dagiti saka
Atiddog dagiti Atiddog dagiti saka ti
Atiddog Atiddog dagiti saka ti dudon
b. Do the “sentence Breaking” Activity
Do the sentence-Breaking Activity the same way you did with the
Word Breaking Activity in the Keyword part of the lesson.
c. Do the Sentence Making Activity on the board
Build the sentence back up, from the sentence-Making Word Activity
in the Keyword part of the lesson.
d. Read the Sentence –Breaking and Sentence-Making Sentences
following the Reading Plan.

9. Oral Practice
a. Teacher shows pictures with beginning/final sound of /d/:
dakulap igad
dila sagad
dalem diamante
damortis mukod
b. Ask: Ania nga aweng ti mangngeg iti rugi wenno udi ti balikas?

217
c. Have the children repeat reading the words using the Reading Plan.

10. Guided Practice


a. Distribute rubber bands and invite the children to stretch them.
b. Highlight /m/ by stretching your rubber band and say: /d/
c. Do the stretching of rubber band with me and say, /d/
d. Repeat these words beginning and ending with /d/ after me as you
stroke your rubber band.
/d/ danum kallid /d/
/d/ daga gadgad /d/
/d/ daya tukad /d/
e. Teach a song to the tune of “My Toes, My Knees…”
Ania ti umuna/maudi nga aweng ti danum/kallid (2x)
/d/ ti umuna/maudi nga aweng ti danum (2x)
Substitute other words

C. Application
Listen to the story:
The pupils are made to enumerate words with /d/

D. Evaluation
Agdrowing ti iti baba ti ladawan no ti nagannna daytoy ket agrugi ti /d/,
no ti nagan ti ladawann ket agturpos ti /d/.

1. 4.

2. 5.

3.

DAY 4
A. Preparatory Activity
“Bring Me” will be played by the children.
1. Teacher prepares pictures, objects that have the beginning sound of D.

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2. The children will go around the room to look for the picture or object being
asked and bring it to the teacher. Let him/her tell the name and produce
the beginning sound of the given object.

B. Writing Activity
1. Modeling by the teachers
a. Present the letter D.
b. Say: Daytoy ket dakkel a letra D.
c. Buyaendak a mangisurat kadaytoy.
d. Itatta , datayo amin ti mangisurat iti dakkel a letra D iti angin. (Do this
3 – 4 times)
2. Guided Practice
a. Writing letter m on their palm (teacher demonstrates)
b. On their armed chair
c. On classmates back
d. Trace big D and small d on the given space
3. Independent Practice
Children practice writing on their paper
a. Write the new letter on the chalkboard.
b. Show them the correct way of writing big and small letter “Dd”
c. Children will practice writing the letter on their paper or in their writing
exercise books. (Do this ten times)
d. Go around the room and help everyone that are hard-up in writing the
letter.

C. Application
1. Children practice writing the new key word on their paper or slate. – Write
the word in large letters on the chalkboard.

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2. Let them write the new keyword 10 times on their paper or slates.
3. Monitor the pupils. See how they are doing.
4. Help everyone that is having trouble in writing this word.
D. Evaluation
Isurat ti kurang a letra.
1. daniw ___aniw
2. Dante ___ante
3. Anud anu__
4. durian ___urian
5. Denis ____enis
6. daga ____aga
7. gatad gata____

E. Spelling
1. Dictate the key word from today’s lesson
Children write the keyword on their paper.
2. Dictate the key word from the last lesson.
Children write the word on their paper.
3. Dictate 2 – 5 keywords from earlier lessons.
Children write the each word on their paper.
4. Write the spelling words correctly on the chalkboard.
Walk around the room as the children write to encourage and help them
to know their mistakes.

DAY 4
Developing Oral Language Proficiency

A. Preparatory Activities
Agadalta a nalaing kinuna ni Ela
Kenni Eba a kaeskuelaanna
Tapno saanda a makaala ti ekis
Iti eksamen a maited ti kada Biernes
Ket sigurado a mapaisemda
Dagiti naregta a nagannakda.

Siasino dagiti agadal a nalaing? Ela ken Eva


Ania ti saanda kayat a maala isu nga agadalda a nalaing? Ekis
Ania ti maited kada Biernes? Eksamen

B. Development of the Lesson


Ania ti aweng a pagrugian dagiti nangngeg yo a balikas? /e/
(Produce the sound and let the pupils repeat the sound heard.)

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C. Lesson Proper
1. Presentation
The teacher presents the picture of letter X “Ekis”
Ania daytoy?
2. Discussion:
Teacher presents the Prime Track for letter Ee.

LESSON 12 LETTER Ee

a n i T k s o y m l g u d e

ekis, elisi,edad,
bales,teltel,keddel,

kettel,leddeg,letteg,

umel,gatel,getta,
ekis bettak,isem,igges,
ules,tegged,benneg,
bettek,bennek,
e kis
sainnek, kebbet,
ekis e kebkeb, uken, sibet,
eki ek diket, ellek, yelo
ek eki
e ekis

kue a es Ka
in ma la Dik
kis la an E
ka ted yat dad

Madik kayat makaala ti ekis idiay eskuelaan. Madik


Madik kayat makaala ti ekis idiay Madik kayat
Madik kayat makaala ti ekis Madik kayat makaala
Madik kayat makaala ti Madik kayat makaala ti
Madik kayat makaala Madik kayat makaala ti ekis
Madik kayat . Madik kayat makaala ti ekis idiay
Madik Madik kayat makaala ti ekis idiay eskuelaan.

Basaen dagiti sumaganad:


ekis elisi edad teltel
keddel kettel leddeg letteg
umel gatel uken isem
igges ules tegged sainnek
uken diket ellek yelo
nategged a mannalon sainnek ti ina
igges ti diket nasakit a keddel
adda edadnan naisem nga umel
kinettelna inulesanna

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Nasakit ti keddel ni Nene.
Adu ti igges iti diket.
Kasta unay iti sainnekna.
Addan edadna idi ageskuela.
Nategged a mannalon ni amana.
Adu a leddeg ti inlakoda.
Kasta unay ti ellekna idi kalman.
Inikkanna ti yelo ti ininomna.
Inulesanna diay uken.

3. Picture and Keyword


a. Introduce the keyword and picture.

ekis
b. Point to the picture then tell the children, “Daytoy ket ekis.”
(Let them say ekis)
c. Point the keyword under the picture.
 Read the keyword
 Let children read also
 Keep pointing to the keyword as you read it with the children 2 – 3
times.

4. Syllable Box
e kis

Note: Do this if the keyword has more than one syllable.


a. Point to the keyword and read it.
b. Point to each syllable.
c. How many syllables are there?
d. Read each syllable again.
e. - stamp each foot as you read each syllable in the word.
f. - Do this repeatedly.
g. - How many times did you stamp your foot?

5. Do the “Breaking Word” Activity


ekis
eki
ek
e

6. Do the “Making Word” Activity


e
ek

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eki
ekis
a. Read the new letter to the students and then with the children.
b. Point to the part of the word directly under the new letter.
c. Read the part with the children and then with the children.
d. Read the next bigger part of the word to and with the children.
e. When you get back to the keyword, read it to and with the children.
f. Read the entire keyword lesson using steps 2 – 3 of the reading plan.

7. Big Box and Word Chart


ekis e
eki ek
ek eki
e ekis

kue A es Ka
in ma la Dik
kis la an E
ka ted yat dad

a. Present the mystery box with letters or syllables in it for this lesson in
the Prime. Make the Mystery Box underneath the Making and
Breaking Word sets.
b. Open the mystery box. Get letter or syllable read first then with the
children.
 Read left to right and then top to bottom.
 Bring out one letter or syllable at a time.
 Let children read as you show the letters or syllables
c. Children find the new key word in the Mystery Box.
 Ask: Who can come and find the letters or syllables that make the
new key word?
 Let them read the word that the child brought out from the mystery
box.
 Ask: Is the word correct?
Who can write on the board?
Let them read again.
d. There are other syllables and letters in the Mystery box.
 Call pupils to find other words.
 Write on the board the words that they found.
 Let children read the words
(Lead them how to read the words correctly)
kue a es ka
in ma la dik
kis la an e
ka ted yat na
ekis eskuela eskuelaan
Ited edad madik
 Let the children read all the word again in chorus.

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8. Sentence –Breaking and Sentence Making
a. Read the sentence-Making Word to and with the children
Madik kayat makaala ti ekis idiay eskuelaan. Madik
Madik kayat makaala ti ekis idiay Madik kayat
Madik kayat makaala ti ekis Madik kayat makaala
Madik kayat makaala ti Madik kayat makaala ti
Madik kayat makaala Madik kayat makaala ti ekis
Madik kayat Madik kayat makaala ti ekis idiay
Madik Madik kayat makaala ti ekis idiay eskuelaan.

b. Do the “sentence Breaking” Activity


 Do the sentence-Breaking Activity the same way you did with the
Word Breaking Activity in the Keyword part of the lesson.
 Do the Sentence Making Activity on the board
 Build the sentence back up, from the sentence-Making Word
Activity in the Keyword part of the lesson.
 Read the Sentence –Breaking and Sentence-Making Sentences
following the Reading Plan.

9. Oral Practice
a. Teacher shows pictures with beginning/final sound of /e/:
elephant escalator
Airplane envelope
Elevator alambre
b. Ask: What sound do you hear from the beginning/ending of these
words?
c. Have the children repeat reading the words using the Reading Plan.

10. Guided Practice


a. Distribute rubber bands and invite the children to stretch them.
b. Highlight /m/ by stretching your rubber band and say: /e/
c. Do the stretching of rubber band with me and say, /e/
d. Repeat these words beginning and ending with /e/ after me as you
stroke your rubber band.
/e/ ehersisio plete/e/
/e/embotido peke/e/
/e/entablado higante/e/
/e/entantado asete/e/
/e/ekadalo siempre/e/
e. The teacher lets the children sing “Adu a Pato”
Adu a pato nga aglalagto
Babassit, dadakkel agsasaruno
Kinuna tay bassit a kasla ansisit
Kwak, kwak, kwak umadayo kayo kaniak.
Idiay karayan kayatda ti mapan
Agdigos, aglangoy ken gay-ayam
Kinuna tay bassit a kasla ansisit
Kwak, kwak, kwak umadayo kayo kaniak.

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A. Application
The children are made to substitute all vowels to /e/.
Agdrowing ti maysa a ladawan a ti nagana ket mangrugi wenno agturpos ti
/e/.

B. Evaluation
Ikkan ti kur-it () ti nagan ti ladawan ket mangrugi ti /e/, ikkan ti ekis () no
agturpos ti /e/
1. eroplano
2. ensaymada
3. madre
4. estatua
5. sobre

Handwriting And Spelling

A. Preparatory Activity
(“Intayo diay Eskuela” will be played by the children) Teacher asks the
children to give a word that starts or ends in /e/ that they will bring to school.
The teacher writes the answers on the board

B. Writing Activity
Modeling by the teachers
1. Present the letter E.
Say: This is the big and small letter Ee
2. Watch me as I write the letter in the air
3. Now, let’s all write together in the air. (Do this 3 – 4 times)

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C. Guided Practice
1. Writing letter m on their palm (teacher demonstrates)
2. On their armchair
3. On classmates back
4. Trace the big E and small e on the given space

D. Independent Practice
Children practice writing on their paper
1. Write the new letter on the chalkboard.
2. Show them the correct way of writing big and small letter “Ee”
3. Children will practice writing the letter on their paper or in their writing
exercise books. (Do this ten times)
4. Go around the room and help everyone that are hard-up in writing the
letter.

E. Application
1. Children practice writing the new key word on their paper or slate. – Write
the word in large letters on the chalkboard.
2. Let them write the new keyword 10 times on their paper or slates
3. Monitor the pupils
4. See how they are doing
5. Help everyone that is having trouble in writing this word.

F. Evaluation:
Isurat ti kurang a letra
1. eksakto ____ksakto
2. doble dobl____
3. espiritu ____spiritu
4. espada ____spada
5. higante higant_____

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G. Spelling
1. Dictate the key word from today’s lesson.
Children write the keyword on their paper.
2. Dictate the key word from the last lesson.
Children write the word on their paper.
3. Dictate 2 – 5 keywords from earlier lessons.
Children write the each word on their paper.
4. Write the spelling words correctly on the chalkboard.
Walk around the room as the children write to encourage and help them
to know their mistakes.

DAY 5
Assessment

A. The teacher is expected to prepare sets of exercises that assess the


following:
1. Reading Comprehension
a. Relating events in the story listened to
b. Making inferences on the characters’ feelings and traits
2. Phonological Skills
3. Alphabet Knowledge
4. Word Recognition
5. Grammar Awareness
6. Handwriting
7. Spelling

B. Activity Sheet

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Lesson Guide in Grade 1 - Ilokano: Week 15

I. Objectives:
Skills
1. Make one-to-one correspondence between written and spoken words.
2. Point out that spoken words are represented in written language by specific
sequence of letters.
3. Recognize correct spelling of words.
4. Discuss meanings and develop vocabulary through meaningful and concrete
experiences.
5. Relate events in the story to include events/celebrations/radio broadcast/local
news.
6. Make inferences on the characters feelings and traits based on the story,
events or celebrations listened to.
7. Make inferences on the character’s feelings and traits based on the radio
broadcast and local news listened to.
8. Express love for stories by browsing the storybooks read to them and asking
to be read more stories.
9. Use the correct noun markers (ti, dagiti) in identifying names of persons,
places, animals and things.
10. Respond to the story through the following engagement activities:
Group 1 – Flow Chart
Group 2 – Ipakitam
Group 3 – Idrowing Mo
Group 4 – Urnusem
11. Give /Produce the beginning sound of letters in a given word.
12. Orally segment a two or more syllable word into its syllabic parts.
13. Give the new spoken words when two or more syllables are joined to form
words.
14. Give the letter that begins with the names of a given picture/object.
15. Identify specific letters in the alphabet, both upper and lower case.
16. Show relationship between sounds and written symbols.
17. Match words with pictures and objects.
18. Give the sounds of the specific letter/s in the alphabet.
19. Blend specific letters to form syllables, words, phrases, sentences and short
paragraphs.
20. Write upper and lower case letters in print using proper proportion.
21. Write words, phrases, sentences, and paragraphs correctly.
22. Observe some mechanics when copying/writing sentences, capitalization,
space between words and correct punctuation marks.
23. Understand that there is a correct way to spell words.
24. Spell and write words using phonemic awareness and letter knowledge.

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II. Subject Matter

A. Story:
Ti Pannakapanagan ti Ili ti Alcala
Sarita ni Grace Donata Abugan

B. Focus Skill:
1. Book and Print Knowledge
a. Making one-to-one correspondence between written and spoken
words Pointing out that spoken words are represented in written
language by specific sequence of letters.
b. Recognizing correct spelling of words
2. Vocabulary
Discussing meanings and develop vocabulary through meaningful and
concrete experiences.
3. Reading Comprehension
a. Relating events in the story to include events/celebrations/radio
broadcast/local news
b. Making inferences on the characters feelings and traits based on the
story, events or celebrations listened to
c. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories
4. Grammar awareness
Using the correct noun markers (ti, dagiti) in identifying names of
persons, places, animals and things
5. Oral Language
Responding to the story through illustration and dramatization.
6. Phonological Skills
a. Giving /Producing the beginning sound of letters in a given word.
b. Orally segmenting a two or more syllable word into its syllabic parts
c. Giving the new spoken words when two or more syllables are joined
to form words.
7. Alphabet Knowledge
a. Giving the letter that begins with the names of a given picture/object
b. Identifying specific letters in the alphabet, both upper and lower case
c. Showing relationship between sounds and written symbols
8. Word Recognition
a. Matching words with pictures and objects
b. Giving the sounds of the specific letter/s in the alphabet
c. Blending specific letters to form syllables, words, phrases, sentences
and short paragraphs
9. Handwriting
a. Writing upper and lower case letters in print using proper proportion
b. Writing words, phrases, sentences, and paragraphs correctly
c. Observing some mechanics when copying/writing sentences,
capitalization, space between words and correct punctuation marks
10. Spelling
a. Understanding that there is a correct way to spell words

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b. Spelling and writing words using phonemic awareness and letter
knowledge

C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

D. Materials:
Big Books, Pictures, Story, Flashcards, Pocket Charts, Mystery Box

E. Strategies: Shared Reading, Acting Out, Games

F. Value: Being proud of one’s town/community


History of our Community – how the community got its name

III. Procedure

DAY 1
A. Pre-reading Activities
1. Motivation
a. Ask: Ammoyo no kasano a nanaganan ti iliyo? Ipagpampannakkelyo
met laeng ti iliyo? Ania dagiti bambanag a maipagpannakkelmo?
b. Game: Flower Power
Say: Daytoy a sabong ket simbolo ti ilitayo. Ania kadagiti balikas nga
adda iti sabong ti mabalin a maipagpannakkelmo. Adda kadi pay
sabali a ipagpapannakkelyo? Isurat daytoy iti paset ti sabong nga
awan nagyanna.

230
Ex.

corn

Alcala Milk Alcala St.


Candy Philomene
Church

2. Unlocking of Difficult Words


a. Pangga (Illustration)
b. Pakak (Realia/Illustration)
c. Sarikedked (Synonym)
d. Gobernador Heneral (Context clues)
3. Previewing
a. Present the book with the story “Ti Pannakapanagan iti Ili nga Alcala.”
Talk about the title, author and illustrator. Have them look at the cover
of the book showing a boy with a basket riding on a tricycle to visit his
grandparents.
b. Ask: Maipapan ngata ti ania ti sarita? Sadino ngata ti papanan ti ubing
a lalaki?
4. Motive Question
a. Have the pupils look at the first page of the book showing Pepe
alighting from a tricycle in front of his grandparents’ house.
b. Ask: Ania ti ipakpakita dagiti ladawan? Apay ngata a mapan pasiaren
ti ubing ni lelongna.?

B. Reading of the story


1. First Reading: Read the story using the Big Book. Read slowly so as to
allow the pupils to understand the relationship between written and
spoken words.
2. Second Reading: Read the story again. This time use a pointer as you
show the sentences in each page. Ask questions as you finish a page.

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Ti Pannakapanagan ti Ili ti Alcala
Sarita ni Grace Donata Abugan

Binisita ni Pepe da apongna sadiay barrio ti Piggatan iti maysa a bigat ti


Sabado. Nasangpetanna ni Apong Pedong a mangisimsimpa ti pangga iti
sirok ti pakak (kamansi/breadfruit). Pakpakanen met ni Apong Pina dagiti
tarakenda a pusa. Nagmano a dagus ni Pepe kadakuada.

“Maragsakannak ta immayka, apok,” kinuna ni Apong Pedong.


“Pasarabok kadakayo, Apong,” kinunana ket inyawatna kenni Apong Pina
ti basket nga napunno ti pinya, papaya ken pipino.

“Dagitay met gayam kaykayatanmi a prutas dagitoy. Agyamanak, apok,”


kinuna ni Apong Pina.
“Awan aniamanna, Apong,” insungbat ni Pepe.
“Kumusta ti panagadalmo, Pepe?” dinamag ni Apong Pedong.

“Nasayaat met, Apong,” insungbat ni Pepe. “Umayak ngarud agpatulong


koma iti assignmentko,” intuloyna.
“Ania kadi dayta nga assignmentmo?” sinaludsod ni Apong Pedong.
“Maipapan ti naggapuan ti nagan ti ili tayo nga Alcala, Apong,” insungbat
ni Pepe.

“Dayta la gayam. Agtugawta dita pangga ta dumngeg ka iti


saritak,”inyawis ni Apong Pedong.

“Fulay ti sigud a nagan ti lugar tayo idi un-unana a panawen.


Napanaganan iti kastoy gapu iti nalabaga a dagana a napigket no
matuduan,” inrugi ni Apong Pedong idi makatugawdan iti pangga. “Nasukatan
daytoy iti Alcala idi panawen dagiti Kastila kas pammadayaw kenni Don
Francisco de Paula Alcala, ti Gobernador Heneral ti Pilipinas iti dayta a
panawen. Ti kaipapanan ti sarita nga Alcala ket pigsa wenno sarikedked,”
intuloy ni Apong Pedong.

“Nagpintas gayam ti kaipapanan ti nagan ti ili tayo, Apong,” kinuna ni


Pepe.

“Agpaysodayta, apok. Isu nga agbasaka a nasayaat tapno sika ket


agbalin a pigsa wenno sarikedked ti ili tayo,” kinuna ni Apong Pedong.
“Wen, Apong,” insungbat ni Pepe.

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C. Post Reading Activities
1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the following activities.
Comprehension Questions Engagement Activities
Siasino ti ubing? Group 1 –Flow Chart
Sadino ti papananna? Kumpletuen ti Flow Chart.
Apay a napan isuna sadiay?
Characters

Setting

Event

Ania ti inaramid ni Pepe apaman a Group 2 –Ipakitam


simmangpet isuna iti balay da Ipakita ti kinadayaw ni Pepe
apongna? babaen ti panangidrama ti
Ania ti saguday na nga ubing? pasamak idi sumangpet isuna
iti balayda apongna.

Ania dagiti pasarabo ni Pepe kada Group 3 –Idrowing Mo


apongna? Idrowing dagiti pasarabo ni Pepe
Ania ngata ti marikna ni apongna a kada apongna.
nakakita kadagiti pasarabona?

Ania ti naggapuan ti nagan ti ili nga Group 4 –Urnusem


Alcala? Urnusen dagiti pasamak a
nakaigapuan ti pannakaited ti
nagan ti ili nga Alcala.

Simmangpet dagiti Kastila.

Nasukatan ti Fulay iti Alcala kas


pammadayaw kenni Gobernador
Heneral Francisco de Paula Alcala.

Fulay ti nagan ti ili nga Alcala idi


umuna a panawen.

D. Discussion/Presentation
Let pupils answer the comprehension questions and present their outputs.

233
E. Read the Story Using the Reading Plan
Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

F. Do the Matching Word activity


1. Select the Matching Word cards that you prepared for the Shared
Reading Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a
small book, write the words one by one on the CB instead of on word
cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on the
CB) that you selected.

G. Do the Hide-a-Word activity.


1. Find the first sentence you chose for the Hide-A-Word activity. Read the
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence...
3. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
5. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again, using
the pointer to show them the words they are reading. Let them try again
to say the word.
6. Do this with the other two “Hide-A-Word” sentences.

DAY 2
Developing Language Competencies

A. Preparatory Activities
1. Review
Present cut-outs of three doors. The first door is labelled as Persons
(Tao), the second door Place (Lugar) and the third door Things (Banag).
Let each pupil pick out a picture with appropriate label from the Mystery
Box. Let him/her tuck the picture in the appropriate door.

Lino ubing

simbaan Mercury Drugstore

234
adidas sapatos

Kitty baka

pulis Engr. Ramos

tiendaan Tuguegarao City

(The teacher may add more pictures to encourage greater participation


from the pupils.)

B. Lesson Proper
1. Presentation
Present the local news.

Local News
Lazaro, nangabak sadiay RSPC

Ni Cassandra “Kaye” Lazaro, maysa nga ubing nga adda iti maika-innem
a tukad iti Alcala Central School ti nangabak iti Photojournalism ti Filipino iti
napalabas a Regional Press Conference a naangay sadiay ili ti
Gattaran,probinsia ti Cagayan idi maika-15 agingga iti maika-17 ti Disiembre,
2012.

Inabak ni Kaye dagiti padana nga ubbing a naggapuka dagiti


nadumaduma a luglugar iti maikadua a rehion a nakisalisal iti dayta a salip.

Imbagani Kaye a disiplina ken kinaanus nga agsanay ti palimedna no


apay a nangabak isuna.

Makisalisal ni Kaye iti National Schools Press Conference a maangay


sadiay Puerto Princesa City, Palawan intono maika-9 agingga iti maika-13 ti
Abril iti daytoy met la a tawen.

Ni Mrs. Loida Quintos, manursuro iti Alcala East Central School, ti


mangbaybayabay kenni Kaye.

2. Comprehension Questions
a. Let the pupils answer the following questions:
 Siasino ti ubing?
 Ania a salip ti nangabakanna?
 Sadino ti nakaangayan ti salip?
 Kaano a naangay ti salip?
 Sadino ti pakisalipanna a sumaruno?
 Kaano a maangay ti salip?

235
 Ania dagiti palimedna no apay a nagballigi isuna?
 Kayatyo kadi ti agbalin a kas kenni Kaye?Apay?
 Kasano kayo nga agballigi iti kayatyo iti biag?
b. Ask: Ania dagiti nagan dagiti tattao, luglugar ken bambanag a
nadakamat iti damag a local? Ania ti awagtayo
kadagitoy?(Nouns/Pangnagan)
c. Present the pictures of the following nouns with appropriate labels
arranged in two columns. Say: Dagitoy dagiti pangnagan a
nadakamat iti damdamag.

Ti ubing Dagiti ubbing


Ti ili Dagiti manursuro
Ti probinsia
Ti salip
Ti manursuro

3. Discussion
a. Ask: How many nouns are referred to in each picture in the first
column? (One) What word was used before each noun? (Ti)
b. Ask: How many nouns are referred to in each picture in the second
column? (More that one)What word was used before each noun?
(Dagiti)
c. Let the pupil use ti and dagiti in referring to the objects that they see
inside the classroom.
4. Oral Practice
Mystery Box
Put some pictures of nouns on the mystery box. Pictures should be
properly labelled with their names. Let each pupil pick out a picture. Let
him/her identify the noun in the picture by using ti or dagiti.
5. Generalization
Ask: With what kind of nouns do we use ti? (singular) With what kind of
nouns do we use dagiti? (plural)
6. Guided Practice
Game
a. Give each pupil a pair of flashcards. Ti is written on one card while
Dagiti is written on the other card.
b. Show the following suggested pictures one at a time. (Pictures should
be properly labelled.) As you show a picture, ask the pupils to raise
the flashcard which is appropriate for the picture. The pupil who raises
the wrong card will lose his chance to answer on the next picture. Let
the pupils record their scores. You may give rewards to pupils who got
perfect scores.

liblibro bayabas

pusa banbantay

236
sabsabong simbaan

pinggan luglugan

tugtugaw kotse

balay luplupot

(The teacher may add more pictures).

7. Independent Practice
Distribute the worksheets and have the pupils work independently.

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. Let the pupils recall the selection “Ti Pannakapanagan ti Ili nga Alcala.”
Let them answer the following questions:
a. Siasino ti ubing?
Answer: Ni Pepe
b. Siasino dagiti apongna?
Answer: Da Apong Pedong ken Apong Pina.

237
c. Sadino ti pagnaedan da apongna?
Answer: Sadiay Piggatan.
d. Ania ti ar-aramiden ni Apong Pedong idi sumangpet ni Pepe?
Answer: Isimsimpana ti pangga wenno ulnas iti sirok ti pakak.
e. Ania met ti ar-aramiden ni Apong Pina?
Answer: Pakpakanenna dagiti tarakenda a pusa.
f. Ania ti bitbit ni Pepe?
Answer: Pasarabona kada apongna.
g. Ania dagiti pasarabona?
Answer: Pinya, papaya ken pipino
h. Apay a napan sadiay ayan da apongna?
Answer: Tapno agpatulong ti assignmentna.
i. Ania ti asaynmentna?
Answer: No ania ti naggapuan ti nagan ti ilida nga Alcala.
j. Nagmano ni Pepe kada apongna idi sumangpet isuna. Ania ti
galadna?
Answer: Nadayaw.
k. Ania ti sigud a nagan ti Alcala?
Answer: Fulay.
l. Ania ti kaipapanan ti Fulay?
Answer: Nalabaga a daga.
m. Ania ti naggapuan ti Alcala?
Answer: Manipud ti nagan ni Gobernador Heneral Fracisco de Paula
Alcala.
n. Ania ti kaipapanan ti sarita nga Alcala?
Answer: Pigsa wenno sarikedked.
o. Ania ti imbalakad ni Apong Pedong kenni Pepe?
Answer: Agbasa a nasayaat tapno agbalin a pigsa wenno sarikedked
ti ilida.
p. No sika ni Pepe, ania ti aramidem tapno makalpaska nga agbasa?
Answer: Dumngegak kenni maestra. Aramidek ti assignmentko.
2. Present the following words with letter Pp, if possible, with pictures.

Beginning
panio
pungan
palda
panait
palanggana
pustiso
puto
pagay
payong
palsiit
pugo
paria

3. Ask: Ania nga aweng ti nangngegyo a rugi dagitoy a sarita?


4. Ask the pupils to give more words that begin with letter Pp.

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B. Lesson Proper (Primer Track)

LESSON 13 LETTER Pp

a n I t k s o y M l g u d e p

pustiso, pusipos, puso, puto,


panait, padi, pagay, pispis,
panio, tapa, tungpa, tapis, apit,
sipat, narapis, arrap, tapar,
purpor, papaya, mapan, sultip,
lipaylipay, nepnep, ulep,
pustiso penpen, kepkep sepsep,

pus ti so

pustiso p
pustis pu
pusti pus
pust pust
pus pusti
pu pustis
p pustiso

pus kol nep is


ko la pi ma
po so tiem ni
nuk pis ti mu

Ti pustiso ni Pipo ket natukkol ni Piko Ti


Ti pustiso ni Pipo ket natukkol ni Ti pustiso
Ti pustiso ni Pipo ket natukkol Ti pustiso ni
Ti pustiso ni Pipo ket Ti pustiso ni Pipo
Ti pustiso ni Pipo Ti pustiso ni Pipo ket
Ti pustiso ni Ti pustiso ni Pipo ket natukkol
Ti pustiso Ti pustiso ni Pipo ket natukkol ni
Ti Ti pustiso ni Pipo ket natukkol ni Piko

Basaen dagiti sumaganad:


pustiso pusipos puso puto
panait padi pagay pispis
panio tapa tapis lapis
apit sipat narapis arrap
tapar purpor papaya mapan
sultip lipaylipay nepnep ulep
penpen kepkep sepsep

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kinnit ti sepsep tiempo ti nepnep
napuskol nga ulep tapa ti ugsa
sultip ti pulis narapis a padi
pustiso ti padi napenpen nga pagay
panait ti tapis sipat a nasakit

Tiempo ti nepnep no panagmumula ti mais.


Pinenpenda dagiti apitda a pagay.
Narapis ti padimi.
Inikkanna ti tapar dagidiay napenpen nga pagay.
Dakulap ti panagsipat ni inana kenkuana.
Tinapada diay naalada nga ugsa.
Tinukkol ni Pepe iti lapisna.
Adu ti sepsep no tiempo ti nepnep.
Sinultipan ti pulis diay padi.

1. Picture And Key Word


a. Introduce the keyword picture.

pustiso

b. Point to the picture then tell the pupils , “Daytoy ket pustiso.” [Let the
pupils respond briefly. Don’t try to get them to talk about the picture.
You want them to focus on the word.]
c. Point to the key word under the picture. Read the key word. Point to
the key word and read it to the pupils. Keep pointing to the key word
as you read it with the pupils 2-3 times.

2. Syllable Box

pus ti so

Do the syllable boxes activity. Point to the keyword and read it at normal
speed. Point to each syllable as you read each syllable distinctly. Read
each syllable again, clapping once for each syllable. Do this again and
have the pupils clap for syllable with you.

3. Do The “Breaking Word” Activity


pustiso
pustis
pusti
pust
pus
pu
p

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a. Go to the “Breaking Word” column. Read the key word to and then
with the pupils. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the pupils,
then with the pupils.
b. Continue reading each smaller part of the word. (This may take only
one step or it might take 3 or 4 steps, depending on the length of the
key word.) When only the new letter is left, read the new letter to the
pupils and then with the pupils.

4. Do The “Making Word” Activity


p
pu
pus
pust
pusti
pustis
pustiso
a. Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly under
the new letter. Read that part of the word to the children and then
with the pupils. Read the next bigger part of the word to and with the
pupils. When you get back to the keyword, read it to and with the
pupils.
b. Read the entire keyword lesson using Steps 2-5 of the Reading Plan.

5. Big Box And Word Chart


pustiso p
pustis pu
pusti pus
pust pust
pus pusti
pu pustis
p pustiso

pus kol nep is


ko la pi ma
po so tiem ni
nuk pis ti mu

a. Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
b. Read the letters or syllables in the Big Box to and then with the pupils.
Read all the letters or syllables in the Big Box to the children and then
with the pupils. Read left-to-right and then top-to-bottom. Use the
pointer to point to different letters or syllables randomly. Pupils read
each letter or syllable as you point to it. Correct them if they read
anything incorrectly.

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c. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it that
word is correct. If so, write the keyword on the “Word Chart” or on the
Chalkboard and read it to and with the pupils. If it is not correct, ask
another child to find the Key Word and write it correctly on the Word
Chart or Chalkboard.
d. Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the words
with the pupils as they identify them. Ask the rest of the class if the
word is correct. If not, invite another pupil to come and point to the
correct letters. Write all the words on the Word Chart or chalkboard.
puskol pispis mais lapis
poso nepnep tiempo maso
e. Read all the words on the Word Chart with the pupils.

6. Sentence- Breaking And Sentence- Making


a. Read the Sentence-Making word to and with the children.
Natukkol ti pustiso ni Pipo. Natukkol
Natukkol ti pustiso ni Natukkol ti
Natukkol ti pustiso Natukkol ti pustiso
Natukkol ti Natukkol ti pustiso ni
Natukkol Natukkol ti pustiso ni Pipo
b. Do the “Sentence-Breaking” Activity.
Do the Sentence-Breaking Activity the same way you did the Word
Breaking Activity in the keyword part of the lesson.
c. Do the “Sentence-Making” Activity on the chalkboard.
d. Build the sentence back up, from the Sentence-Making Word to the
whole sentence. the same way you did the “Making Word” activity in
the keyword part of the lesson.
e. Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.

7. Oral Practice
a. Listen to some words taken from the story.
Papaya Puling plastik
pagay Puring
paksiw Pansit

b. Ask what sound is heard at the beginning of the words. Children


repeat reading the word. Then teacher reads each word again as the
children repeat after her.

8. Guided Practice:
a. The teacher says the first sound. /p/ and the remaining sound the
word. The children repeat after her. Then the teacher asks pupils to
blend word parts
/p/ agay /p/ iknik /p/ aksiw /p/ lastik
/p/ apaya /p/ ansit /p/ aria /p/ anio

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b. Teacher asks the first sound. Substitute the words.

C. Application
Listen to these riddles. Look at the pictures on the pocket chart. Read the
riddles in the chart and show the pictures that answers the riddle.

pagay 1. Siak ti paggappuan ti bagas, kanennak no malutoak. Aniaak?

pala 2. Pagabuynak dagiti karpintero no agsementoda ti balay?


Aniaak?

pika 3. Pagduyukak ti atap nga ayup idiay kabakiran. Aniaak?

4. Kasla palsiitak no usarendak dagiti mannaganop ken


pana
mannakigubat. Aniaak?

pansit 5. Magustuandak a lutuen dagiti agkasangay gapu ta


paatiddogen ti biag. Aniaak?

D. Evaluation
Iparis ti ladawan ti umno a naganna.

1. palsiit

2. Pandesal

3. prutas

4. paria

5. bado

DAY 4
Handwriting And Spelling

A. Preparatory Activities
Riddle
Present the following riddles. Let the pupils choose the picture of the correct
answer from the set of pictures in the pocket chart.

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1. Nagbubukel a kas labulan
Ar-aramaten a panganan. (Pinggan)
2. Napait ti ramanna
Ngem ingget sustansia. (Paria)
3. Init man wenno tudo
Salaknibanna ti ulo. (Payong)
(The teacher may give more riddles with answers that start with Pp.)

B. Writing Activity
1. Modelling by the Teacher
Present to the pupils the big and small letter Pp. Show the pupils how to
write the big letter P in the air. Let them repeat after you. Do this several
times. Do the same with the small letter p.
2. Guided Practice
a. Let the pupils practice writing letter Pp on their palm, on the back of
their seatmate, on their desk, on their slate and on their paper.
b. Trace big letter P and small letter p on the given space.
c. Let them copy words, phrases and sentences with letter Pp on the
blackboard. Guide them in observing capitalization, space between
words and correct punctuation marks.
3. Independent Practice
Let the pupils copy words, phrases and sentences with letter Pp on their
paper observing capitalization, space between words and correct
punctuation marks.
4. Distribute worksheets to the pupils. Let them do the activities.

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C. Spelling
1. Dictate the key word for letter Pp. Let the pupils write the word on their
slate and then on their paper.
2. Dictate the key word from the previous lesson. Let them write it on their
slate and on their paper.
3. Dictate 5 words from the previous lessons. Let the pupils write each word
on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment

A. Skill: Make inferences on the characters feelings and traits based on the
story, events or celebrations listened to.
Pagannurutan: Amirisen dagiti situasion. Pilien ti umno a galad nga
ipakpakitada
1. Agmano ni Ruben kadagiti nagannakna no sumangpet nga aggapu
iti pagadalan. Ni Ruben ket ubing a _______________.
a. Nasingpet c. Nadayaw
b. Naasi d. Nagaget
2. Agdigdigos nga inaldaw ni Ana. Aggisgisigis isuna kalpasana
mangan. Ni Ana ket ubing a _________________.
a. Nadalus c. Naanus
b. Natakneng d. Napintas
3. Sursuratan ni Melba ti sango ken likod ti papelna. Agsurat laeng no
kasapulan. Ni Melba ket __________________.
a. Naimut c. Napigsa
b. Nainut d. Naulimek
4. Mangmangan ni Romel ti prutas ken nateng. Isuna ket
_____________.
a. Nakuttong c. Nakuttong
b. Nalukmeg d. Nasalun-at
5. Ilutlutuan ni Nana Rosa ni Lena ti nasalun-at a makan. Isagsaganana
dagiti kasapulan daytoy. Ni Nana Rosa ket maysa nga ina a
______________.
a. Nauyong c. Nadungngo
b. Nagaget d. Nasingpet

B. Skill: Use the correct noun markers (ti, dagiti) in identifying names of persons,
places, animals and things.
Pagannurutan: Isurat ti ti wenno dagiti iti kahon.

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C. Skill: Match words with pictures and objects.

D. Skill: Give the new spoken words when two or more syllables are joined to
form words.

246
Pagannurutan: Iparis dagiti balikas nga adda ti A kadagiti balikas nga adda ti
batog B tapno makabuo ti sao.
Column A Column B
1. pa a. pe
2. Pe b. tani
3. pi c. tat
4. pu d. lis
5. pal e. pino

E. Skill: Write upper and lower case letter Pp.


Pagannurutan: Isurat ti kurang a letra tapno mabukel ti balikasm

F. Skill: Observe some mechanics when copying/writing sentences,


capitalization, space between words and correct punctuation marks.
Pagannurutan: Sakaren dagiti sumaganad iti writing notebook.
1. Pina
2. panait
3. Pepe ken Pilar
4. Nataraki ni Pepe.
5. Napintas ni Pilar.

G. Spelling
Direction: Write the correct spelling of the following words that I’m going to
dictate.
1. pana 4. pala
2. puso 5. paria
3. pugo

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H. Activity Sheets

248
Lesson Guide in Grade 1 - Ilokano: Week 16

I. Objectives
1. Discuss meanings and develop vocabulary through meaningful and concrete
experiences.
2. Sequence three events in the story, legend, propaganda, radio broadcast,
and news articles by telling which happened first, second, or last.
3. Express love for stories by browsing the storybooks read to them and asking
to be read more stories.
4. Express opinion on the story and local news heard using culturally
appropriate expressions (I think, I believe, In my opinion etc.)
5. Use names of persons, places, animals and things appropriately in
sentences.
6. Use the correct noun markers (ti, dagiti) in identifying names of persons,
places, animals and things.
7. Use the directional - daytoy, dayta, didiay
8. Give/produce the beginning sound of letter/s in a given word.
9. Orally segment a two or more syllable word into each syllabic parts
10. Give the new spoken words when two or more syllables are joined to form
words
11. Make one-to-one correspondences between written and spoken words
12. Point out that spoken words are represented in written language by specific
sequence of letters.
13. Give the letter that begins with the name of a given picture/object
14. Identify and write both upper and lower case Bb.
15. Show the relationship between sounds and written symbols
16. Match words with pictures and objects.
17. Give the sounds of the specific letter/s in the alphabet.
18. Blend specific letters to form syllables, words, phrases and sentences and
short paragraphs.
19. Understand that there is a correct way to spell words.
20. Spell and write words using phonemic awareness and letter knowledge.
21. Write upper case and lower case letters in print using proper proportion.
22. Write words, phrases, sentences and paragraph correctly.
23. Observe mechanics when copying/writing sentences, capitalization, white
space between words and correct punctuation marks.

II. Subject Matter

B. Selection: News Report

C. Focus Skills
1. Reading Comprehension
a. Activating Schema and prior Knowledge
b. Discussing meanings and develop vocabulary through meaningful and
concrete experiences.

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2. Comprehension of Literary Texts
a. Sequencing 3 events in the story, legend, propaganda, radio
broadcast, and news articles by telling which happened first, second,
or last.
3. Comprehension of Informational Texts
a. Sequencing 3 events in the story, legend, propaganda, radio
broadcast, and news articles by telling which happened first, second,
or last.
4. Attitude Toward Language, Literary and Literature
a. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories.
5. Vocabulary
a. Discussing meanings and develop vocabulary through meaningful and
concrete experiences.
6. Oral Language
a. Expressing opinion on the story and local news heard using culturally
appropriate expressions (I think, I believe, In my opinion etc.)
7. Phonological Skills
a. Giving/producing the beginning sound of letter/s in a given word.
b. Orally segmenting a two or more syllable word into each syllabic parts
c. Giving the new spoken words when two or more syllables are joined
to form words
8. Book and Print Knowledge
a. Making one-to-one correspondences between written and spoken
words
b. Pointing out that spoken words are represented in written language by
specific sequence of letters.
c. Recognizing spelling of words
9. Alphabet Knowledge
a. Giving the letter that begins with the name of a given picture/objects
b. Identifying the specific letter/s in the alphabet, both upper and lower
case.
c. Showing the relationship between sounds and written symbols
10. Word Recognition
a. Matching words with pictures and objects.
b. Giving the sounds of the specific letter/s in the alphabet.
c. Blending specific letters to form syllables, words, phrases and
sentences and short paragraphs.
11. Spelling
a. Understanding that there is a correct way to spell words.
b. Spelling and writing words using phonemic awareness and letter
knowledge.
12. Handwriting
a. Writing upper case and lower case letters in print using proper
proportion.
b. Writing words, phrases, sentences and paragraph correctly.
c. Observe mechanics when copying/writing sentences, capitalization,
white space.

250
13. Grammar Awareness
a. Use names of persons, places, animals and things appropriately in
sentences.
b. Use the correct noun markers (ti dagiti) in identifying names of
persons, places, animals and things.
c. Use the directional-daytoy, dayta, dagidiay, etc.

D. References:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

E. Materials:
Pictures
News Story

F. Strategies:
News Reporting Drawing
Sequencing Events Debating

G. Value: Smaller population has advantages

H. Theme: Our Community

III. Procedure

DAY 1
A. Pre-Reading Activities
1. Motivation and Building Background
a. Ask: Kasano ti kaadu ti populasion ti barrioyo?
b. Ania ngata ti dakdakkel to populasion na, idi wenno ita? Ania ti
mangpadakkel wenno mangpabassit ti populasion ti barrioyo?
2. Unlocking of Difficulties
a. Unlock the following words through actions/gestures and pictures
bassit agnaed panagadu
tattao agkurang
3. The teacher tells the pupils to listen to a News Story about the sudden
increase of the school population of a certain community

251
4. Motive Question
a. When is the population of a community big or small?
b. What made the school population of the community bigger?

A. Reading the Story


1. Active Listening
a. Let the pupils listen to the News Story at least twice.

News Story:

Iti populasion iti maysa a lugar ket depende iti kinaadu iti tattao nga
agnaed ditoy. No bassit iti bilang iti tao, bassit iti populasion. No adu iti bilang
iti tattao, dakkel iti populasion.

Idi umuna a tiyempo ket bassit iti tattao nga agnaed didiay Baculod, Isu a
bassit met iti populasionda. Bassit met ngarud iti populasion dagiti ubbing
nga agad-adal didiay Baculod Elementary School.

Kasta unay ti pannakaklaat dagiti panakkelan iti Departmento ti


Edukasion gapu iti alisto a panagadu dagiti ubbing iti pagadalan. Agkurang
dagiti mausar a siled ken agkurang pay iti manursuro.

Iti kano kangrunaan a rason ket isu iti epekto iti adu nga immakar a
napan nakipagnaed iti daytoy a lugar ken iti dagus a panagassawa dagiti
tatttao.

b. Lead the pupils to answer the motive questions


2. Comprehension Check-up
a. Ania ti populasion?
b. Kaano a maibaga a basbassit wenno dakdakkel ti populasion?
c. Ania a lugar ti nadakamat iti damdamag?
d. Ania ti napasamak ti populasion ti komunidad ken ti populasion ti
pagadalan?
e. Ania dagiti a dumakkel ti populasion?
f. Ania dagiti pagsayaatan ken saan a pagsayaatan ti kaadda ti
dakkel/bassit a populasion?
g. Kayatyo pay ti dumngeg kadagiti sarita wenno damdamag maigapu ti
populasion
3. Engagement Activities
a. Group I- Draw a community which has a big population
b. Group II – Tell something about a community which has a small
population
c. Group III- Sequence the events given from the News Story
d. Group IV- Debate on the topic “ Ania ti kaykayatyo, dakkel a
populasion wenno bassit a populasion? Apay?

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DAY 2
Developing Language Competencies

A. Preparatory Activity
Warming up:”Sadino ti Pakaibilangak”
Distribute the pictures/names of things to the pupils. Let each pupil tag/paste
what he/she is holding under its proper column

aso Norlin Mangol Adidash

Jollivee Muning Divisoria Gov.


Antonio

lapis billit ubing lola

Ayup disso/paset banag Tao

B. Lesson Proper
1. Presentation
a. Present pictures of the following:
Column A Column B
cow cows
bird birds
flower flowers
pencil percils
boy boys
b. Let the pupils look at the pictures in column A.
 Ask: Manu ti adda ti ladawan?
 Let them say:
- Ti baka
- Ti billit
- Ti sabong
- Ti lapis
- Ti lalaki
c. Let the pupils look at the pictures in Column B.
 Ask: Mano amin ti adda iti ladawan?
 Let them say:
- Dagiti baka
- Dagiti billit
- Dagiti sabsabong
- Dagiti lapis
- Dagiti lallaki

253
d. Introduce the concept on using Daytoy ti and Dagitoy dagiti
Daytoy ti baka … Dagitoy dagiti baka…
Daytoy ti billit… Dagitoy dagiti billit…
Daytoy ti sabong… Dagitoy dagiti sabsabong…
Daytoy ti lapis… Dagitoy dagiti lapis...
Daytoy ti lalaki… Dagitoy dagiti lallaki
2. Oral Practice
a. Teacher show different object/s.
What sentences can you give about each object or group of objects?
(Teacher gives the bringing of objects by the pupils as an assignment
a day before the day’s lesson)
b. Let the pupils use this is or these are in sentences.
Ex. Dagitoy ket dagiti libro ni Gela.
3. Generalization: When do you use Daytoy ti and Dagitoy dagiti ?
4. Guided Practice
Complete each sentence with Daytoy ti and Dagitoy dagiti.
a. bola ni Allen.
b. prutas a lakona.
c. bag ni maestra
d. kulibangbang a natiliw ko diay minuyunganmi.
e. babbalay a napipintas
5. Independent Practice
Use the following in sentences using Daytoy ti and Dagitoy dagiti.
a. tugtugaw
b. pagadalan
c. ub-ubbing
d. ullaw
e. katre
B. Application
Complete each sentence. Encircle the correct answer only.

254
C. Evaluation
Complete each sentence with Daytoy ti and Dagitoy dagiti

1. ina ni Benedic.

2. mulmula ti minuyunganmin.

3. ti hardin da Anabel.

4. bilbillit a taraken ni Dotie.

5. simbaan iti un-unana.

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. The teacher uses the New Story, then asks the following questions to
elicit words with the letter Bb.
2. Ania daydiay lugar iti damdamag (News Story)?
Sungbat: Baculod
3. Kasano iti populasion idiay Baculod idi umuna a tiyempo?
Sungbat: bassit
4. Teacher writes the words on the board.
Baculod bassit
5. Teacher reads the words and produces the correct sound of letter b.
6. Teacher asks the pupils to read the words and let the pupils produce the
correct sound of b.
7. Teacher presents the list of words through pictures (for words that are
pictureable) following the Reading plan and asks from the children the
initial sound of the words read.

INITIAL FINAL
Bambanti tayab
Baboy kalub
Bigao takkub
Banniit kiteb
Banban ayab
Bulsa subsub

8. Teacher asks the pupils to give other words that start with letter Bb.

B. Lesson Proper
1. Presentation
The teacher shows the picture of “bambanti”. Children are asked what
they know and their experiences about “bambati”

255
2. Discussion
Teacher presents the Primer Track for Letter Bb.

LESSON 14 LETTER Bb

a n i T k s o y m l g u d e p b

bambanti

baso, bado, baka, baki, billit, bigao, bagi, babai, baket, bala,
baba, baak, baliti, balitok, balkot, banban, banaba, banio,
bannog, banbanti, batia, bato, bituen, baut, buok, bantay,
labba, lobo, kalbo, kubbo, timba, lumba, salda , sugabba,
banda,

bam ban ti

bambanti b
bambant ba
bamban bam
bamba bamb
bamb bamba
ba bamban
ba bambant
b bambanti

bi su ban su
bam ti si lab
gab ba nad nu
duan bu ok on

Binadduan ni Banti ti babai ti bambanti. Binadduan


Binadduan ni Banti ti babai ti Binadduan ni
Binadduan ni Banti ti babai Binadduan ni Banti
Binadduan ni Banti ti Binadduan ni Banti ti i
Binadduan ni Banti Binadduan ni Banti ti babai
Binadduan ni Binadduan ni Banti ti babai ti
Binadduan Binadduan ni Banti ti babai ti bambanti.

Basaen dagiti sumaganad:


baso bado baka baki
billit bigao bagi babai
baket bala baba baak
baliti balitok balkot banban

256
banaba banio bannog banbanti
batia bato bituen baut
buok bantay labba lobo
kalbo kubbo timba lumba
sugabba banda bettak benneg
bettek bennek kebbet kebkeb
sibet

bassit a billit kebbet a bennek


bettek ti pagay kubbo nga baket
sugabba nga buok sangabalkot nga balitok
nabettak nga lobo kalbo nga bantay

Kinalbo dagiti agum-uma ti bantay


Nagkubbo isu iti kinabaketna.
Nabettak ti maysa a lobo.
Maysa timba ti naalada a bennek.
Pinaglumbada dagiti asoda.
Kimbet ti kudil ni Nana Baket.

3. Picture And Key Word


a. Introduce the keyword and picture.

Bambanti

b. Point to the picture then tell the pupils , “Daytoy ket bambanti.”
[Let the pupils respond briefly. Don’t try to get them to talk about the
picture. You want them to focus on the word.]
c. Point to the key word under the picture. Read the key word. Point to
the key word and read it to the pupils. Keep pointing to the key word
as you read it with the pupils 2-3 times.

4. Syllable Box

bam ban ti

Do the syllable boxes activity. Point to the keyword and read it at normal
speed. Point to each syllable as you read each syllable distinctly. Read
each syllable again, clapping once for each syllable. Do this again and
have the pupils clap for syllable with you.

5. Do The “Breaking Word” Activity


bambanti
bambant

257
bamban
bamba
bamb
bam
ba
b
Go to the “Breaking Word” column. Read the key word to and then with
the pupils. Point to the part of the word with the new letter that is directly
below the keyword. Read that part of the word to the pupils, then with the
pupils. Continue reading each smaller part of the word. (This may take
only one step or it might take 3 or 4 steps, depending on the length of the
key word.) When only the new letter is left, read the new letter to the
pupils and then with the pupils.

6. Do The “Making Word” Activity


b
ba
bam
bamb
bamba
bamban
bambant
bambanti
a. Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly under
the new letter. Read that part of the word to the children and then
with the pupils. Read the next bigger part of the word to and with the
pupils. When you get back to the keyword, read it to and with the
pupils.
b. Read the entire keyword lesson using Steps 2-5 of the Reading Plan.

7. Big Box And Word Chart


bambanti b
bambant ba
bamban bam
bamba bamb
bamb bamba
ba bamban
ba bambant
b bambanti

bi Su ban su
bam Ti si lab
gab Ba nad nu
duan Bu ok on

a. Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.

258
b. Read the letters or syllables in the Big Box to and then with the pupils.
Read all the letters or syllables in the Big Box to the children and then
with the pupils. Read left-to-right and then top-to-bottom. Use the
pointer to point to different letters or syllables randomly. Pupils read
each letter or syllable as you point to it. Correct them if they read
anything incorrectly.
c. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it that
word is correct. If so, write the keyword on the “Word Chart” or on the
Chalkboard and read it to and with the pupils. If it is not correct, ask
another child to find the Key Word and write it correctly on the Word
Chart or Chalkboard.
d. Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the words
with the pupils as they identify them. Ask the rest of the class if the
word is correct. If not, invite another pupil to come and point to the
correct letters. Write all the words on the Word Chart or chalkboard.
buok baduan bamban
sugabba bai labba
e. Read all the words on the Word Chart with the pupils.

8. Sentence- Breaking And Sentence- Making


1. Read the Sentence-Making word to and with the children.
Binadduan ni Banti ti babai ti bambanti. Binadduan
Binadduan ni Banti ti babai ti Binadduan ni
Binadduan ni Banti ti babai Binadduan ni Banti
Binadduan ni Banti ti Binadduan ni Banti ti i
Binadduan ni Banti Binadduan ni Banti ti babai
Binadduan ni Binadduan ni Banti ti babai ti
Binadduan Binadduan ni Banti ti babai ti bambanti.
2. Do the “Sentence-Breaking” Activity.
Do the Sentence-Breaking Activity the same way you did the Word
Breaking Activity in the keyword part of the lesson.
3. Do the “Sentence-Making” Activity on the chalkboard.
Build the sentence back up, from the Sentence-Making Word to the
whole sentence. the same way you did the “Making Word” activity in
the keyword part of the lesson.
4. Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.

9. Oral Practice
a. Let them listen to the following words.

INITIAL FINAL
Ben Tayab
Berto Subsub
Billit Kiteb
Babai Takkub

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b. Ask what sounds do they hear at the beginning and ending of the
words. Have the children repeat reading the words. Then teacher
reads each word again as the children repeat after him/her.

10. Guided Practice


a. The teacher says the first sound /b/ and the remaining sounds in the
word. The children repeat after him/her. Then the teachers asks
pupils to blend word parts.
/b/…..ala bala
/b/…..ukel bukel
/b/…..aka baka
b. Teacher does the same with final /b/
taya…../b/ tayab
aya……/b/ ayab
kite…../b/ kiteb
c. The teacher makes use of a song to identify the initial/final sound of a
word. This can be done in a fun game.
Song: (To the tune of London Bridge)
Ania ti mangngeg mo, mangngeg mo, mangngeg mo
Ania ti mangngeg mo ti umuna ti bado?
/b/ iti nangngeg ko, nangngeg ko, nangngeg ko
/b/ ti nangngeg ko ti umuna iti bado.
d. Teacher changes the words and the activity could also be done using
the final sound.

C. Application
Say: I will show you pictures. Say the name of each picture. If the picture
begins with /b/ clap your hands twice. If it ends with /b/ clap your hands
thrice.

baboy tayab bukel baki

kalub bantay billit kiteb

D. Evaluation
1. Timbukelan dagiti balikas a ti aweng a ket agrugi ti /b/.
batia kalub bituen baso nagtayab

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DAY 4
Handwriting And Spelling

Handwriting
A. Preparatory Activity
Children are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of /b/.
The teacher says the cheer, as he/she stops, the children more around the
room to look for objects beginning with /b/. Children name the object and tell
the beginning sound.

B. Writing Activity
Modeling by the Teacher
Show the children how to write the new letter in the air and on their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large so
they can see you do write it. Have them practice writing the letter in the air
with you. Do this about 3-4 times.

C. Guided Practice
Then show them how to write the letter on the palm of one hand using the
finger of their other hand. Do this 3-4 times.
Trace big letter B and small letter b on the given space.

D. Independent Practice
Children practice writing the new letter on their paper or slate.

261
Write the new letter on the chalkboard. Make it large so everyone can see it.
Children practice writing the letter on their slates or in their exercise books 10
times. Go around the room and help anyone that is having trouble forming
the letter.

E. Application
Children practice writing the new key word on their paper or slate. Write the
new key word in large letters on the chalkboard. You may need to write it
several times so everyone can see clearly how you write it. Children write the
new keyword 10 times on their slates or in their exercise books. Walk around
the room to see how they are doing. Help anyone that is having trouble
writing the word.

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F. Evaluation
Give each pupil a worksheet. Instruct them to say the name of each picture. If
the picture name begins with /b/ ask them to write B. If it ends with /b/, let
them write b on their paper

G. Spelling
1. Dictate the key word from today’s lesson. Children write the word on their
paper or slate.
2. Dictate the key word from the last lesson. Children write the word on their
paper or slate.
3. Dictate 2-5 key words from earlier lessons, one by one. Children write
each word.
4. Write the spelling words correctly on the Chalkboard. Walk around the
room as they write to encourage them and help them to identify and
mistakes.

DAY 5
Assessment

The teacher is expected to prepare sets of exercises that assess the following:
A. Reading Comprehension
1. Recalling the important details of the story listened to
2. Sequencing of events
B. Phonological Skills
C. Alphabet Knowledge
D. Word Recognition
E. Grammar Awareness
F. Handwriting
G. Spelling

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Lesson Guide in Grade 1 - Ilokano: Week 17

I. Objectives:
1. Listen and respond to texts by recalling the important details in the story such
as the characters, setting and main events
2. Give the new spoken word when a specified phoneme is added, changed or
removed.
3. Make one-to-one correspondence between written and spoken words.
4. Identify the letters in given words.
5. Identify letter NGng and its sound
6. Correctly spell previously studied words.
7. Write upper and lower case letter NGng.
8. Identify proper names of persons, places and things.
9. Get the meanings of words presented through illustrations, demonstration,
use of synonyms and antonyms.
10. Relate events in the story to personal experiences.
11. Show love for reading by listening attentively during story reading, and
making comments.
12. Respond to the story through the following engagement activities:
Group 1 – Aramiden ti Story Map
Group 2 – Urnusen dagiti Ladawan
Group 3 – Agpili Ka
Group 4 – Ikkan ti Smiley

II. Subject Matter

A. Story: Dagiti Ngipen ni Pining

B. Focus Skill:
1. Oral Language
Listening and responding to texts by recalling the important details in
the story such as the characters, setting and main events.
2. Phonological Awareness
Giving the new spoken word when a specified phoneme is added,
changed or removed.
3. Book and Print Knowledge:
Making one-to-one correspondence between written and spoken
words.
4. Alphabet Knowledge:
Identifying the letters in given words.
5. Word Recognition:
Identifying letter NGng and its sound.
6. Spelling
Correctly spell previously studied words.
7. Handwriting:
Writing upper and lower case letter NGng.

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8. Grammar Awareness:
Identifying proper names of persons, places and things.
9. Vocabulary:
a. Getting the meanings of words presented through illustrations,
demonstration, use of synonyms and antonyms.
b. Identifying words that name person, places or things, and actions.
10. Reading Comprehension:
a. Relating events in the story to personal experiences.
b. Show love for reading by listening attentively during story reading, and
making comments.

C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

D. Materials: Big Books, Pictures, Story, Flashcards, Pocket Chart, Puppet


Show

E. Strategies: Shared Reading, Acting Out, Games

F. Value: Taking care of one’s health

G. Theme: Our Community

III. Procedure

DAY 1
A. Pre-reading Activities
1. Motivation
Ask: Napadasanyon ti nagsakit ti ngipennan? Ania ti riknana? Ania dagiti
liklikan tapno saan nga agbukbok ti ngipen? Pilien ti ladawan a
mangipakpakita ti panangliklik a maaddaan ti bukbok ti kahon. Ipaskil iti
Flow Chart. (The teacher may use a decorative flow chart to elicit the
interest of pupils.)

265
Dagiti rumbeng nga aramiden
tapno saan nga agbukbuk ti ngipen:

Suggested pictures:

2. Unlocking of Difficult Words


a. agpelles(demonstration)
b. liklikan (context clue, synonym)
c. dentista (illustration)
d. gisigis (realia)

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3. Previewing
a. Present the big book with the story “Dagiti Ngipen ni Pining.” Talk
about the title, author and illustrator. Have them look at the cover of
the book showing a girl inside a dentist’s clinic. A dentist is looking at
her teeth while her mother looks on.
b. Ask: maipapan ngata ti ania ti sarita? Ania ti mapaspasamak iti ubing
a babai?
4. Motive Question
a. Have them look at the first page of the book showing a girl eating a lot
of sweets.
b. Ask: Ania ti ipakpakita ti ladawan? Ania ngata ti mapasamak iti
sumaruno a panid ?

B. Reading of the story


1. First Reading: Read the story using the Big Book.
2. Second Reading: Read the story again. This time use a pointer as you
read the story in each page. Ask questions as you finish a page.

Dagiti Ngipen ni Pining


Sarita ni Grace Donata Abugan

Magusgustuan ni Pining ti mangan ti kendi ken dadduma a sinam-it. No


dadduma maliwayanna ti aggisigis kadagiti ngipenna. Gapu iti daytoy, ribrib ti
pammarangna ken agsakit-sakit pay no kua ti binukbok a ngipenna.

Iti naminsan, simro ti sakit ti binukbok a ngipenna.


“Annay! Annay! Nagsakit ti ngipenko!” insangitna. Uray na la ingariet iti
tangan ti imana wenno iti ungto ti punganna.

“Agpelleska ta mapanta sadiay klinika ti dentista,” kinuna ni nanangna a


maas-asian kenkuana.
Napanda iti klinika ti dentista.Pinagut ti dentista ti binukbok a ngipenna.
“Liklikam ti mangan ti adu a sinam-it. Aggisigiska met a kanayon tapno
saan a madadael dagita ngipenmo,” imbalakad ti dentista.
“Wen, doktor.Agyamanak unay,” kinuna ni Pining.
Manipud idi, likliklikanen ni Pining ti mangan ti sinam-it ken kanayon
metten nga aggisigis kadagiti ngipenna.

C. Post Reading Activities


1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the following activities.

Comprehension Questions Engagement Activities


Siasino ti ubing? Group 1 –Aramiden ti Story Map
Ania ti magusgustuanna? Ikabil iti kahon ti umno a ladawan.
Apay a ribrib ti ngipenna?

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Comprehension Questions Engagement Activities
Ladawan ni Pining

Ladawan ti panagsakit ti
ngipen ni Pining
Ladawan ti klinika ti
dentista
Lugar

Tao

Pasamak

Ania ti napasamak iti naminsan? Group 2 Urnusen dagiti Ladawan


Ania ti inaramidna? Urnusem dagiti ladawan babaen ti
Sadino ti napananda kenni pannakapasamakda iti istoria.
nanangna?
Napanda Pining kenni
nanangna sadiay klinika
ti dentista.
Simro ti sakit ti ngipen
ni Pining.
Nagngarietanna ti
tanganna ken ungto ti
punganna

Ania ti inaramid ti dentista? Group 3 –Agpili Ka


Ania ti imbalakad ti dentista kenni Pilien ti ladawan dagiti taraon a
Pining? rumbeng a kanem tapno tumibker
Nagbalbaliw kadi ni Pining? Apay a dagiti ngipenmo.
nakunam dayta?
prutas kendi

softdrinks nateng

tsokolate gatas

No sika ni Pining, ania ti rumbeng Group 4 –Ikkan ti Smiley


nga aramidem tapno maliklikam ti Ikkan ti ti ladawan a mangipakita ti
pannakadadael ti ngipenmo?  rumbeng nga aramidem tapno

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Comprehension Questions Engagement Activities
saan nga madadael ti ngipenmo.
Ikkam met ti  ti saanmo a
rumbeng nga aramiden.

Pannangan ti kendi

Panaggisigis ti ngipen

Pannangan ti prutas

Panaginum ti soda

3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

D. Read the Story Using the Reading Plan


Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

E. Do the Matching Word activity


1. Select the Matching Word cards that you prepared for the Shared
Reading Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a
small book, write the words one by one on the CB instead of on word
cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on the
CB) that you selected.

F. Do the Hide-a-Word activity.


1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence...
3. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
5. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again, using
the pointer to show them the words they are reading. Let them try again
to say the word.
6. Do this with the other two “Hide-A-Word” sentences.

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DAY 2
Developing Language Competencies

A. Preparatory Activities
Review
Present some pictures properly labelled. As you present a picture, let the
pupils clap once if it shows a common noun. Let them clap twice if it shows a
proper noun.

karpintero Tina

Manila parke

libro Nido

Brownie manok

tiendaan Baguio City

Engr. Torres mangngagas

(The teacher may add more pictures to encourage greater participation from
the pupils.)

B. Lesson Proper
1. Presentation
Present a dialogue through finger puppets.

Puppet Show

Maysa nga aldaw immay pimmasiar iti pagadalan dagiti tattao nga
agpaay iti ili. Inyam-ammoda dagiti bagida kadagiti ubbing.
Dr. Abad: Siak ni Dr. Abad. Maysaak a mangngagas. Tultulungak a lumaing
dagiti tattao a masaksakit.
Engr. Ramos: Siak Engr. Ramos. Maysaak nga inhinyero. Agaramidak ti
plano dagiti babbalay, paspasdek ken dadduma pay.
PO3 Cabling: Siakni SPO1 Cabling. Maysaak a pulis. Ar-aramidek amin a
kabaelak tapno agtalinaed a talna ti ili tayo.
ManongTinong: Siak ni Manong Tinong. Maysaak a mannalon. Agmulmulaak
ti pagay, mais ken natnateng a taraontayo.
Adu pay ti nangiyam-ammo ti bagida kas kada Nana Menang nga
aglakalako ti kawes ken sapatos sadiay plasa, ni Tata Dadong nga

270
mangngalap, ni Mrs.Dantes a maysa a narse ken ni Konsehal Martin nga
opisyal iti ilida.
Naragsakan dagiti ubbing a dimngeg kadagiti sangailida.Nagyamanda
kadakuada iti iyuumayda.

2. Comprehension Questions
Let the pupils answer the following questions:
a. Siasino dagiti sangaili dagiti ubbing iti pagadalan?
b. Ania ti obra ti maysa ken maysa kadakuada?
c. Nagustuan ngata dagiti ubbing ti isasangbay dagiti sanagailida? Apay
a nakunam dayta?
d. Kayatmo met kadi ti agpaay ti umili intono dumakkelka?
e. Siasino kadakuada ti kayatmo a tuladen?
3. Ask: Ania dagiti nagan ti tattao, luglugar ken bambanag a nadakamat ti
daniw? Ania ti awagtayo kadagitoy? (Nouns/Pangnagan)
a. Present the pictures of the following objects with their proper labels.
b. Say: Dagitoy dagiti nagan ti tattao, luglugar ken bambanag a
nadakamat ti daniw
pagadalan Dr. Abad mangngagas
tattao Engr. Ramos inhiniero
balbalay paspasdek PO3 Cabling ili
Manong Tinong mannalon pagay
mais natnateng taraon
Nana Menang kawes sapatos
plasa Tata Dadong mangngalap
Mrs.Dantes narse Konsehal Martin
opisyal ubbing sangaili
c. Discussion
Ask: Ania ti kadawyan/naisagsangayan a pangnagan
Let the pupils give more examples of common and proper nouns.
4. Oral Practice
Present the following suggested set of pictures with common names. Let
the pupils give a proper name for each picture.

manursuro pagadalan

pusa pulis

mangngagas motorsiklo

siudad tiendaan

ubing lapis

sabon gatas

271
C. Generalization
Ask: Ania ti kadawyan/naisagsangayan a pangnagan? Kasano nga isurat
dagitoy?

1. Guided Practice
Who’s My Partner? (Siasino ti kaparehak?)
Distribute the following set of flashcards to the pupils. Let the pupils who
are holding flashcards with common nouns find their corresponding
partners who are holding flashcards with proper nouns.

sapatos Luneta

mangngagas Miss Liban

parke Manila

maestra Bantay

siudad Adidas

aso Dr. Ramones

(The teacher may add more flashcards).

2. Independent Practice
Distribute the activity sheets and have the pupils work independently.

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D. Evaluation
Marisan ti flashcard ti nalabaga no kadawyan a pangnagan, asul no
naisangsangayan a pangnagan.
1. Padre Burgos
2. libro
3. Tuguegarao City
4. bestida
5. Samsung

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. Let the pupils recall the story “Dagiti Ngipen ni Pining.” Let them answer
the following questions:
a. Siasino ti ubing?
Answer: Ni Pining
b. Ania ti magusgustuanna?
Answer: Mangan ti kendi ken dadduma a sinam-it.
c. Apay a ribrib ti ngipenna?
Answer: Maliwayanna ti aggisigis ti ngipenna.
d. Ania ti napasamak iti naminsan?
Answer: Nagsakit ti ngipenna.
e. Ania ti inaramidna?
Answer: Urayna la ingariet iti tangan ti imana wenno iti ungto ti
punganna.
f. Sadino ti napananda kenni nanangna?
Answer: Napanda iti klinika ti dentista.
g. Ania ti inaramid ti dentista?
Answer: Pinagutna ti binukbok a ngipen ni Pining.
h. Ania ti imbalakad ti dentista kenni Pining?
Answer: Liklikanna ti mangan ti sinam-it ken aggisigis a kanayon.
i. Nagbalbaliw kadi ni Pining? Apay a nakunam dayta?
j. No sikani Pining, ania ti rumbeng nga aramidem tapno maliklikam ti
pannakadadael ti ngipenmo?
(Accept all possible answers)

2. Present the following words with letter NGng, if possible, with pictures.

Beginning Ending
ngipen sabong
ngiwat tarong
ngilaw muging
ngato kalding
ngingi tumeng
ngadas sarming
nganga kulibangbang

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Ask: With what sound do the words in the first column begin? With what
sound do the words in the second column end?

3. Ask the pupils to give more words that begin and end with letter NGng.

B. Lesson Proper (Primer Track)

LESSON 15 LETTER NGng

a n I t k s o y m l g u d e p b ng

nganga, ngata, ngato,


banga, tangan, mangan,
kamang, amang, inang,
abang, daing, ading,
kumintang, agong, pungto,
ngipen ummong, agudong, alingo,
angkit, angot, ngingi, ngato,
ngi pen sabunganay, buneng,
bunga, bulong, badang,
kulibangbang, dungngo,
ngipen ng singsing, pingping, sanggir,
ngipe ngi nabanglo, nabangsit,
ngip ngip ngalngal, ngariet
ngi ngipe
ng ngipen

na tang ne pin

pag tas ngal pen

a no ki nang

ag ngi ken en
Napintas a kitaen ti ngipen ni Nenang no agngingi. Napintas
Napintas a kitaen ti ngipen ni Nenang no Napintas a
Napintas a kitaen ti ngipen ni Nenang Napintas a kitkitaen
Napintas a kitaen ti ngipen ni Napintas a kitkitaen ti .
Napintas a kitaen ti ngipen Napintas a kitkitaen ti ngipen
Napintas a kitaen ti Napintas a kitkitaen ti ngipen ni
Napintas a kitaen Napintas a kitkitaen ti ngipen ni Nenang
Napintas a Napintas a kitkitaen ti ngipen ni Nenang no
Napintas Napintas a kitkitaen ti ngipen ni Nenang no agngingi.

Basaen dagiti sumaganad:


nganga ngata ngato banga
tangan mangan kamang amang
inang abang daing ading
kumintang agong pungto ummong
agudong alingo angkit angot
ngingi sabunganay buneng bunga

274
bulong badang kulibangbang dungngo
singsing pingping sanggir nabanglo
nabangsit ngalngal ngariet pag-ong

nabanglo nga sabong buneng a natadem


agudongda kulibangbang a napusaksak
bunga ti saba adu nga alingo
sangabanga a daing bayad ti abang
bassit nga pag-ong natirad nga agong
singsing a balitok nalabaga a pingping

Singsing a balitok ti maysa a sagutna idi kasangayna.


Awan ti umasping iti nalabaga a pingpingna.
Adu dagiti alingo idiay kabanbantayan.
Dakkel a sanga iti kayo ti nagsanggiranna.
Nangina ti abang a binayadanna.
Nabanglo dagiti sabong nga indatonna.
Nalap-it dagiti imana a nagkumintang.

1. Picture And Key Word


a. Introduce the keyword and key picture.

Ngipen

b. Point to the picture then tell the children , “Daytoy ket ngipen.”
[Let the children respond briefly. Don’t try to get them to talk about the
picture. You want them to focus on the word.]
c. Point to the key word under the picture. Read the key word. Point to
the key word and read it to the children. Keep pointing to the key word
as you read it with the children 2-3 times.

2. Syllable Box
ngi pen

Do the syllable boxes activity (IMPORTANT: Do this only if the keyword


has more than one syllable. If only one syllable, skip this part.) Point to
the keyword and read it at normal speed. Point to each syllable as you
read each syllable distinctly. Read each syllable again, clapping once for
each syllable. Do this again and have the students clap for syllable with
you.

3. Do The “Breaking Word” Activity


ngipen
ngipe
ngip
ngi
ng

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Go to the “Breaking Word” column. Read the key word to and then with
the students. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the children,
then with the students. Continue reading each smaller part of the word.
(This may take only one step or it might take 3 or 4 steps, depending on
the length of the key word.) When only the new letter is left, read the new
letter to the children and then with the children

4. Do The “Making Word” Activity


ng
ngi
ngip
ngipe
ngipen
a. Go to the “Making Word” column. Read the new letter to the students
and then with the children. Point to the part of the word directly under
the new letter. Read that part of the word to the children and then
with the children. Read the next bigger part of the word to and with
the students. When you get back to the keyword, read it to and with
the children.
b. Read the entire keyword lesson using Steps 2-5 of the Reading Plan.

5. Big Box And Word Chart


Ngipen ng
ngipe ngi
ngip ngip
ngi ngipe
ng ngipen

na tang ne pin
pag tas ngal pen
a no ki nang
ag ngi ken en

a. Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
b. Read the letters or syllables in the Big Box to and then with the
children. Read all the letters or syllables in the Big Box to the children
and then with the children. Read left-to-right and then top-to-bottom.
Use the pointer to point to different letters or syllables randomly.
Children read each letter or syllable as you point to it. Correct them if
they read anything incorrectly.
c. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the children that found it. Ask the other children it
that word is correct. If so, write the keyword on the “Word Chart” or on
the Chalkboard and read it to and with the children. If it is not correct,

276
ask another children to find the Key word and write it correctly on the
Word Chart or Chalkboard.
d. Children find other words in the Big Box.
e. Invite volunteers to find other words in the Big Box. Read the words
with the children as they identify them. Ask the rest of the class if the
word is correct. If not, invite another child to come and point to the
correct letters.
f. Write all the words on the Word Chart or chalkboard.

na tang ne pin
pag tas ngal pen
a no ki nang
ag ngi ken en

ngingi ngalngal natangken


pangal ngipen nanang
atang

6. Sentence- Breaking And Sentence- Making


a. Read the Sentence-Making word to and with the children.

Napintas a kitaen ti ngipen ni Nenang no agngingi. Napintas


Napintas a kitaen ti ngipen ni Nenang no Napintas a
Napintas a kitaen ti ngipen ni Nenang Napintas a kitkitaen
Napintas a kitaen ti ngipen ni Napintas a kitkitaen ti .
Napintas a kitaen ti ngipen Napintas a kitkitaen ti ngipen
Napintas a kitaen ti Napintas a kitkitaen ti ngipen ni
Napintas a kitaen Napintas a kitkitaen ti ngipen ni Nenang
Napintas a Napintas a kitkitaen ti ngipen ni Nenang no
Napintas Napintas a kitkitaen ti ngipen ni Nenang no agngingi.

b. Do the “Sentence-Breaking” Activity.


Do the Sentence-Breaking Activity the same way you did the Word
Breaking Activity in the keyword part of the lesson.
c. Do the “Sentence-Making” Activity on the chalkboard.
Build the sentence back up, from the Sentence-Making Word to the
whole sentence the same way you did the “Making Word” activity in
the keyword part of the lesson.
d. Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.
e. Read all the words on the Word Chart with the students using the
Reading Plan.

7. Oral Practice
a. Listen to some words taken from the story:
Initial Medial Final
ngipen tangan Pining
ngariet mangan
sangit

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Initial Medial Final
ungto
pungan

b. Ask: Ania nga aweng ti manggeg mo iti rugi wenno udi ti balikas?
- Have the children repeat reading the words.

8. Guided Practice
a. Distribute rubber bands and invite the children to stretch them.
b. Highlight /ng/ by stretching your rubber band and say: /ng/
c. Do the stretching of rubber band with me and say, /ng/
d. Repeat these words beginning and ending with /ng/ after me as you
stroke your rubber band.
/ng/ngipen kingking /ng/
/ng/ngariet buneng /ng/
/ng/nganga bakrang /ng/
/ng/ngalangala singsing /ng/
e. Teach a song to the tune of “Happy Birthday”

Ania ti umuna na aweng


Ti balikas a ngiwat
/NG/ ti umuna na aweng
Ti mangngegko

Substitute other words

B. Application

Aldaw ti Domingo, napan ni Nanang Tasing idiay dapon. Mapan


gumatang ti inna dengdengen. Kayat na ngamin a mangan dagiti
annak na ti natnateng.

Gimmatang ni Nanang Tasing ti tarong, utong, paria, karabasa


ken saluyot nga inna pakbeten. Nadumaduma met a rangrangaw ken
bubulong dagiti natnateng ti inna ginatang a para dinengdeng. Kasta
met a nangala ti sabong ti karabasa.

Nakakita met ti paltat a mabali na isagpaw a mangpananam iti


ramanna.

1. Nanang Agrugi ti Nana


Agturpos ti /ng/
Pagtipunem ida
Ania daytoy? (nanang)
Ask: Ania ti papanan ni Nanang diay dapon ti aldaw ti Domingo?
2. gumatang Agrugi ti gumata
Agturpos ti /ng/

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Pagtipunem ida
Ania daytoy? (gumatang)
a. Ania ti mapan na gatangen? Natnateng
b. Ania dagiti natnateng a ginatang na a mangngeg ti uni a ng? tarong,
utong
c. Malaksid pinakbet, ania pay ti kayat na a lutuen? Dingengdeng
d. Ania dagiti ginatang na a para dengdengen? Rangaw dagiti natnateng
e. Ania pay dagiti ginatang na a para dengdengen? Sabong dagiti
natnateng
f. Apay a sagpawan na ti paltat ti dengdengen na? mangpananam ti
raman na
(The teacher may also give other words for the children to guess)

C. Evaluation
Ikkan ti ti baba ti ladawan a ti pagrugian ti balikas ket /ng/, no agturpos
ti /ng/.

1. 4.

2. 5.

3.

DAY 4
Handwriting And Spelling
A. Preparatory Activities
Poem
Present the following poem written on a chart. Let the pupils complete each
line by choosing the correct word from the set of flashcards in the pocket
chart.
balatong
1. Nagpablad ni Apong ti sangasupa a ________
utong
2. Ingisarna ti bawang sana linaukan ti ________
kuantong
3. Inikkanna pay ti tarong sana ninayunan ti ________
Lelong
4. Gapu ti imas na uray la napalagto ni ________

279
B. Writing Activity
1. Modelling by the Teacher
Present to the pupils the big and small letter NGng. Show the pupils how
to write the big letter NG in the air. Let them repeat after you. Do this
several times. Do the same with the small letter ng.
2. Guided Practice
Let the pupils practice writing letter NGng on their palm, back of their
seatmate and on their desk.
Trace big letter NG and small letter ng on the given space.
3. Independent Practice
Distribute worksheets to the pupils. Let them do the activity.
C. Application
Ask the pupils to write the new keyword (ngipen) on their slate and then on
their paper. Supervise them while they are doing the activity.

D. Evaluation
Sakaren ti letra a mangbukel ti nagan ti ladawan.

1. n ng m h

2. m k ng y

3. ng Ng N k

4. l M t ng

5. Ng ng l k

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E. Spelling
1. Dictate the key word for letter NGng (ngiwat). Let the pupils write the
word on their slate and then on their paper.
2. Dictate the key word from the previous lesson. Let them write it on their
slate and on their paper.
3. Dictate 5 words from the previous lessons. Let the pupils write each word
on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment
A. The teacher is expected to prepare sets of exercises that assess the
following:
1. Reading Comprehension
a. Recalling the important details of the story
b. Relating events in the story to personal experiences
c. Giving summary
2. Phonological Skills
3. Alphabet Knowledge
4. Word Recognition
5. Grammar Awareness
6. Handwriting
7. Spelling

B. Activity Sheets

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Lesson Guide in Grade 1 - Ilokano: Week 18

I. Objectives
1. Make inferences on what s likely to happen next based on the events in the
story. listened to.
2. Express love for stories by browsing the story books read to them and asking
to be read more stories.
3. Begin to identify and use synonyms, antonyms, homonyms and multiple
meaning words correctly.
4. Listen and retell a story, legends school and community events and local
news summary form.
5. Give/produce the beginning sound of letter in a given word.
6. Orally segment a two or more syllable word into its syllabic parts.
7. Give the new spoken words when two or more syllables are joined to form a
word.
8. Make one to one correspondence between written and spoken words.
9. Point out that spoken words are represented in written language by specific
sequence of letters.
10. Recognized correct spelling and words.
11. Give the letter that begins with the name of a given picture/objects.
12. Identify specific letters in the alphabet, both upper and lower case.
13. Show relationship between sounds of the specific letter/s in the alphabet.
14. Match words with pictures and objects.
15. Give the sounds of the specific letter/s in the alphabet.
16. Blend specific letters to form syllables, words phrases and sentences and
short paragraph.
17. Use names of persons, places, animals and things appropriately in
sentences.
18. Use the correct noun markers in identifying names of persons, places,
animals and things.
19. Understand that there is a correct way to spell words.
20. Spell and write words using phonemic awareness and letter knowledge.
21. Write upper case and lower case letters in print using proper proportion.
22. Write words, phrases, sentences and paragraph correctly.
23. Observe some mechanics when copying/writing sentences.
24. Capitalization: space between word and correct punctuation marks.

II. Subject Matter

A. Story: “Juan Ponce Enrile”


Sarita da Natividad A. Bautista MT2
Ken Rowena D. Gaffud

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B. Focus Skill
1. Oral Language
listening and retelling a story and community events and local news in
a summary form.
2. Book and Print Knowledge –
a. Make a one-to-one correspondence between written and spoken
words.
b. Point out that spoken words are represented in written language by
specific sequence of letters.
3. Alphabet Knowledge –
a. Give the letter that begins with the names of the given picture/objects.
b. Identify specific letters in the alphabet, both upper and lower case.
4. Word Recognition
a. Match word with pictures and objects.
b. Give the sounds of specific letters.
c. Blend specific letters to form syllables, words, phrases and sentences
and short paragraph.
5. Spelling
spell and write words using phonemic awareness and letter
knowledge.
6. Handwriting
a. Write upper case and lower case letters in print using proper
proportion.
b. Write words, phrases, sentences and paragraph correctly.
c. Observe some mechanics when copying/writing sentences.
7. Grammar
a. Use name of persons, places, animals and things appropriately in
sentences.
b. Use the correct noun markers in identifying names of persons places,
animals and things.
8. Vocabulary:
Identify and use synonyms, antonyms, homonyms and multiple
meaning words correctly.
9. Reading Comprehension:
a. Make inferences on what is likely to happen next based on events in
the story or legends listen to.
b. Express love for stories by browsing the story books read to them and
asking to be read more stories.

C. Reference
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008

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- Ilokano Primer Track
Developed by Leila P. Areola

D. Materials
Pictures
Story

E. Strategies
Shared Reading
Fun Games

F. Value: Diligence

G. Theme: Our local heroes(our artist/singers/scientist/writers/role models)

III. Procedure

DAY 1
A. Pre-reading Activities:
1. Motivation and Building Background
a. Teacher introduces concept by asking questions about the topic to
elicit pupil’s prior knowledge or help provide background knowledge.
The teacher asked questions to get them to talk and say what they
know.
b. The teacher presents a picture of Juan Ponce Enrile. The teacher
allows the pupils to share what they know about Juan Ponce Enrile.
2. Unlocking of New/Difficult Words through pictures and actions.
Words to be Unlocked:
arig arubayan rigat
agkaykaykay immisem arapaap
3. Motive Question:
The teacher presents the core of the big book showing Juan Ponce Enrile
running on the street barefooted, then asks:
Sadinno ti papanan ni Juan?

B. During Reading
1. First reading by the teacher
The teacher gives pupils a chance to interest with the text. After reading a
page or several pages, asks questions to help pupils predict and monitor
their comprehension.
2. Second Reading
The teacher gives pupils a chance to interact with text. After reading a
page or several pages, asks question to help pupils predict and monitor
their comprehension.

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Juan Ponce Enrile
Saritada Natividad A. Bautista, MT2
kenni Rowena D. Gaffud

Arigna a tayaben ni Juan a sakasaka ti natapok a kalsada tapno makadanon


iti pagadalanna a Gonzaga Central School.
Tinaliaw ni Lelang Rosing nga agkaykaykay ti arubayanda.
“Ne, naladawka manen Juan, uring – uring pay dayta sikom a mapan
agbasa” immiron ti kubbu a baket a ni Lelang Rosing.
“Nagkuskusak pay ngamin ti pariok ken kaldero lelang” insungbatni Juan.
“Ala barok, agan-anuska ta sikanto ti makagun-ud ti nasayaat a biag” ,kinuna
ni Lelang Rosing.
Ket kastoy ti kasasaad ti kinaubing ni Juan. Iti laksid ti rigat tibiagna, nangato
ti arapaapna a makaturpos ti pagbasana.
Ti ayatna a magun-ud dagitoy nga arapaap, nagpaManila ni Juan ket
sinapulna iti amana.
Nagkitada ngarud iti amana a ni Don Alfonso.
“Anak, kayat mo ti agbasa?” sinaludsudni Don Alfonso.
Wen tatang, dagus nga insungbatni Juan.
Daytoy ti rugi ti panagbaliw ti gasatni Juan.
Ingaed ngarud ni Juan ti nagbasa inggana a nagbalin isuna a maysa a
natakneng nga abogado.
Daydi bassit nga ubing a saka-saka a mapan iti pagadalan ket nagbalin a
senador ti Pilipinas.
Daytoy ti pakasaritaan ti biag ti ipatpateg dagiti Cagayano a ni JUAN PONCE
ENRILE.

C. Post Reading
1. Lead the class to answer the motive questions.
2. Divide the class into 4 groups and give each group activities are
presented as discussion goes on.

Comprehension Questions Engagement Activity


1. Siasino ti nagaken ti sarita? Group 1: Act out how Juan runs in
2. Sadino ti papananna iti dayta nga the street barefooted
aldaw ?
3. Apay a napardas a nagtaray? Group 2: Dramatize dialogue
Nagkawes? between Lelang Rosing and Juan
4. Siasinno ti nakakita kenkuana?
5. Ania ti imbagana kenni Juan? Group 3: Retelling the story through
6. Ania ti sungbatna? pictures.
7. Ania ti maibagam iti biag ni Juan?
Adda pagpadaan ti biagyo?
8. Ania ti arapaap ni Juan?
9. Apay a daytoy ti arapaapna?
10. Tinulungan kadi ni amana?
11. Nagbaliw kadi ti biagna idi

285
Comprehension Questions Engagement Activity
nagkitada kenni amana? No sika
ni Juan, aramidem met ti
inaramidna, apay?

D. Read the Story Using the Reading Plan


Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

E. Do the Matching Word activity


1. Select the Matching Word cards that you prepared for the Shared
Reading Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a
small book, write the words one by one on the CB instead of on word
cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on the
CB) that you selected.

F. Do the Hide-a-Word activity.


1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence...
3. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
5. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again, using
the pointer to show them the words they are reading. Let them try again
to say the word.
6. Do this with the other two “Hide-A-Word” sentences.

DAY 2
Developing Language Competencies

A. Preparatory Activity
1. What am I
a. There are words written on the heart. Tell the class if it is a person,
place, animals or thing.

286
kahon
Ana aso

lapis
Tuguegarao
mansanas

manila
pusa

b. Read the words that name persons, places, things and animals. Use
them in sentences.
Lelang Rosing (person) Rapuli (place) ragadi (thing)
Raketa (thing) Rosa (person)
Rasa (animal) reseta (thing)
Example: Ni Lelang Rosing ket agkaykaykay.
Adda ti raketa ni Rosa.
Nangan ni Rema ti rasa.
Napintas a lugar ti Rapuli.
(Call pupils to read the given words and have them use these in their
own sentences)

B. Lesson Proper
1. Show the picture of Lelang Rosing
Lagipenyo man no siasinno daytoy a baket kadaydi sarita a binasa tayo
idi kalman?
Say: Daytoy ni Lelang Rosing a lelang ni Juan.
Look at the picture again.
Ania ti iggananna? (kaykay)
Sadino ti kaykaykayenna? (paraangan)
Siasino ti nakasaritana iti dayta nga aldaw?(Juan)
2. Modeling by the teacher.
Point to the persons/objects in the picture and say:
a. Daytoy ni Lelang Rosing
b. Daytoy ti kaykayna.
c. Daytoy ni Juan.
d. Daytoy nga ubing ket nangato ti arapaapna.
3. Oral Practice.
Divide the class into two groups.
Ask: group A to imitate you in reciting the first rhyme and group B in
reciting the second rhyme.

287
Daytoy ti lata nga innalak kenni Rosa.

Daytoy ni Juan a kaay-ayam ni Luwan.

Daydiay ti aso nga adda iti sirok ti kayo.

Daydiay ti kuman a bagubraan ni Baron.

Dayta ti lamisaan nga inusar ni Emman.

Dayta ti libro a binasa ni Eliseo.

Ask: How did the girl present Juan and tin can? What did she say?
Is she holding the can? Juan? Yes
What words does she use? Daytoy
What word did the boy use to refer to the tree and dog?
Daydiay
- Where is the boy?
- Where are the objects he is pointing?
- What word was used to point at the table and book?
4. Generalization: when do we use daytoy, dayta, daydiay?
a. Use daytoy when you are holding a person a thing or an animal.
b. Use dayta if the object is near to the one you are talking to.
c. Use daydiay if you are pointing to an object far from the one speaking.
5. Guided Practice:
Write daytoy, dayta, daydiay on the blank.

______________ ti lobo.

____________ ti pusa.

288
_____________ ti ibon.

______________ti Eva.

______________ti puno.

6. Independent Practice
a. Say: Get a partner:
b. Ask your partner about the about you are holding.
c. Take turns in asking and answering questions. Use daytoy, dayta,
daydiay.
Example:
Boy 1 – Ania daytoy?
Boy 2 – Dayta ket libro.

C. Application
1. Look at each picture.
2. Choose from daytoy wenno dayta what you will use in telling what the
object is.

289
D. Evaluation
Write Ito, daytoy, dayta, daydiay on the blank.

1. ______________ket ullaw

2. ______________ket lapis

3. ______________ket van.

4. ______________ket basket.

5. ______________ket munyeka.

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
Ragsak makitam
Kadagiti rupa ni Rema
Ken Rosa ta nangabakda
Iti raketa gapu ti
Pagay-ayam da.
Ask:
1. Ania iti makitam kadagiti rupa da Rosa ken Rema?
Answer: ragsak
2. Siasino dagiti naragsak?
Answer: Rema ken Rosa

290
3. Pakakitaan ti ragsak da Rema ken Rosa?
Answer: kadagiti rupa da
4. Ania ti inabakda?
Answer: raketa

The teacher presents the list of words through pictures following the reading
plan them asks from the children the initial sound of the words read.
a. What is the initial letter of each word?
Ragsak rupa Rosa Rema raketa
b. Give words that begin with letter r?

B. Lesson Proper
1. Presentation
The teacher shows the picture of a rosas.
Children are asked that they know/experiences about rosas.
2. Discussion
a. The teacher presents the primes track for Letter Rr.
b. Discussion of the Primer Track

LESSON 16 LETTER : Rr

A N I t k s o y m l g u d e p b ng r
tarong, gurong, agurong,
agurnong, urnong, ,
mangiturturong,
rabong,radio, ragadi, ragas,
ramut, ruot, rigat, rupa,
ribrib, rukib, ruangan, raput,
rabii, raman, rambakan,
rosas raniag, , ribo, rikna,riri,
riribok, ragpin, birok, riro,
ro sas romansa, roskas, rosas,
rusuk, ruar, rugit, rugak,
rosas r rungaab , guraman, paria,
rosa ro pariok, rupa
ros ros
ro rosa
r rosas

al ro sa in
pu pa tar gut
sas ton kia da
sak na ro ru

Napusaksak dagiti rosas nga indaton ni Rosa iti altar. Napusaksak


Napusaksak dagiti rosas nga indaton ni Rosa iti Napusaksak dagiti .
Napusaksak dagiti rosas nga indaton ni Rosa Napusaksak dagiti rosas .
Napusaksak dagiti rosas nga indaton ni Napusaksak dagiti rosas nga .
Napusaksak dagiti rosas nga indaton Napusaksak dagiti rosas nga indaton .

291
Napusaksak dagiti rosas nga Napusaksak dagiti rosas nga indaton ni .
Napusaksak dagiti rosas Napusaksak dagiti rosas nga indaton ni Rosa
Napusaksak dagiti Napusaksak dagiti rosas nga indaton ni Rosa iti
Napusaksak Napusaksak dagiti rosas nga indaton ni Rosa iti altar.

Basaen dagiti sumaganad:


tarong gurong agurong agurnong
urnong mangiturturong rabong radio
ragadi ragas ramut ruot
rigat rupa ribrib rukib
ruangan rabii raman rambakan
raniag ribo rikna riri
riribok ragpin birok riro
romansa roskas rosas rusuk
ruar rugit rungaab guraman
paria pariok rupa deppaar

ruangan ti balay rabong ken saluyot


urnong ni nanang rinamananna
napait ti paria sangapariok a guraman
rungaab nga ubing ribrib a ngipen
ramut nga agsasanga naraniag a bulan

Naraniag ti bulan idi rabii.


Sangapariok a guraman ti linutona.
Napusaksak dagiti rosas ti indatonna ti altar.
Napait unay ti paria nga ingisarna,
Napigsa ti rungaab diay ubing.
Inurnongna dagiti rugit iti bulsana.
Nalawa ti ruangan iti balayda.
Rabong ken saluyot ti sidada

3. Oral Practice
Knock, knock! Who’s there?
a. Tell the children that they will play “ Knock, Knock” Call one pupil
and say” knock, knock” Other pupils will ask who’s there?
b. The pupil who knocks will open the door of the house and name
the picture.
c. Ask: Ania ti aweng a mangngeg iti rugi ti balikas?

rosas ridaw rosario

rasa rupa rosal

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4. Guided Practice
a. Present words that begin with /r/ in the game. “What’s the word,
That’s the word”.
Agrugi ti /r/ Agrugi ti /r/
Agturpos ti /osas/ Agturpos ti /upa/
Ania daytoy? Ania daytoy?
Agrugi ti /r/ Agrugi ti /r/
Agturpos ti /eyna Agturpos ti /asa/
Ania daytoy? Ania daytoy?

b. The teacher makes use of a song to identify the last sound of a word.
This can be done in fun game.
c. Ask the class to sing the song to the tune of “Happy Birthday”
Teacher’s verse Pupils’ verse
Ania ti maudi nga aweng ti kasar?(2x) /r/ ti maudi nga aweng ti kasar (2x)
Ania ti maudi nga awengna?(2x) /r/ ti maudi nga awengna
Ania ti maudi nga aweng ti kasar? /r/ ti maudi nga aweng ti kasar

d. Tell the class to replace kasar with bakir, baler, kawar etc.

C. Application
Putting sounds together.
1. Say: Now I will say a word sound by sound. Put the sounds together and
say the whole word.
/r/ /o//s/a/s/= rosas /b/a/k/i/r/ = bakir
/r/u/p/a/ = rupa /k/a/w/a/r = kawar
/r/a/s/a/ = rasa /k/a/s/a/r/= kasar
2. Ask: Which of the words begin with /r/?
3. Which ends in /r/

D. Evaluation

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DAY 4
Handwriting and Spelling

Handwriting
A. Preparatory Activity
1. Show picture/objects that have the beginning sound of /r/.
2. Let pupils name the picture/object.
3. Let them tell the beginning sound.

B. Writing Activity
1. Modeling by the teacher
a. Show the children how to write the new letter in the air and on their
hand.
b. With your back to the children, tell the children to watch your hand as
you “write” the new letter in the air.
c. Make sure you make the letters very big so they can see you do write
it.
d. Have them practice writing the letter in the air with you.
e. Do this about 3 – 4 times
2. Guided Practice
a. Writing letter /r/ on the palm of one hand using the finger of their other
hand.
b. Do this 3 – 4 times.
c. Trace big letter R and small letter r on the given space.
3. Independent Practice
a. Children practice writing the new letter on their paper or slate.
b. Go around the room and help anyone that is having trouble for the
letter.

294
C. Application
1. Children practice writing the new key word on their paper or slate.
2. Write the new key word in large letter on the chalkboard.
3. Write it several times so anyone can see clearly how to write it.
4. Children write the new letter 10 times

D. Evaluation
1. Isurat ti kurang a letra tapno mabukel ti balikas
a. Ragsak __agsak
b. Rupa __upa
c. Rema __ema
d. Rosa __osa
e. Raketa __aketa
f. Rigat __igat
2. Spelling
a. Dictate the key words from today’s lesson.
Children write their word on their paper slate.
b. Dictate the key word from the last lesson.
Children write their word on their paper slate.
c. Dictate 2 – 5 key words from earlier lessons.
One-by-one. Children write each word.
d. Write the spelling word correctly on the chalkboard
e. Walk around the room as they write. Encourage them help them to
identify and match.

DAY 5
Assessment
A. The teacher is expected to prepare sets of exercises that assess the
following:

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1. Reading Comprehension
a. Recalling important events in the story
b. Making inferences on what s likely to happen next based on the
events in the story listened to.
2. Phonological Skills
3. Alphabet Knowledge
4. Word Recognition
5. Grammar Awareness
6. Handwriting
7. Spelling

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Lesson Guide in Grade 1 - Ilokano: Week 19

I. Objectives
1. Make one-to-one correspondence between written and spoken words.
2. Give the meaning of words through pictures, demonstrations, synonyms,
antonyms, contextual clues, etc.
3. Predict what the story is all about base on personal experiences.
4. Give the summary of the story.
5. Express love for stories by browsing the storybooks read to them and asking
to be read more stories
6. Answer wh-questions
7. Respond to the story through the following engagement activities:
Group 1 – Act out a portion of the story
Group 2 – Draw and tell about the event they like most
Group 3 – Sequencing events through pictures
Group 4 - Interpreting the feelings and traits of the characters in the story
8. Write correctly proper names
9. Identify and produce the beginning sound of Ww
10. Associate names of objects and pictures with printed symbols
11. Associate words with pictures
12. Write big and small letter Ww
13. Copy/Write words/phrases and simple sentences.
14. Spell previously learned words correctly.

II. Subject Matter


A. Story: Ti Naparabur a Waig
Sarita ni Leila P. Areola, Ph.D.

B. Focus Skill:
1. Oral Language
Listen and retell a story
2. Phonological Skills
a. Give/produce the beginning sound of of letter/s in a given word.
b. Orally segment a two or more syllable word into its syllabic parts.
c. Give the new spoken words when two or more syllables are join to
form words.
3. Book and print Knowledge
a. Make one-to-one correspondence between written and spoken words.
b. Point out that spoken words are represented in written language by
specific sequence of letters.
c. Recognize correct spelling of words.
4. Alphabet Knowledge
a. Identify and produce the beginning sound of Ww
b. Give the letter that begins with the name of a given picture/objects.
c. Identify specific letters in the alphabet, both upper and lower case.
d. Show relationship between sounds and written symbols.

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5. Word Recognition
a. Produce the sound of Ww
b. Match words with pictures and objects.
c. Give the sounds of the specific letter/s in the alphabet.
d. Blend specific letters to form syllables, words, phrases and sentences
and short paragraph
6. Spelling
a. Understand that there is a correct way to spell words.
b. Spell and write words using phonemic awareness and letter
knowledge.
7. Handwriting
a. Write upper case and lower case letters in print using proper
proportion.
b. Write words, phrases, sentences and paragraph correctly.
c. Observe some mechanics when copying/writing sentences:
capitalization, write space between words and correct punctuation
marks.
8. Grammar
Write correctly the proper names
9. Vocabulary
Begin to identify and use synonyms, antonyms, homonyms and
multiple-meaning words correctly.
10. Reading Comprehension
a. Predict what the story is all about base on personal experiences.
b. Give the summary of the story.
c. Express love for stories by browsing the storybooks read to them and
asking to be read more stories.

C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

D. Materials:
Pictures
Story

E. Strategies:
Shared Reading
Dialogue
Summarizing

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Acting Out
Games

F. Value: Appreciation of Nature

G. Theme: Our Community

III. Procedure:

DAY 1
A. Pre-Reading Activities
1. Motivation and Building Background
a. Teacher introduces concept by asking questions about the topic to
elicit pupils’ prior knowledge or help provide background knowledge.
The teacher asks questions to get them to talk and say what they
know.
b. The teacher asks pupils of what they do on weekends. Showing the
picture of a creek “WAIG” the teacher allows the pupils to share their
thoughts. As the teacher writes the words that the pupils give in the
word map.
2. Unlocking of New/ Difficult Words through actions and pictures
Words to be unlocked:
Dissuor Darusdus
Wagteng-wagteng Assiw
Kurimes Dinaliasat
3. The teacher introduces the big book, display the cover and points to the
title explaining that these words are called title and that a title is the name
of the story. The teacher points to and read the author’s and illustrator’s
names, explaining to the children that an author is a person who writes
the story and an illustrator is one who draws the pictures for the story.
They Talk about the title and ask the pupils to predict what the story might
be about. Preview the book’s illustration on page 1 to help children make
their predictions.
4. Motive Question
The teacher presents the cover of the bigbook showing the father and two
sons riding on a carabao and heading towards the creek “WAIG” then
asks: Sadino ngata ti papananda? Ania ti gandat da sadiay?

B. During Reading
1. First Reading by the Teacher(Reading Plan)
Teacher opens the book and read the whole story showing each page
with the illustrations to the pupils.
2. Second Reading
The teacher gives pupils a chance to interact with the text. After reading
a page or several pages, ask questions to help pupils predict and monitor
their comprehension.

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Ti Naparabur a Waig
Sarita ni Leila P. Areola, Ph.D.
Inladawan ni Noel Corpuz

Kasta unay ragsak da Wali ken Wino ta mapanda manen diay waig nga
agkurimes ken agdarusdos iti nadumaduma a lames ken lagdaw. Malaksid
kadagitoy, agtiliw da pay ti agatol.

Ngem kada Wali ken Wino, agdigos ti gagar da iti dissuor iti nalawa a
waig.

Nasapa a pinagsagana ita ni Tata Wising tapno saan da maaldawan.


“Wino, dimo a liplipatan a dagiti nateng nga abrawentayo a pangaldaw.
Imparabaw ko idan iti lamisaan,” impalagip ni Tata Wising.

“Ay, Tatang, diak la ketdi kayat ti sumakay ta urbon. Iwagteng-


wagtengnak to manen,” inlailo ni Wali ken ni Tatangna.

Impalagip pay ni Tata Wising dagiti atiddog a tali a pagiwayway kadagiti


nuang. Kasta met iti wasay ta mangirapin da ti agala iti pagsungrod.

Bitnitbit met ni Wino ti assiw nga adda nakabitin a dua a lata a


pangikkanda kadagiti maalada.

Nawatiwat iti dinaliasatda. Ngem di da nadnadlaw ti kaadayo ti


papananda ta agpimpinnapigsa da Wali ken Wino nga agsagawisiw iti bukot
iti nuang.

Awan ti naaramid ni Tatangda no di laeng nangipalagip nga agan-


annaadda.

C. Post Reading
1. Lead the class to answer the motive questions.
2. Divide the class into 4 groups and give each group an activity. The
discussion of the story follows and the small group activities are
presented as the discussion goes on.

Comprehension Questions Engagement Activity


1. Siasino dagiti nagakem iti Group 1 – Act out how excited
sarita? Wali and Wino were when the
2. Sadino ti papananda iti dayta Father informed them about their
nga aldaw? going to the creek.
3. Apay a mapanda idiay waig?
4. Aggagar kadi da Wali ken
Wino a mapan idiay waig?
Adda kadi sabali a gandatda
malaksid iti imbaga ni

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Comprehension Questions Engagement Activity
tatangda a Wising?
5. Kasta kadi met ti marikriknam
no adda papananyo?
6. Sadino ti kangrunaan a
pappapananyo?
1. Mano a daras a mapmapanda Group 2 – Draw and tell about the
idiay waig ? reminders of Tata Wising
2. Ania dagiti palagip ni Tata
Wising sakbay a pimmanawda
idiay balayda?
1. Kasano ti pakadanonda iday Group 3 – Dramatize how Wino
waig?? looked like when he expressed
2. Apay a saan a kayat ni Wio ti his fear on riding on a calf
agsakay iti urbon?
3. Iladawamman tay rupana nga
agmadi nga agsakay?
4. Adda kadi met padas yo a
nagsakay ti urbon? Kapada
kadi ti padas ni Wino?
1. Adayo kadi ti waig? Group 4 – Retelling the Story
2. Apay nga ibagam nga through pictures
adayo/asideg?
3. Ania ti nangngeg kagiti
agkabsat idi umadani dan diay
waig? Iladawanyo man ti
kaririknada?
4. No sika ni Wali wenno Wino,
kasdiay met ngata ti
mariknam? Apay?
5. Ania ti saguday a naadalmo
kada Wali ken Wino?
6. Iyistoryayo manen ti sarita.

D. Read the Story Using the Reading Plan


Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

E. Do the Matching Word activity


1. Select the Matching Word cards that you prepared for the Shared Reading
Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a small
book, write the words one by one on the CB instead of on word cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are using
a small book, tell the student to point to that word on the page.) Help them if
they have trouble finding the word and praise them when they are correct. Do
this with each Matching Word card (or word on the CB) that you selected.

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F. Do the Hide-a-Word activity.
1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence...
3. Re-read the sentence, including the word that is covered. Ask the students,
“Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then read
the sentence again.
5. If they say the wrong word, point to the word they said and show them that
this is NOT the word that is covered. Read the sentence again, using the
pointer to show them the words they are reading. Let them try again to say
the word.
6. Do this with the other two “Hide-A-Word” sentences.

DAY 2
Developing Language Competencies

A. Preparatory Activity
1. Review
a. What is a noun?
b. What are the kinds of noun?
2. What Am I
Below are four big hats labeled People, Place, Animal, Thing. Write each
of the following words under the hat that it belongs.
rosas rosal altar doktor
nabanglo insagut Nora Dr. Ubano
parokia. Rosa Mr. Andam

tao lugar ayup banag

B. Lesson Proper
1. Presentation
Aggayyem da Rona ken Rina. Idi mapan diay eskuela, nasabat da ni
Marisol. Kasinsin ni Rona ni Marisol.
Rona : Naimbag a bigatmo, Marisol.
Marisol : Naimbag met a bigatmo, kasinsin.
Rona : Apay, kasinsin naggapuam?
Marisol : Naggapuak dita Sto. Nino Clinic ngem awan met ni Dr.
Simon.
Rona : Saan sa ngamin iti nga aldaw ti batang na ket dita klinik.
Sabado ken Martes laeng.
Marisol : Wen ngarud. Isu nga agsublian to manen a no Sabado.
Rona : Sige ngaruden, insan ta maladaw kamin ti eskuela.
Marisol : Ikumustanakto kada Ikit Rosing ken Uliteg Rodi insan.

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Rona : Idanonkonto kada nanang ken tatang, insan.
2. Comprehension Questions:
The teacher writes the answers on the board.
a. Siasino dagiti aggayyem mapan iday eskuela?
b. Siasino to nasabat da?
c. Siasino ti agkasinsin?
d. Naggapuan ni Marisol?
e. Ania ti nagan diay klinik a naggapuan na?
f. Sisiasino to doctor ni Marisol?
g. Nadanon na ti doctor? Ania dagiti aldaw a kaadda ti doctor?
h. Sinno dagiti pinakumustaan ni Marisol?
i. Kaano-ano ni Rona ida?
3. Oral Practice
Teacher asks the pupils to match the names.
Answers:
Rona Uliteg
Rona, Marisol Ikit
Rina nanang
Dr. Simon Aldaw
Sto. Nino Clinic Klinik
Rosing agkasinsin
Rodi aggayyem
Martes Tatang
Sabado Doctor

Rona, Rina Aggayyem


Rona, Marisol Agkasinsin
Dr. Simon Doctor
Sto. Nino Clinic Klinik
Rosing Ikit, nanang
Rodi uliteg, tatang
Martes, Sabado Aldaw

4. Generalization
a. Proper nouns are particular names of persons, places, things or animals.
They start with a capital letter.
b. Common nouns are common names of persons, places, things or
animals. They start with a small letter
5. Guided Practice
Put a check () mark on the proper noun and cross () mark on the common
nouns. (See attached Activity Sheets)
6. Independent Practice
Word Relay
Divide the class into three groups. Have the group give a proper noun for
each common noun listed below. The group with has the the most number of
correct answers wins the game.
babai ili eskuelaan
doctor principal mangisursuro
aso pagilian opisial ti ili

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istoria mannurat siudad
7. Application
Draw a kite if the highlighted word is a proper noun and a star if it is a
common noun.

8. Evaluation
Write P before the number, if the word is a proper noun and C, if it is a
common noun.
______ 1. libro
______ 2. Filipino
______ 3. library
______ 4. National Bookstore
______ 5. Manila
______ 6. papel

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. The teacher uses the story, “Ti Naparabur a Waig” then asks the following
questions to elicit words with the letter Ww.
a. Who are the characters in the story?
Answer: Tata Wising, Wali, Wino
b. Where are they going?
Answer: Waig
c. What will they do in the creek?
Answer: Agtiliw ti agatol, etc.

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d. What were the reminders of Tata Wising to the children?
Answer: nateng nga maabraw para pangaldaw nga adda iti rabaw ti
lamisaan, bawang, wayway dagiti nuang, assiw a pangikabilan da
kadagiti matiliw da, wasay
e. What was the reason of the refusal of one of Tata Wising’s children to
ride on the calf (baby carabao)?
Answer: Wagteng-wagteng
f. How did they ease their tiredness of their long travel?
Answer: Agsagsagawisiw da
g. What made them excited when they got near the creek?
Answer: awer ti danum nga aggapu iti dissuor nga agtennag iti waig
h. The teacher presents the list of words through pictures (for words that
are pictureable) following the Reading Plan then asks from the
children the initial sound of the words read:

INITIAL FINAL
Wasay Nadlaw
Waig Sagawisiw
wagteng-wagteng Agtiliw
Wising, Abraw
Wali Pangaldaw
Wino Rabaw
Wayway Assiw

i. The teacher asks the pupils to give words that start in letter Ww.

B. Lesson Proper
1. Presentation
The teacher shows the picture of an axe “WASAY”. Children are asked
that they know/experiences about “WASAY”
2. Discussion
Teacher presents the Primer Track for the Letter Ww.

LETTER : Ww

wasay

wa say

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wasay w
wasa sa
way way
wa wasa
w wasay

in ga Wer da
war say Wi num
wad a Wa lut
so na Ka sing

a, n, i, t, k, s, o, y, m, l, g, u, d, e, p, b, ng, r, w

wang-it, lawa-lawa, tawa,

gawed, gaw-at, bingraw, katawa, kiwkiw, sawir,

kawar, sawar, lawas,

nawatwat, rawis, wirawir, awir, awer, aweng, tawen, tawar, wara, wayway, wayas,
wen, wenno, wagteng, wakray, rabaw, wara, wang-it, wagwag, wingiwing, dawis,
away, awan, awid, gawed, agawa, gawid, wakray, liwliwa, liwliw, bawang, awis,
aywan, babawi, pagiwarnak, wara, wakray, waksi, wagsak, waras, warnak, warsi,
way, warwar, watwat, nawatwat, waya, wengweng, witiwit, wirawir, waig, walo,
kawkaw, assiw, kissiw, liwliw, pukkaw, aglawlaw, aldaw, uyaw, araraw, angaw,
rabaw, ababaw, atiw, babalaw, ullaw,

bullalakaw, kulla-aw, ngilaw

kablaaw, kabbibaw, riwriw, bingraw, silaw, kabaw, kiwkiw, sagawisiw, bugkaw,


puraw, rangaw, tan-aw, pan-aw, dawis, kalapaw, saraaw,

talaw, kawaw, abraw, agaw, dayaw, likaw

Ti wasay ket inwadawad ni Tata Wising. Ti.


Ti wasay ket inwadawad ni Tata Ti wasay.
Ti wasay ket inwadawad ni Ti wasay ket
Ti wasay ket Ti wasay ket inwadawad
Ti wasay Ti wasay ket inwadawad ni Tata Wising.
Ti Ti wasay ket inwadawad ni Tata Wising.

a. Picture And Key Word


 Introduce the keyword picture.

wasay

 Point to the picture then tell the children , “This is an axe “wasay”

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[Let the children respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
 Point to the key word under the picture. Read the key word. Point
to the key word and read it to the children. Keep pointing to the
key word as you read it with the children 2-3 times.

b. Syllable Box
wa say

Do the syllable boxes activity (IMPORTANT: Do this only if the


keyword has more than one syllable. If only one syllable, skip this
part.) Point to the keyword and read it at normal speed. Point to each
syllable as you read each syllable distinctly. Read each syllable again,
clapping once for each syllable. Do this again and have the students
clap for syllable with you.
c. Do The “Breaking Word” Activity
wasay
wasa
way
wa
w
Go to the “Breaking Word” column. Read the key word to and then
with the students. Point to the part of the word with the new letter that
is directly below the keyword. Read that part of the word to the
children, then with the students. Continue reading each smaller part of
the word. (This may take only one step or it might take 3 or 4 steps,
depending on the length of the key word.) When only the new letter is
left, read the new letter to the children and then with the children.
d. Do The “Making Word” Activity
w
way
wasa
wasay
 Go to the “Making Word” column. Read the new letter to the
students and then with the children. Point to the part of the word
directly under the new letter. Read that part of the word to the
children and then with the children. Read the next bigger part of
the word to and with the students. When you get back to the
keyword, read it to and with the children.
 Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.
e. Big Box And Word Chart
wasay w
wasa sa
way way
wa wasa
w wasay

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in Ga Wer da
war Say Wi num
wad A Wa lut
so Na Ka sing

Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
 Read the letters or syllables in the Big Box to and then with the
children. Read all the letters or syllables in the Big Box to the
children and then with the children. Read left-to-right and then
top-to-bottom. Use the pointer to point to different letters or
syllables randomly. children read each letter or syllable as you
point to it. Correct them if they read anything incorrectly.
 Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
keyword. Read the word with the children that found it. Ask the
other children it that word is correct. If so, write the keyword on
the “Word Chart” or on the Chalkboard and read it to and with
the children. If it is not correct, ask another children to find the
Key word and write it correctly on the Word Chart or Chalkboard.
 Children find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the
words with the children as they identify them. Ask the rest of the
class if the word is correct. If not, invite another child to come
and point to the correct letters.
 Write all the words on the Word Chart or chalkboard.
awer kawar galut danum
wadwad aso wadawad warwar
dawa gusing daga wara
 Read all the words on the Word Chart with the students using
the Reading Plan.

f. Sentence- Breaking And Sentence- Making


 Read the Sentence-Making word to and with the children.
Ti wasay ket inwadawad ni Tata Wising. Ti.
Ti wasay ket inwadawad ni Tata Ti wasay.
Ti wasay ket inwadawad ni Ti wasay ket
Ti wasay ket Ti wasay ket inwadawad
Ti wasay Ti wasay ket inwadawad ni Tata Wising.
Ti Ti wasay ket inwadawad ni Tata Wising.

 Do the “Sentence-Breaking” Activity.


Do the Sentence-Breaking Activity the same way you did the
Word Breaking. Activity in the keyword part of the lesson.
 Do the “Sentence-Making” Activity on the chalkboard.

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Build the sentence back up, from the Sentence-Making Word to
the whole sentence. the same way you did the “Making Word”
activity in the keyword part of the lesson.
 Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.

g. Oral Practice
 Listen to some words taken from the story:

INITIAL FINAL
Wasay Nadlaw
Waig Sagawisiw
wagteng-wagteng Agtiliw
Wising, Abraw
Wali Pangaldaw
Wino Rabaw
Wayway Assiw

 Ask what sound do they hear at the beginning of the words. Have
the children repeat reading the word. Then teacher read each
word again as the children repeat after him/her.

h. Guided Practice
 The teacher says the first sound /w/ and the remaining sound in
the word. The children repeat after him/her. Then the teacher asks
pupils to blend work parts.
/w/ … ara wara /w/…arsi warsi
/w/…aras waras /w/…ay way
raba…/w/ rabaw dana…/w/ danaw
 The teacher makes use of a song to identify the first sound/final
sound of a word. This can be done in fun game.
 Use the song “London Bridge is Falling Down” for the words
ending in /w/ to answer the question: “What’s the last sound that
you hear?”
Or teach a song to the tune of “Happy Birthday.”
Can you say the last sound? (2x)
It’s the first/last sound in w________ /_______w.
Can you say the first/last sound
Substitute the words

C. Application
Say: Listen to the story about monkeys. Look at this picture that shows
Mother Monkey and the young monkeys. Write the story on a chart. Find out
what happened in the story.

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Mother Monkey’s Guessing Game
Three monkeys were waiting for someone at home. Soon, Mother Monkey
came with a basket in her hand. So, the monkeys ran to meet her.
Mother Monkey said, “Guess what I have for you. Listen.”
It begins with /w/.
And it ends with /adwad/.
Put them together,
What is it? (It’s wadwad.)
Repeat the chant for other words
Teacher says: What did Mother Monkey have for the three monkeys? What
is the first sound you hear in each word? /w/.
Mother Monkey made the monkeys guess the other things in the basket. She
said:
It begins with /w/. It ends with /w/
And it ends with /_/ And it begins with /_/
Put them together. Put them together.
What is it? (It’s __.) What is it? (It’s __.)

D. Evaluation
Coloring pictures whose names end with /w/.
1. Kite 4. Ocean
2. Rattan 5. Lamp
3. Sole 6. housefly

DAY 4
Handwriting And Spelling

Handwriting
A. Preparatory Activity
Children are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of /w/.
The teacher says the cheer, as he/she stops, the children more around the
room to look for objects beginning with /w/. Children name the object and tell
the beginning sound.

B. Writing Activity
Modeling by the Teacher
Show the children how to write the new letter in the air and on their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large so
they can see you do write it. Have them practice writing the letter in the air
with you. Do this about 3-4 times.

C. Guided Practice
Then show them how to write the letter on the palm of one hand using the
finger of their other hand. Do this 3-4 times.
Trace the big letter W and small letter w on the given space.

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D. Independent Practice
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can see it.
Children practice writing the letter on their slates or in their exercise books 10
times. Go around the room and help anyone that is having trouble forming the
letter.

E. Application
Children practice writing the new key word on their paper or slate.
Write the new key word in large letters on the chalkboard. You may need to
write it several times so everyone can see clearly how you write it. Children
write the new keyword 10 times on their slates or in their exercise books.
Walk around the room to see how they are doing. Help anyone that is having
trouble writing the word.

F. Evaluation
Write the missing letter.
1. waksi ___aksi
2. wagwag ___ag___ag
3. Waling-waling ___aling-___aling
4. Wena ___ena
5. Winnie ___innie
6. wadwad ___ad___ad

G. Spelling
1. Dictate the key word from today’s lesson. Children write the word on their
paper or slate.
2. Dictate the key word from the last lesson. children write the word on their
paper or slate.

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3. Dictate 2-5 key words from earlier lessons, one by on. children write each
word.
4. Write the spelling words correctly on the Chalkboard. Walk around the
room as they write to encourage them and help them to identify and
mistakes.

DAY 5
Assessment

A. The teacher is expected to prepare sets of exercises that assess the


following:
1. Reading Comprehension
a. Answering wh-questions
b. Giving summary
2. Phonological Skills
3. Alphabet Knowledge
4. Word Recognition
5. Grammar Awareness
6. Handwriting
7. Spelling

B. Activity Sheets

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Lesson Guide in Grade 1 - Ilokano: Week 20

I. Objectives
1. Give the meaning of new words through pictures/ context clues and
demonstration.
2. Use correctly the terms referring to conventions of print:(book, front and back
cover, beginning, ending, title, page, author, and illustrator).
3. Answer wh- questions.
4. Identify the characters, setting and main events in the story.
5. Infer the feelings of characters in the story.
6. Respond to the story through the following engagement activities:
Group I – Draw and describe one’s feeling
Group II – Dramatize portions of the story
Group III – Compare the food prepared by Nana Huling with the food
prepared by their mother for Noche Buena.
Group IV – Sequence events in the story
7. Identify and produce the beginning sound of Hh.
8. Associate names of objects and pictures with printed symbols.
9. Write big and small letter Hh.
10. Copy/Write words/phrases and simple sentences.

II. Subject Matter

A. Story: “Naragsak A Paskua”


Istorya ni Conchita C. Rarangol

B. Focus Skill:
1. Oral Language
Listen and respond to text by recalling the important details in the
story such as the: a. characters b. setting c. main events in the
story.
2. Phonological Skills
a. Give pairs of rhyming words.
3. Book and print
a. Use correctly the term referring to conventions of print: (book, front
and back cover, beginning, ending, title, page, author, and illustrator).
4. Alphabet Knowledge
Identify and produce the beginning sound of Hh.
5. Word Recognition
a. Produce the initial sound of Hh.
6. Handwriting
a. Write using a Comfortable and Efficient Pencil grip.
b. Write the Upper and Lower Case Letter of Hh.
7. Grammar
Write correctly the proper nouns.

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8. Reading Comprehension
a. Identify the characters, setting and main events in the story.
b. Make inferences on the character’s feelings and traits.

C. Reference:
- K-12 Curriculum
- Two-Track Approach to Teaching Children to Read and Write in the First
Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revised by Susan Malone and Dennis Malone
October 2008
- Ilokano Primer Track
Developed by Leila P. Areola

D. Materials:
Pictures
Story

E. Strategies:
Shared Reading
Summarizing
Acting Out
Games

F. Value: Love for others

G. Theme: Strong Family Ties

III. Procedure

DAY 1
A. Pre-Reading
1. Motivation and Building Background
(Teacher introduces concept by asking questions about the topic to elicit
pupils prior knowledge or help provide background knowledge. The
teacher asks questions to get them talk and say what they know.
Ask : Ania ti ramrambaken tayo kada December 25? Ania dagiti
kadawyan nga ar-aramiden tayo iti rabii ti December 25?
Show the picture of a family having their Noche Buena. The teacher
allows the pupils to share their thoughts. Write their answers in the word
map.

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Example:
spaghetti

Noche
happy Buena Giving gifts

happy

2. Unlocking of New/Difficult Words through actions and pictures.


Words to be unlocked:
hepe habonera lumba hamon
danarudor hawla garahe
3. The teacher introduces the smallbook, display the cover and points to the
title explaining that these words are called title and that a title is the name
of the story. The teacher points to and read the author’s and illustrator’s
names, explaining to the children that an author is a person who writes
the story and the illustrator is one who draws the pictures for the story.
They talk about the title and ask the pupils to predict what the story might
be about. Preview the books illustration on page 1 to help children make
their predictions.
4. Motive Question
The teacher presents the cover of the smallbook showing mother, father
and a son helping one another in the kitchen.
Ask: Siasino dagiti kameng ti pamilia? Ania ti ar-aramidenda? Apay
ngata nga adu a taraon ti isagsaganada?

B. During Reading
1. First reading by the teacher (reading plan)
Teacher opens the book and read the whole story showing each page
with the illustrations to the pupils.
2. Second Reading
The teacher gives pupils a chance to interact with the text. After reading a
page or several pages, asks questions to help pupils predict and monitor
their comprehension.

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Naragsak A Paskua
Sarita ni Conchita Rarangor

Inawis da Tata Homer ken Nana Huling da Mang Hulio ken ti


pamilana nga umay makipaskua idiay balayda. Naragsakan ti Henry a
nakaammo nga agawid da uliteg na a Hulio a kabsat ni tatangna. Maysa
isuna a “hepe” ti pulisya,
“Nanang ania ngarud ti lutuem para Noche Buena?”,
sinaludsodna.“Aglutuakto ti sinuman, tupig, pansit, macaroni ken tay paborito
ni ulitegmo a bibingka a kahoy”, kinunana.
“Ala anak tulungannak nga agdalus ditoy balay ket dandanidan
sumangpeten. Bayat pinagdaldalusda ket nakangeg ti danarudor ti lugan ni
Henry. Timmaray a rimmuar tapno kitaen na iti simmangpet.
“Tatang, Nanang addan da uliteg Henry,’’ impigsana. “Hello ikit, uliteg,
kumusta kayo?” sana inyawat ti imana tapno agmano.” Hello! insan
nagguapo kan,” inyangaw na sana inabrasa.
Simrek da ngarud ti uneg nga bitbit ni Mang Hulio ti maysa a dakkel a
kahon.
Sinabat ida ni Nana Huling sana kinuna, “ Ala aginanana kayo pay
lang.” “Pagiin-nanaanyo agmiryenda kayo ading ta innak mangisagana’t
pangaldaw tayo,” kinunana.
“Manang, apay kasla awan ni Manong?”,saludsod ni Mang Hulio.
“Adda dita garahe ading inka danunen, siguro saan na nadlaw ti
isasangpetyo,” insungbat met ni Nana Huling.
Napan ngarud diay garahe ni Mang Hulio. “Kumusta Manong, ania
aya dayta pakakumikumam?”, sinaludsod na. “A,e…, adda kay gayamen
ading”. “Kaasi ni Apo nasalunaat kam met”. “ Madamak man a tarimaanen
toy hawla dagitoy taraken a kuneho daytoy kaanakam, ikkakman ti rehas na
tapno makalang-ab da ti presko nga angin,” insungbat manen ni Mang
Homer.
“Tatang, uliteg mangan tayon,” awis ni Henry. Naragsakda a
nagpipinnadamag bayat pinnanganda.
Iti mumalen oras alas tres makumikom da Nana Huling ken Nana
Heling nga mangisagsagana’t makmakan para Noche Buena.
Bayat panagsagsaganada adda met da Henry ken Henyo diay hardin.
Pinalusutan da dagiti kuneho sada pinagpipinnalumba. Nakaragragsakda ket
saan payen mapuotan pinaglabas iti oras.
“Henry, Henyo isardeng yon ti agay-ayam rumabiin, inkay agbuggon
ta mangrabii tayon”, kinuna,” ni Nana Huling. “ Wen ikit,” “ Wen nanang”,
naggiddan da a simmungbat.
Napanda ngarud nagbuggo. Innala ni Henry ti tualya ken balde. Bitbit
met ni Henyo ti habonera a pagyanan ti sabon.
Alas onse ti rabii nagriing da Nana Huling ken Nana Heling tapno
inda isagana nadumaduma a makmakan para Noche Buena. Adda
suman,tupig, bibingka a kahoy, pansit, macaroni ken adda pay hamon a
paborito da Henry ken Henyo. Inkabilda dagitoy iti dadakkel a pandehado.

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Nadanonan ti alas dose ti rabii, naragsak da nga nagkikinnablaaw
sada pinagsasangoan inda insagana. Naragsakda a nagi-innawat regalo kas
paset ti pinagkikinnablaawda.

C. Post Reading
1. Lead the class to answer the motive questions.
2. Divide the class into four groups and give each group an activity. The
discussion of the story follows and the small group activities are
presented as the discussion goes on.

Comprehension Questions Engagement Activity


1. Ania ti Paulo ti sarita? Group I – Draw Henry’s face
2. Siasino dagiti nagaken ti sarita? when he learned that his Uncle
3. Ania ti ar-aramiden da Nana Henry and his family will take their
Huling and Henry kabayatan ti vacation. Describe his feelings
pagur-urayda kenni Mang Hulio too.
ken ti pamiliana?
4. Ania ti narikna ni Henry idi
naammuanna nga agbakasyo da
Uncle na Hulio iti yanda?
1. Ania ti inaramid ni Henry idi adda Group II will dramatize how
nangngegna nga uni ti lugan a Henry met his relatives infront of
nagsardeng ti sango ti balayda? their house.
2. Ania ti inaramidna idi nakitana
ida?
3. No sika ni Henry, kasta met ti
aramidem?
4. Ania ti impakita ni Henry?
1. Ania ti insagana ni Nana Huling a Group III – Complete the Venn
para Noche Buena? Diagram
2. Nagustuan kadi dagiti bisitada?
3. Agissagsagana met ni nanang (picture of food prepared by Nana
mo ti Noche Buena? Ania Huling for their noche buena)
dagitoy?
Choose from the words below.
spaghetti fruit salad
pansit hamon
cassava cake macaroni
fried chicken tupig
cake barbeque
1. Naragsak kadi ni Henry iti damo Group IV- will arrange the picture
ti sarita? as they happen in the story.
2. Sadino ti ayan ni Tata Homer?
Ania ti ar-aramidenna didiay? Father fixing the
3. Sadino ti nagay-ayaman dagiti cage in the garage
dua nga ubbing ti kuneho?
4. Ania ti nangparagrak kadakuada

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Comprehension Questions Engagement Activity
ti gibus ti sarita? Father fixing the
5. Ania a saguday ti maadaw iti cage in the garage
daytoy a sarita?
People eating
ham, tupig,
macaroni, etc. and
exchanging
gifts
People eating
ham, tupig,
gifts gifts
macaroni, etc. and
exchanging
gifts

D. Read the Story Using the Reading Plan gifts gifts


Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.

E. Do the Matching Word activity


1. Select the Matching Word cards that you prepared for the Shared
Reading Story.
2. Give one of the Matching Word cards to a volunteer. (If you are using a
small book, write the words one by one on the CB instead of on word
cards.)
3. Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on the
CB) that you selected.

F. Do the Hide-a-Word activity.


1. Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
2. Then hold a small piece of paper over one of the important words in that
sentence...
3. Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
4. If they say the correct word, uncover the word and praise them. Then
read the sentence again.
5. If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again, using
the pointer to show them the words they are reading. Let them try again
to say the word.
6. Do this with the other two “Hide-A-Word” sentences.

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DAY 2
Developing Language
A. Preparatory
1. Lead the class to sing the song written on the board.
a. Idi ubingak a bassit
b. Innalanak ti ansisit
c. Innak indardarumpis
d. Diay sirok ti kamantiris
e. Sinno ti nangala ti ubing?
f. Inan-ano ti ansisit ti ubing?
g. Sadino ti nangidardarumpisan na?
2. Review: Raise your right hand if the word is a proper noun and clap twice
if it is a common noun.
aso Elmer mangisursuro
Tagpi Nana Huling dentist
Brownie sapatos plasa

B. Lesson Proper
1. Presentation
Listen as the teacher reads the poem.

Ti Tagtagainep ni Tata Manning

Nagtagtagainep ni Tata Manning


Kadduana da Hannah, Mely ken Huling
Nagpaspasiarda agraman taraken na a pusa, aso ken kalding
Ket dida nadnadlaw nakadanon da’t Sallagonting.

Sadiay nakitada ni Tata Berting nga agburburas ti mangga ken


bayabas
Nangalada dagiti ubbing ti basket pagyanan binurasda a
dagiti prutas
Pagam-ammoam lattan natnagda’t derraas
Isu metten bulon Tata Manning nga bimmaringkuas.

2. Comprehension Questions
a. Sino ti nagtagtagainep?
b. Sinno dagiti kadduana a nagpaspasiar?
c. Sadino ti nakadanunanda?
d. Anya dagiti nakita da?
e. Nangikkanda dagiti binuras da a prutprutas?
f. Anya ti napasamak kadakuada?
g. Agpaypayso kadi daytoy nga napasamak? Apay?
h. Dakayo napadasan yo kadin ti nagtagtaga-inep? Anya ti natagtaga-
inep yo?

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3. Oral Practice
a. Let the pupils observe the beginning letter of following words.
Hannah Manning Mely Huling Sallagonting
b. Ask them whether they are proper noun or common noun.
c. Ask how they are written.
4. Generalization
Proper nouns are particular names of persons, places, things or animals.
They start with capital letters.
5. Guided Practice
Write the underlined word in each sentence correctly.
a. Nakaragragsak ti agnaed ditoy pilipinas.
b. Ti claveria ket nadalus a lugar.
c. Mapan kami a sangapamilyaan nga agbakasyon diay vigan
d. Ni mrs. santos ti maestrada iti Filipino.
e. Kaykayatko a buy-buyaen ti e-boy.
6. Independent Practice
Pick a card. Write the word correctly on the board.

C. Application
Show the students names of places, persons, things and animals. If they
were written correctly, draw a happy face if not draw a sad face.

1. Mercy, Helen 4. Brownie, Tagpi

2. ruben, nelia 5. Monggol, Pilot

3. Tuguegarao, San Gabriel 6. bearbrand, alaska

D. Evaluation
Copy the words, then write them correctly.
1. darlyn santos 4. lucky
2. laoag city 5. cagayan store
3. colgate 6. safeguard

DAY 3
Developing Oral Language Proficiency

A. Preparatory Activities
1. Drill
Let the pupils read the words with initial, medial and final /r/
Initial /r/ Final/r/
radyo parpar
ramot natiritir
rukib aparador
relo bitor

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ragadi kabusor
regalo kaldero
ramay sugador
2. Review
Distribute pictures with initial and final/w/ sounds and word cards to the
pupils. Tell them to match the pictures with the words.

ngilaw kawar wara waig

3. The teacher uses the story “Naragsak A Paskua”, then asks the following
questions to elicit words with the letter Hh.
a. Siasino dagiti nagakem ti sarita? (Huling, Tata Hulio, Henry, Henyo,
Nana Heling, Tata Homer)
b. Ania ti magusgustuan a kanen ni uliteg Hulio ? (bibingka a kahoy)
c. Ania ti binagkat ni uliteg Hulio? (kahon)
d. Ania ti tartarimaanen ni Tata Homer? (hawla)
e. Ania ti taraken ni Henry? (kuneho)
f. Ania a taraon ti magusgustuanda Henry ken Henyo? (hamon)
g. The teacher presents the list of words through pictures.(for words that
are pictureable)
h. Following the Reading Plan, the teacher asks from the children the
initial sound of the words read.

Initial
Huling Henry
Homer habonera
Heling hamon
hepe henyo
hawla Henio

The teacher asks the pupils to give words that start in letter Hh.

B. Lesson Proper
1. Presentation
The teacher shows some pictures of words that start in letter Hh. Children
are asked what they know/experiences about them.
2. Discussion
Teacher presents the Primer Track for the letter Hh.

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LETTER : Hh

a n i t K s o y m l g u d e p B ng r w h

hamon

habonera, hamon, harana, hardin, hardinero, hawla, kahon,


kaha, paha, kuneho, bruha, monghe, embahada, embahador,
ebanghelio, delihensia,bihilya, inhinyero, labahas, rehas,
parehas,, mensahe, mensahero, mongha, pasahero, rehistro,
garahe, relihion, trabaho, trahedya, kahel, uhales, kahoy,
biahe, husto, bandehado, dehado, bahada, higante, ahedres,
alkohol, bagahe, hepe

ha mon

hamon h
hamo ha
ham ham
ha hamo
h hamon
ha pe ka he
na in mon do
ha na len de
sa ban hi gut

Hamon ti insagut ni hepe idi hinaranana ni Helen. Hamon


Hamon ti insagut ni hepe idi hinaranana ni Hamon ti
Hamon ti insagut ni hepe idi hinaranana Hamon ti insagut
Hamon ti insagut ni hepe idi Hamon ti insagut ni
Hamon ti insagut ni hepe Hamon ti insagut ni hepe
Hamon ti insagut ni Hamon ti insagut ni hepe idi
Hamon ti Hamon ti insagut ni hepe idi hinaranana ni
Hamon Hamon ti insagut ni hepe idi hinaranana ni Helen.

Basaen dagiti sumaganad:


habonera hamon harana hardin
hardinero hawla kahon kaha
paha kuneho bruha inhinyero
labahas rehas parehas mensahe
hepe mongha pasahero garahe
relihion trabaho kahel uhales

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kahoy biahe husto bandehado
dehado bahada higante alkohol

labahas ni hepe kahel nga naalsem


atiddog a paha dadakkel nga uhales
rehas ti hawla liningta a kahoy
harana iti hardin habonera ni Helen
kuneho iti hawla relihion ni inhinyero
Nakagarut diay kuneho iti hawla.
Parehas ti relihion diay inhinyero ken hepe.
Dadakkel nga uhales ti inkabilda iti trahe de boda.
Liningta ni Helen ti kahoy.
Inadaw na iti kahoy iti bandehado.
Hinarana ti inhiniyero ni Hana iti hardin.
Naalsem iti kahel a binurasda idi Huebes.

a. Picture And Key Word


Introduce the keyword picture.

hamon

 Point to the picture then tell the children , “Daytoy ket hamon.”
[Let the children respond briefly. Don’t try to get them to talk about
the picture. You want them to focus on the word.]
 Point to the key word under the picture. Read the key word. Point
to the key word and read it to the children. Keep pointing to the
key word as you read it with the children 2-3 times.

b. Syllable Box
ha mon
 Do the syllable boxes activity (IMPORTANT: Do this only if the
keyword has more than one syllable. If only one syllable, skip this
part.) Point to the keyword and read it at normal speed. Point to
each syllable as you read each syllable distinctly. Read each
syllable again, clapping once for each syllable. Do this again and
have the students clap for syllable with you.

c. Do The “Breaking Word” Activity


hamon
hamo
ham
ha
h
Go to the “Breaking Word” column. Read the key word to and then
with the students. Point to the part of the word with the new letter that

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is directly below the keyword. Read that part of the word to the
children, then with the students. Continue reading each smaller part of
the word. (This may take only one step or it might take 3 or 4 steps,
depending on the length of the key word.) When only the new letter is
left, read the new letter to the children and then with the children

d. Do The “Making Word” Activity


h
ha
ham
hamo
hamon
 Go to the “Making Word” column. Read the new letter to the
students and then with the children. Point to the part of the word
directly under the new letter. Read that part of the word to the
children and then with the children. Read the next bigger part of
the word to and with the students. When you get back to the
keyword, read it to and with the children.
 Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.

e. Big Box And Word Chart


hamon h
hamo ha
ham ham
ha hamo
h hamon

ha pe ka he
na in mon do
ha na len de
Sa ban hi gut

 Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
 Read the letters or syllables in the Big Box to and then with the
children. Read all the letters or syllables in the Big Box to the
children and then with the children. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. children read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
 Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
keyword. Read the word with the children that found it. Ask the
other children it that word is correct. If so, write the keyword on the
“Word Chart” or on the Chalkboard and read it to and with the
children. If it is not correct, ask another children to find the Key
word and write it correctly on the Word Chart or Chalkboard.

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 Children find other words in the Big Box. Invite volunteers to find
other words in the Big Box. Read the words with the children as
they identify them. Ask the rest of the class if the word is correct. If
not, invite another child to come and point to the correct letters.
 Write all the words on the Word Chart or chalkboard.
hamon harana sagut
hepe bandehado Helen
kaha
 Read all the words on the Word Chart with the students using the
Reading Plan.

f. Sentence-Breaking And Sentence-Making


 Read the Sentence-Making word to and with the children.
Hamon ti insagut ni hepe idi hinaranana ni Helen. Hamon
Hamon ti insagut ni hepe idi hinaranana ni Hamon ti
Hamon ti insagut ni hepe idi hinaranana Hamon ti insagut
Hamon ti insagut ni hepe idi Hamon ti insagut ni
Hamon ti insagut ni hepe Hamon ti insagut ni hepe
Hamon ti insagut ni Hamon ti insagut ni hepe idi
Hamon ti Hamon ti insagut ni hepe idi hinaranana ni
Hamon Hamon ti insagut ni hepe idi hinaranana ni Helen.

 Do the “Sentence-Breaking” Activity.


 Do the Sentence-Breaking Activity the same way you did the
Word Breaking. Activity in the keyword part of the lesson.
 Do the “Sentence-Making” Activity on the chalkboard.
 Build the sentence back up, from the Sentence-Making Word to
the whole sentence. the same way you did the “Making Word”
activity in the keyword part of the lesson.
 Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.

g. Oral Practice
 Listen to some words taken from the story:

Initial
Huling habonera
Homer hamon
Heling Henio
hepe hardin
hawla henyo
Henry

 Ask what sound that they hear at the beginning of the words.
Have the children repeat reading the words. Then the teacher
read each word again as the children repeat after him/her.

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h. Guided Practice
 Let the pupils play the Game “ Climb the Hill”. Group the pupils
into four groups. Each group will be given the same set of
exercise. The group who finish first wins the game.
 Match the words with the pictures with letter Hh on the chart.

C. Application
Name each picture. Check the box below the picture if it has an initial sound
/h/, cross it if the picture sounds different.

D. Evaluation
Write words that starts with letter Hh.

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DAY 4
Handwriting And Spelling

Handwriting
B. Preparatory Activity
Ask the pupils to get the picture that has letter H in the carousel.

C. Writing Activity
Modeling by the Teacher.
Show the children how to write the new letter in the air and on the their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large so
they can see you do write it. Have them practice writing the letter in the air
with you. Do this about 3-4 times.

D. Guided Practice
Show them how to write on the palm of one hand using the finger of their
other hand. Do this 3-4 times. Trace the big letter H and small letter h on the
given space.

E. Independent Practice
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can see it.
Children practice writing the letter on their slates or in their exercise books 10
times. Go around the room and help anyone that is having trouble forming the
letter.

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F. Application
Children practice writing the new key word on their paper or slate. Write the
new key word in a large letters on the chalkboard. You may need to write it
several times so everyone can see clearly how to write it. Children write the
new keyword 10 times on their slates or in their exercise books. Walk around
the room to see how they are doing. Help everyone that is having trouble
writing the word.

G. Evaluation
Isurat ti kurang a letra tapno mabukel ti balikas.

H. Spelling
1. Dictate the key word from today”s lesson. Children write the word on their
paper or slate.
2. Dictate the key word from the last lesson. Children write the word on their
paper or slate.
3. Dictate 2-3 key words from earlier lessons, one by one. Children write
each word.
4. Write the spelling words correctly on the chalkboard. Walk around the
room as they write to encourage them and help them to identify their
mistakes.

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DAY 5
Assessment

A. The teacher is expected to prepare sets of exercises that assess the


following:
1. Reading Comprehension
a. Recalling the important details of the story
b. Making inferences on characters’ feeling
2. Phonological Skills
3. Alphabet Knowledge
4. Word Recognition
5. Grammar Awareness
6. Handwriting
7. Spelling

B. Activity Sheet

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Lesson Guide in Grade 1 - Ilokano: Week 21

I. Objectives:
1. Predict what the story based on context.
2. Make inferences on what is likely to happen next based on the events in the
story.
3. Locate specific information in the text to find answer to simple questions.
4. Express love for stories by browsing the storybooks read to them and asking
to be read again.
5. Respond to the story through the following engagement activities:
a. Group 1 – Solbaren ti Puzzle
b. Group 2 – Agannadka
c. Group 3 – Iladawan
d. Group 4 – Pagparisen
6. Discuss meanings and develop through meaningful and concrete
experiences.
7. Talk about family, friends, school, community, school, community and
significant people and places in culturally appropriate manner.
8. Read basic sight words listed found in the Appendices.
9. Read phrases, sentences and short stories containing high frequency words
and words studied.
10. Read aloud grade one level text at a rate of approximately 60 words per
minute.
11. Read grade one level text in three to four word phrases with appropriate
intonation, expression and punctuation cues.
12. Identify proper names of persons, places and things.
13. Write simple sentences, phrases, paragraphs and stories observing correct
punctuation marks, capitalization indentions and format.
14. Write using phonic knowledge for different purposes – sentences, lists.
15. Spell correctly previously learned words.
16. Spell correctly proper names of persons, places and things.

II. Subject Matter

A. Story: Ti Simbaan ti Alcala


Sarita ni Grace Donata S. Abugan

B. Focus Skills:
1. Reading Comprehension:
a. Predicting what the story, fable, legend, school and community event/
situation / issues / radio broadcast and local news based on context.
b. Making inferences on what is likely to happen next based on the
events in the story, fable, legend, school or community event/
situation / issue / radio broadcast and local news.
c. Locating specific information in the text to find answer to simple
questions.

330
d. Expressing love for stories by browsing the storybooks read to them
and asking to be read again.
2. Vocabulary:
Discussing meanings and develop through meaningful and concrete
experiences.
3. Oral Language:
Talking about family, friends, school, community, school, community
and significant people and places in culturally appropriate manner.
4. Word Recognition:
a. Reading basic sight words listed in the Appendix.
b. Reading phrases, sentences and short stories containing high
frequency words and words studied.
5. Fluency:
a. Reading aloud grade one level text at a rate of approximately 60
words per minute.
b. Reading grade one level text in three to four word phrases with
appropriate intonation, expression and punctuation cues
6. Grammar Awareness:
Identifying proper names of persons, places and things
7. Handwriting:
Writing simple sentences, phrases, paragraphs and stories observing
correct punctuation marks, capitalization indentions and format
8. Composing:
Writing using phonic knowledge for different purposes – sentences,
lists, jokes, poems, songs, riddles, short stories, etc.
9. Spelling:
a. Spelling correctly previously learned words
b. Spelling correctly proper names of persons, places and things

C. Reference: K to 12 Basic Education Curriculum Guide

D. Materials: Big Book, Activity/Worksheets, Pictures, Flashcards,


Pocket Charts

E. Strategies: Read Aloud, Shared Reading, Predicting Outcomes,


Acting Out, Games, Drawing

F. Value: Being proud of the important places in the community


Observing safety measures in riding a tricycle

G. Theme: Important Places in the Community

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III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask: Ania dagiti nadumaduma nga importante a luglugar iti ili tayo?
Pick out the picture that will show the important places in the community
then tuck them on the corkboard/flannel board in order to form a collage.

Ex. Dagiti Importante a Luglugar iti Ili

2. Unlocking of Difficult Words


a. Kaamaan (Illustration)
b. Nadaeg (Synonym)
c. Naanep (Antonym)
d. Pinutar (Demonstration)
e. Imatang (Context Clue)

3. Previewing
Present the book with the story “Ti Simbaan ti Alcala.” Give them a few
minutes to look at the cover and familiarize themselves with the picture
and the text. Talk about the title, author and illustrator. Ask them what
they think the story is about by looking at the cover. Allow them to make
predictions about the story.

332
4. Motive Question
Show them again the cover with a boy and his grandfather marvelling at
the Alcala church. Ask: Ania ngata ti ar-aramiden ti ubing ken ti apongna
a lakay?

B. Reading of the story


1. First Reading: Read the story without interruption while the pupils listen.

Ti Simbaan ti Alcala
Sarita ni Grace Donata S. Abugan

Iti probinsia ti Ilocos Norte nga agnanaed da Abel. Iti umuna a


gundaway napanda simmarungkar a sangakaamaan iti lugar da apongna
sadiay Alcala, Cagayan.
Iti maysa a bigat, agkinkinnamat iti arubayan da Abel ken ti asoda
apongna a ni Bantay idi aguni ni Apong Lando.

“Kayatmo ti mapan agpasiar dita ili, apok?” dinamag ni Apong Lando


a nakasakay iti Honda a motorsiklona.
“Wen, Amang!” insungbat a dagus ni Abel ket simmakay iti likod ni
Apong Lando.
“Agtugawka a nasayaat. Agkapetka kenni apongmo,” inkamakam ni
Apong Pinang.
“Wen, Apong,” insungbat ni Abel ket pinataray ni Apong Lando ti
motorsiklona.

Nakitana dagiti nalawa a kataltalonan ken kakumkomanan. Nakitana


pay ti naberde a turturod ken kabanbantayan. Nakitana met dagiti nalitnaw a
waig ken atiddog a karayan ti Cagayan. Dinaydayawna pay ti nadaeg a
munisipio, napintas a parke, ken nadalus a tiendaan ti ili. Ngem ti
nakaisalatan ti imatangna ket daytay dakkel a simbaan a nasungadanda.

“Anian a daeg dayta a simbaan, amang!” kinuna ni Abel a


masmasdaawan.
“Ay, wen, apok,” kinuna ni Apong Lando ket insardengna ti motorsiklo
iti batog ti simbaan. “Dayta ti simbaan ti patron ti Alcala a ni Santa Filomena.
Isu ti kalawaan a simbaan iti tanap ti Cagayan,” kinunana pay.
“Kaano a naipatakder daytoy a simbaan, Amang?” dinamag ni Abel.
“Idi pay panawen dagiti Kastila, apok,” insungbat ni Apong Lando.
“Simbolo daytoy ti kinaanep dagiti tattao a nangputar,” impalawagna pay.
“Nagpintasen ti istoriana daytoy a simbaan, Amang. Rumbeng laeng
nga ipagpannakkel dagiti taga-Alcala,” kinuna ni Abel.

2. Second Reading: Let the pupils interact with the text. After reading a
page, ask questions to check their comprehension. Before proceeding to
the next page, let the pupils make inferences about what will happen
next.

333
C. Post Reading Activities
1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the engagement activities.
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

Comprehension Check-up Engagement Activities


Siasino ti ubing? Group 1 – Solbaren ti Puzzle
Ania ti inaramid ti kaamaanda iti Pagdidikketen dagiti nakartib a
umuna a gundaway? kardbord tapno makabukel ti
Sadino da a simmarungkar? ladawan.
Ania ti inyawis ni Apong Lando? Group 2 – Agannad Ka
Ania ti naglugananda? Ikkan ti check dagiti rumbeng nga
Ania dagiti palagip ni Apong aramidenyo no nakasakay kayo iti
Pinang iti panagluganna ti motorsiklo.
motorsiklo?
Ania dagiti naabsanda bayat ti Group 3 – Iladawan
panagpasiarda iti ili? Idrowing ti simbaan a nakita ni
Ania ti nakaisalatan ti imatangna? Abel.
Batay iti nabasa nga istoria, ania ti Group 4 – Pagparisen
saguday ni Abel? Apong Lando? Pagparisen ti tao ken ti sagudayna.
Apong Pinang? a.Abel a. Nadungngo
b.Apong Lando b. Naannad
c.Apong Pinang c. Nadayaw

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2 – 5 of the Reading Plan. Move the
pointer smoothly under the words as you and they read.
2. Reading with automaticity, accuracy and prosody (intonation,
expressions, and punctuation cues)

DAY 3
Developing Language Competencies

A. Preparatory Activities
Game: Group the pupils into two. Give each group the following set of
flashcards containing common nouns. Let them classify the flashcards into
Persons, Places, Animals and Things. The group that will finish first and have
more correct answers will win.
libro baka parke

gayyem apong karayan

kalapati pulis kaarruba

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B. Lesson Proper
1. Presentation
Let the pupils recall the story “Ti Simbaan ti Alcala” which was taken up
the previous day by asking them the following questions:
Siasino ti ubing?
Answer: Ni Abel
Sadino ti pagnaedanda?
Answer: Sadiay Ilocos Norte
Sadino da a simmarungkar?
Answer: Sadiay Alcala, Cagayan
Siasino dagiti apongna?
Answer: Da Apong Lando ken Apong Pinang
Ania ti nagan ti taraken nga aso da apongna?
Answer: Bantay
Ania ti naglugananda?
Answer: Motorsiklo a Honda
Ania dagiti palagip ni Apong Pinang iti panagluganna ti motorsiklo?
Answer: Agtugaw a nasayaat. Agkapet kenni apongna.
Ania dagiti buybuya a nakitana iti panagpasiarda iti ili?
Answer: Nalawa a kataltalonan ken kakomkomanan, naberde a
turturod ken kabanbantayan, nalitnaw a waig ken atiddog a karayan ti
Cagayan. nadaeg a munisipio, napintas a parke, ken nadalus a
tiendaan ti ili, dakkel a simbaan
Ania ti nakaisalatan ti imatangna?
Answer: Dakkel a simbaan
Siasino ti patron ti Alcala?
Answer: Ni Santa Filomena
Kaano daytoy a naaramid?
Answer: Idi panawen dagiti Kastila
2. Oral Practice
Show the pupils the following words written on cloud-shaped flashcards.
Remind them that these are some of the answers that they have given
earlier. Read the words and let them repeat after you.

Abel Ilocos Norte Alcala

Bantay Honda
Apong Lando

Santa Filomena Kastila Apong Pinang

Ask: Ania ti madlawyo kadagiti sarita? Ania a kita ti letra ti pangrugianda?


Ania ti awagmo kadagitoy a sarita?
3. Generalization
Ask: What are proper nouns?

335
4. Guided Practice
Present the following flashcards with common nouns written on them. Let
the pupils give a proper noun for each common noun that you flash.

maestra pusa gatas iskuela

artista pagilian sapatos billit

5. Independent Practice
a. A Race
Group the pupils into two. Give each group the following flashcards
that contain common and proper nouns. Let the pupils pick out only
the proper nouns and tuck them on a cork/flannel board assigned to
them. The group that will pick out more correct flashcards will win the
game.

Tata Selet Dubai baboy

Blackie sabon Mongol

libro Nokia Vigan

6. Application
Let the pupils do the Activity Sheet.
Ask the pupils to match the common noun with its proper noun.

336
C. Evaluation
Direction: Timbukelan ti bukod-a-nagan.
1. manang Lina maestra balasang
2. Spotty pusa aso baboy
3. gatas dulse Nido tsokolate
4. taltalon karayan barrio

DAY 4
Handwriting and Spelling

A. Preparatory Activities
Let the children play “The Ball’s Mine!” Gather pupils into a circle. Play music
as pupils pass the ball to one another. When the music stops, let the pupil
who is holding the ball give an example of a proper noun.

B. Writing Activity
1. Modeling by the Teacher
a. Show the pupils the following words written on flashcards. Ask them
to read all the words.

Abel Ilocos Norte Alcala

Bantay Honda
Apong Lando

Santa Filomena Kastila Apong Pinang

b. Let them use the words in sentences. Write the sentences on the
board, following the three straight lines on the board. Let them
observe how you write the sentences.
c. Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
Let the pupils copy a short story. Supervise the pupils as they do the
activity.

337
3. Independent Practice
Ask the pupils to write about their favorite person.

C. Application
Let the pupils copy correctly the short story by using capital letters at the
beginning of sentences and proper nouns.

D. Evaluation

338
E. Spelling
1. Dictate the following proper nouns. Let the pupils write the words on their
slates.

Abel Ilocos Norte Alcala

Bantay Honda
Apong Lando

Santa Filomena Kastila Apong Pinang

2. Dictate the words again. Let the pupils write the words on their paper.
Check their work.
3. Dictate 3-5 short sentences containing the proper nouns that they
learned. Let the pupils write each short sentence on their paper. Check
their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.

DAY 5
Assessment

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APPENDICES

 Appendix A
High Frequency Words
ti iti idi ni

da pay daytay dagiti

ket met ken ngem

 Appendix B
SIGHT WORDS
1 adda 21 dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 iti 62 kuak 82 no
3 agingga 23 dagus 43 ka 63 kuam 83 para
4 Alla 24 dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray
19 dagidiay 39 isuna 59 ketdi 79 ngata 99 wen
20 dagita 40 ita 60 kinuna 80 ngato 100 wenno

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Lesson Guide in Grade 1 - Ilokano: Week 22

I. Objectives:
1. Predict what the story based on context.
2. Make inferences on what is likely to happen next based on the events in the
story.
3. Locate specific information in the text to find answer to simple questions.
4. Express love for stories by browsing the storybooks read to them and asking
to be read again.
5. Respond to the story through the following engagement activities:
a. Group 1 – Karamannakkadi?
b. Group 2 – Idrowing
c. Group 3 – Idrama
d. Group 4 – Ilista
6. Discuss meanings and develop through meaningful and concrete
experiences.
7. Talk about family, friends, school, community, school, community and
significant people and places in culturally appropriate manner.
8. Read basic sight words listed in the Appendix.
9. Read phrases, sentences and short stories containing high frequency words
and words studied.
10. Read aloud grade one level text at a rate of approximately 60 words per
minute.
11. Read grade one level text in three to four word phrases with appropriate
intonation, expression and punctuation cues.
12. Use proper names of persons, places and things.
13. Write simple sentences, phrases, paragraphs and stories observing correct
punctuation marks, capitalization indentions and format.
14. Write using phonic knowledge for different purposes – sentences, lists,
15. Spell correctly previously learned words.
16. Spell correctly proper names of persons, places and things.

II. Subject Matter

A. Song: Ti Salip ti Panagkanta


Saritani Grace Donata S. Abugan

B. Focus Skills:
1. Reading Comprehension:
a. Predicting what the story, fable, legend, school and community event/
situation/issues/radio broadcast and local news based on context.
b. Making inferences on what is likely to happen next based on the
events in the story, fable, legend, school or community event/
situation/issue/radio broadcast and local news.
c. Locating specific information in the text to find answer to simple
questions.

341
d. Expressing love for stories by browsing the storybooks read to them
and asking to be read again.
2. Vocabulary:
Discussing meanings and develop through meaningful and concrete
experiences.
3. Oral Language:
Talking about family, friends, school, community, school, community
and significant people and places in culturally appropriate manner.
4. Word Recognition:
a. Reading basic sight words listed in the Appendix.
b. Reading phrases, sentences and short stories containing high
frequency words and words studied.
5. Fluency:
a. Reading aloud grade one level text at a rate of approximately 60
words per minute.
b. Reading grade one level text in three to four word phrases with
appropriate intonation, expression and punctuation cues.
6. Grammar Awareness:
Using proper names of persons, places and things.
7. Handwriting:
Writing simple sentences, phrases, paragraphs and stories observing
correct punctuation marks, capitalization indentions and format.
8. Composing:
Writing using phonic knowledge for different purposes – sentences,
lists, jokes, poems, songs, riddles, short stories, etc.
9. Spelling:
a. Spelling correctly previously learned words.
b. Spelling correctly proper names of persons, places and things.

C. Reference: K to 12 Basic Education Curriculum Guide

D. Materials: Big Book, Activity/Worksheets, Pictures, Flashcards,


Pocket Charts

E. Strategies: Read Aloud, Shared Reading, Predicting Outcomes,


Acting Out, Games, Drawing, Song

F. Value: Being proud of our cultural music

G. Theme: Our Cultural Music

342
III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Show a pot. Ask: Ania daytoy? Siasino ngata dagiti agar-aramid iti
daytoy? Kasano ngata ti panagaramidda iti daytoy?
2. Unlocking of Difficult Words
a. manglalais (synonym)
b. danggayan (context clue)
c. kettang (demonstration)
d. iginggina (context clue)
e. maluksaw (demonstration)
3. Previewing
Present the book with the story “Ti Salip ti Panagkanta.” Give them a few
minutes to look at the cover and familiarize themselves with the picture
and the text. Talk about the title, author and illustrator. Ask them what
they think the story is about by looking at the cover. Allow them to make
predictions about the story.
4. Motive Question
Let the pupils look at the first page of the book showing Nana Sita, Tata
Selo and Susan with the trimmings of a town fiesta as background.
Ask: Daytoy ti pamilia Santos. Papananda ngata?

B. Reading of the story


1. First Reading: Read the story without interruption while the pupils listen.
(See Appendix A). You should learn the song beforehand.
2. Second Reading: Let the pupils interact with the text. After reading a
page, ask questions to check their comprehension. Before proceeding to
the next page, let the pupils make inferences about what will happen
next.

C. Post Reading Activities


1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the engagement activities.
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.
Comprehension Check-up Engagement Activities
Siasino dagiti mangbukbukel iti Group 1 – Karamannak kadi?
pamilia Santos? Kur-itan ti tsek dagiti miembro ti
Sadino ti papananda? pamilia Santos.
Apay a mapanda sadiay? 1. Tata Selo
2. Nana Sita
3. Nana Sela
4. Susan
5. Sonia

343
Comprehension Check-up Engagement Activities
Aniati ig-iggaman dagiti Group 2 – Idrowing
makisalip? Mangdrowing ti banga.
Apay a kastoy ti ig-iggamanda?
Ania ti ipakpakita ti kanta?
Ania dagiti addang iti Group 3 – Idrama
panagaramid ti banga? Ipakita no kasano ti panagaramid
ti banga babaen ti panagsurot
kadagiti balikas ti kanta.
Nagustuanyo kadi ti kanta? Apay? Group 4 – Ilista
Ania ti pakaipapanan ti kanta? Isurat dagiti nasayaat a saguday a
Rumbeng kadi nga ipagpannakkel rumbeng nga ipagpannakkel dagiti
dagiti saguday dagiti Ilokano? Ilokano.
Apay?

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2 – 5 of the Reading Plan. Move the
pointer smoothly under the words as you and they read.
2. Read with appropriate intonation, expression and punctuation cues

DAY 3
Developing Language Competencies

A. Preparatory Activities
Game: Where’s My Partner?
Prepare flashcards with common nouns and corresponding flashcards with
proper nouns. Distribute the flashcards with common nouns to the boys and
the flashcards with proper nouns to the girls. Play some music. Let the pupils
dance to the music. Stop the music and let the boys holding the cards with
common nouns find the girls holding the cards with the corresponding proper
noun.

Ex:

manursuro Spotty biskwit Baguio

aso Miss Abad lapis Skyflakes

siudad Mongol

B. Lesson Proper
1. Presentation
Let the pupils recall the story “Ti Salip ti Panagkanta” which was taken up
the previous day by asking them the following questions:
Siasino dagiti mangbukbukel ti pamilia Santos?

344
Answer: da Tata Selo, Nana Sita ken Susan
Sadino ti papananda?
Answer: sadiay plasa
Apay a mapanda sadiay?
Answer: Mapanda agbuya ti salip ti panagkanta
Ania ti ig-iggaman dagiti makisalip?
Answer: banga
Apay a kastoy ti ig-iggamanda?
Answer: Gapu ta ti pagsasalipanda a kanta ket “Agdamdamili”
Ania ti ipakpakita ti kanta?
Answer: panagdamili
Ania ti kaipapanan ti kanta?
Answer: maipapan ti kinagaget
Ania dagiti addang iti panagaramid ti banga?
Answer: pitpiten ti napigket a daga, santo sukogen, damilien linisen,
pasilengen
Nagustuanyo kadi ti kanta? Apay?
(Answers may vary.)
Ania dagiti saguday dagiti Ilokano nga ipakpakita ti kanta?
Answer: ti kinagaget dagiti Ilokano
Rumbeng kadi nga ipagpannakkel dagiti saguday dagiti Ilokano?
Apay? (Answers may vary.)
2. Oral Practice
a. Present the following proper nouns written on flashcards.
b. Say: Dagitoy dagiti sumagmamano a balikas a makita iti sarita a “Ti
Salip ti Panagkanta.” Ania a kita ti balikas dagitoy? (Naisangsangayan
a Pangnagan / Proper Noun)

Santos Tata Selo Nana Sita

Susan Ilokano

c. Say: “Dumngegkayo ta aramatek dagitoy iti grupo ti balbalikas wenno


grupo dagiti sarita / sentences.”
 Nagbuya ti pamilia Santos ti salip ti panagkanta.
 Naragsak a nagbuya da Tata Selo, Nana Sita ken Susan.
 Nagaget dagiti Ilokano.

3. Generalization
Ask: When do we use proper nouns?
4. Guided Practice
Present again the flashcards to the pupils. This time, let them use the
proper nouns in their own sentences.
5. Independent Practice
A Game
Have the pupils form a circle. Play a lively song over a cassette or CD
player. Have the pupils pass a ball around as the music is playing. When

345
the music stops, the pupil holding the ball picks a flashcard from the box.
The pupil uses in a sentence the proper noun written on the flashcard.
Repeat the process.
6. Application
Let the pupils do the Activity Sheet.
Let the pupils complete the sentences by writing the correct proper noun.

C. Evaluation

346
DAY 4
Handwriting and Spelling

A. Preparatory Activities
1. Let the pupils recall the song “Agdamdamili.” You may teach them a
stanza or two of the song.
2. Ask: Ania ti maipaay dagiti agdamdamili kadatayo?
3. Say: Nabasatayo kadagiti naglabas nga aldaw ti maipapan ti sarita a “Ti
Salip ti Panagkanta.”

B. Writing Activity
1. Modeling by the Teacher
a. Show the pupils the following words taken from the story which are
written on the board. Call the pupils to trace them.

Santos Tata Selo Nana Sita

Susan Ilokano

b. Let them use the words in sentences. Write the sentences on the
board, following the three straight lines on the board. Let them
observe how you write the sentences.
c. Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.

2. Guided Practice
Let the pupils copy a short story. Supervise the pupils as they do the
activity.

347
3. Independent Practice
Ask the pupils to write about their community helper.

C. Application
Let the pupils copy correctly the short story on Appendix E by using capital
letters at the beginning of sentences and proper nouns.

D. Evaluation

348
E. Spelling
1. Dictate the following proper nouns. Let the pupils write the words correctly
on their slates.

Santos Tata Selo Nana Sita

Susan Ilokano

2. Dictate the words again. Let the pupils write the words on their paper.
Check their work.
3. Dictate 3-5 short sentences containing the proper nouns that they
learned. Let the pupils write each short sentence on their paper. Check
their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.

DAY 5
Assessment

APPENDICES

 Appendix A
DagitiMannamili
Saritani Grace Abugan
Piesta ti ili. Napan nagbuya ti pamilia Santos ti salip iti panagkanta sadiay
plasa.
“Apay nga adda banga nga iggem dagiti makisalip?” dinamagni Susan
kenni nanangna.
“Ti napilida a pagsasalipan ket ti kanta nga ‘Agdamdamili’,” kinunani
Nana Sita.
“Mangrugin ti salip,” impalagip ni Tata Selo.
Ti sumaganad ket isu ti balikas ti kanta a nangegda:

Agdamdamili
Dakami a taga-away
Adayo a lugar
Ragsakmi’t inkam idar-ay
Nupay no nakurapay.
Ragsakmit’ nagpaiduma
Ta inkam ipakita,
Urnosmi a sangapada
Mangted ili’t ragsakna
Taga-awaykami nga agdamdamili
Naragsak ti biagmi, ta awan ti dukdukotmi

349
Nupay no adu’t manglalais kadakami
Ta napanglawkam nga mannamili

Toy napigket a daga, pitpiten nga umuna


Danggayanmi’t kankanta, takiagmi’t a napigsa
Ketkettang ken bannogmi, dimi la iginggina
Aglalo no adda ni Ading ditoy denna

Sakamto sukogen, banga, dalikan, damilien


Linisen, pasilengen, pitpiten a nalaing
Tapno maay-ayo, magargarikayo amin
Ket madardarasdanto nga lakuen

Babai: Manongko, maluksawak ta nabuongmo tay bangak


Maisublim pay ita tay patpatgek a banga?
No dimo tinippay saan a nabuong
Agaluadka, Manong, ta ipulongka ken Nanang
Lalaki: Mano, Ading, ti bayadna tay damili a banga?
Nangina wenno nalaka, ituredko latta
Babai: Nalaka, Manong, no sika ti gumatang
Lalaki: Nagpintaskan ading, Dios unay ti agngina
“Nagpintasen dagiti balikas ti kanta, nanang” kinunani Susan.
“Hustoka, anakko. Ipakita dayta a kanta ti panagaramid ti banga,” kinuna ni
Nana Sita.
“Ipakitana pay ti kinagaget dagiti Ilokano,” innayonni Tata Selo.
Saan a magawidanni Susan a makarikna ti panagpannakkel nga isuna ket
maysa nga Ilokano.

 Appendix B
High Frequency Words
ti iti nga dagiti
ni kenni ket ta
ken no pay da
Nagaget dagiti Ilokano.
Naragsak ti pamilia Santos.
Nagbuya da Tata Selo, Nana Dina ken Susan.

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 Appendix C
SIGHT WORDS
1 adda 21 dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 iti 62 kuak 82 no
3 agingga 23 dagus 43 ka 63 kuam 83 para
4 Alla 24 dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray
19 dagidiay 39 isuna 59 ketdi 79 ngata 99 wen
20 dagita 40 ita 60 kinuna 80 ngato 100 wenno

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Lesson Guide in Grade 1 - Ilokano: Week 23

I. Objectives:
1. Predict what the story based on context.
2. Give the cause or the effect of certain events in the story, read
3. Locate specific information in the text to find answer to higher level questions.
4. Answer higher level questions about the story, school and community
events/situations/issues, radio broadcast and local news, etc. read
5. Express love for stories by browsing the storybooks read to them and asking
to be read more stories
6. Respond to the story through the following engagement activities:
a. Group 1 – Idrama
b. Group 2 – Agpili
c. Group 3 – Patuggutan
d. Group 4 – Pagparisen
7. Discuss meanings and develop through meaningful and concrete
experiences.
8. Talk about family, friends, school, community, school, community and
significant people and places in culturally appropriate manner.
9. Read basic sight words listed in the Appendix.
10. Read phrases, sentences and short stories containing high frequency words
and words studied.
11. Read aloud grade one level text at a rate of approximately 60 words per
minute.
12. Read grade one level text in three to four word phrases with appropriate
intonation, expression and punctuation cues.
13. Identify the pronouns used in sentences
14. Write simple sentences, phrases, paragraphs and stories observing correct
punctuation marks, capitalization indentions and format.
15. Write using phonic knowledge for different purposes – sentences, lists,
16. Spell correctly previously learned words.
17. Spell correctly proper names of persons, places and things.

II. Subject Matter

A. Story: Ti Pabuya iti Pagadalan


Sarita ni Grace Donata S. Abugan

B. Focus Skills:
1. Reading Comprehension:
a. Predicting what the story, fable, legend, school and community event /
situation / issues / radio broadcast and local news based on context.
b. Giving the cause or the effect of certain events in the story, fables,
legends, school and community events / situations / issues, radio
broadcast and local news, etc. read
c. Locating specific information in the text to find answer to higher level
questions

352
d. Answering higher level questions about the story / fables / legends,
school and community events / situations / issues, radio broadcast
and local news, etc. read
e. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories
2. Vocabulary:
Discussing meanings and develop through meaningful and concrete
experiences
3. Oral Language:
Talking about family, friends, school, community, school, community
and significant people and places in culturally appropriate manner.
4. Word Recognition:
a. Reading basic sight words listed in the Appendix.
b. Reading phrases, sentences and short stories containing high
frequency words and words studied.
5. Fluency:
a. Reading aloud grade one level text at a rate of approximately 60
words per minute.
b. Reading grade one level text in three to four word phrases with
appropriate intonation, expression and punctuation cues
6. Grammar Awareness:
Identifying the pronouns used in sentences
7. Handwriting:
Writing simple sentences, phrases, paragraphs and stories observing
correct punctuation marks, capitalization indentions and format
8. Composing:
Writing using phonic knowledge for different purposes –
sentences,lists, jokes, poems, songs, riddles, short stories, etc.
9. Spelling:
a. Spelling correctly previously learned words
b. Spelling correctly proper names of persons, places and things

C. Reference: K to 12 Basic Education Curriculum Guide

D. Materials: Big Book, Activity/Worksheets, Pictures, Flashcards,


Pocket Charts, Box

E. Strategies: Read Aloud, Shared Reading, Predicting Outcomes,


Acting Out, Games, Drawing, Song

F. Value: Being proud of our cultural dances

G. Theme: Our Cultural Dances

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III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask: Agsidsidakayo kadi ti rabong? Paggapuan ti rabong? Ania ti lutona a
kayatyo? Nasustansia kadi daytoy?Ania ti maitedna iti bagitayo?
2. Unlocking of Difficult Words
a. bimaringkuas (demonstration)
b. indonar (synonym)
c. sangaili (context Clue)
d. timmabuno (synonym)
e. lung-ay (context clue)
f. burandis (demonstration)
3. Previewing
Present the book with the story “Ti Pabuya iti Pagadalan.” Let them look
at the cover of the book. Talk about the title, author and illustrator. Ask
them what they think the story is about by looking at the cover. Allow
them to make predictions about the story.
4. Motive Question
Show them the first page of the book with the picture of Nana Mila waking
her daughter Melay.
Ask: Ania ngata ti ibagbaga ni Nana Mila kenni Melay?

B. Reading of the story


1. First Reading: Read the story without interruption while the pupils listen.
(See Appendix A). You may show a video showing people dancing the
“Rabong” or you may sing the song and show them the steps. (See
Appendix B.)
2. Second Reading: Let the pupils interact with the text. After reading a
page, ask questions to check their comprehension. Before proceeding to
the next page, let the pupils make inferences about what will happen
next.

C. Post Reading Activities


1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the engagement activities.
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

Comprehension Check-up Engagement Activities


Siasino dagiti agakem iti Group 1 – Idrama
saritatayo? Idrama ti panangriing ni Nana Mila
Apay a riniing a nasapa ni Nana kenni Melay ken ti panagsagana
Mila ni Melay? na a mapan sadiay iskuela.

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Comprehension Check-up Engagement Activities
Ania ti mapasamak iti pagadalan Group 2 – Agpili
da Melay iti dayta a bigat? Kur-itan dagiti sangaili a
Siasino dagiti timmabuno iti timmabuno iti pabuya.
pabuya? 1. Gobernador
2. Meyor
3. Kapitan
4. Kagawad
5. Pulis
Ania dagiti impabuya dagiti Group 3 – Patuggutan
ubbing? Patugutan dagiti sensilio a napidut
Ania ti pinalakpakanda ti napigsa? da Melay ken dagiti
Kasano ti pananggungguna ni Apo kaeskuelaanna. Marisan dagitoy.
Mayor Alipio kadakuada?
Apay a naragsak dagiti ubbing? Group 4 – Pagparisen
Apay a nagiburandis ni Apo Mayor Iparis ti epekto (effect) iti gapuna
ti sensilio? (cause)
Rumbeng kadi nga ipagpannakkel
ti sala a “Rabong?” Apay? 1.Nagriing ni Melay a nasapa
gapu ta nagustuanna ti salada
2.Naragsak dagiti ubbing
gapu ta adda pabuyada
3.Napintas a sala ti “Rabong”
gapu tapaset dayoty iti biag tayo
4.Ipagpannakkel tayo ti sala a
Rabong
gapu ta ipakitana dagiti napintas
a lung-ay dagiti Ilokano.

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2 – 5 of the Reading Plan. Move the
pointer smoothly under the words as you and they read.
2. Reading with automaticity, accuracy and prosody(intonation, expressions,
and punctuation cues)

DAY 3
Developing Language Competencies

A. Preparatory Activities
Help the pupils recall the lyrics of Rabong. (See Appendix B.) You may teach
them the steps.

B. Lesson Proper
1. Presentation
Present the dialog on Appendix Dto the pupils using stick puppets then
ask them the following questions:
Siasino dagiti agpapatang?
Answer: Dagiti kameng ti Gunglo dagiti Mannala.

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Siasino ti adviserda?
Answer: Ni Miss Sorita
Siasino ti mangidaulo ti panaglualo?
Answer: Ni Kiko
Siasino ti mangidaulo ti Nailian a Kanta?
Answer: Ni Lilia
Ania ti salaen da Marta, Lota, Ramon ken Lito?
Answer: Surtido Norte
Ania met ti salaen da Lorna, Emma, Roy ken Pat?
Answer: Nasudi
Apay nga isuda amin ti mangsala ti Rabong?
Answer: Tapno naragragsak
Apay a nagyaman ni Miss Sorita?
Answer: Gapu iti tulong dagiti ubbing a nangileppas kadagiti paset ti
programa.
Apay a maragragsakan ni Miss Sorita?
Answer: Gapu ti panagdisnudo dagiti ubbing
Agdisdisnudo kayo kadi met kadagiti obra iti balay wenno pagadalanyo?
Ania dagitoy?

2. Oral Practice
Present the following sentences on a chart. Say: Dagitoy dagiti
sumaganad a grupo ti balikas a makita iti dayalog a nangegyo.
a. Siak ti mangidaulo ti panaglualo.
b. Sika ti mangidaulo ti Nailian a Kanta.
c. Isuna ti mangidaulo ti Nailian a Kanta.
d. Dakami ti mangsala ti Surtido Norte.
e. Dakayo ti mangsala ti Surtido Norte.
f. Isuda ti mangsala ti Nasudi.
g. Datayo ti mangsala ti Rabong.
Ask: Ania a sarita ti sabali ti panakaisurat na iti umuna a bilang?
(Siak) Siasino a tao ti sinukatan ti sarita a siak? (Kiko) Mano a nagan
ti tao ti sinukatanna? (maysa)
Do the same process with sika, isuna, dakami, dakayo, isuda ken
datayo.

3. Generalization
Ask: Ania a sarita ti pangsukat ti nagan ti maysa a tao nga agsasao?
(siak) Ket no adu ti agsasao? (dakami)
Ania a sarita ti pangsukat ti nagan ti maysa a tao a kapatpatang ti
agsasao? (sika) Ket no adu ti kapatpatang ti agsasao? (dakayo) Ania met
a sarita ti pangsukat ti nagan ti maysa a tao a pagpapatangan dagiti
agsasao? (isuna) Ket no adu ti tao a pagpapatanaganda? (isuda) Ket no
karaman dagiti agsasao ken dagiti kapatpatangda? (datayo) Ania ti awag
kadagitoy a sarita? (pangsandi-ti-nagan).
You may give the answer if the pupils cannot give it.

356
4. Guided Practice
Let the pupils fill in the blanks with the correct pronoun. You can make
similar sentences to develop the concept of pronouns.
_____________ ni Arnel. Addaak ti umuna a tukad ti elementaria.
_____________ kadi ni Ben. Nanangmo kadi ni Nana Nena?
______________ ni Rina. Kaeskuelak isuna.
Agkakaduakami kada Mila, Pat, ken Robin. ____________ ti paradalus
ita nga aldaw.
Kaano ti panagdalusyo? ______________ kadi ti agdalus intono bigat?
Kaano nga agdalus da Lita, Santi ken Lerma? ____________________
kadi ti agdalus ton Biernes?
Dalusantayo ti aglawlaw ti pagadalan. __________________ amin ti
agtitinnulong.

5. Independent Practice
A Game: Siak Met
Have the pupils form a circle. Play a lively song over a cassette or CD
player. Have the pupils pass a ball around as the music is playing. When
the music stops, the pupil holding the ball chooses a pronoun and uses it
in a sentence.

6. Application
Let the pupils do the Activity Sheet.
Let the pupils complete the sentences by writing the correct pronoun. Let
them choose their answer from the box.

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C. Evaluation

DAY 4
Handwriting And Spelling

A. Preparatory Activities
Let the pupils recall the dialog that they heard yesterday.
Ask: Siasino dagiti agpapatang? Ania ti pagpapatanganda?Ania dagiti sala
dagiti Ilokano a salaenda?
Say: Adda ditoy tatta dagiti sumagmamano a sarita a nangegyo it dayalogo
idi kalman.

B. Writing Activity
1. Modeling by the Teacher
a. Show the pupils the following pronouns written on the board. Call the
pupils to trace them.

Siak Sika Isuna


sika
dakami dakayo Isuda

datayo

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b. Let them use the words in sentences. Write the sentences on the
board, following the three straight lines on the board. Let them
observe how you write the sentences.
c. Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.

2. Guided Practice
Let the pupils copy a short story Supervise the pupils as they do the
activity.

3. Independent Practice
Ask the pupils to write about their pet.

C. Application
Pagannurotan: Sakaren ti sumaganad nga ababa a sarita. Usaren ti dakkel a
letra iti rugi ti grupo dagiti balikas ken bukod-a-nagan.

359
D. Evaluation

E. Spelling
1. Dictate the following words. Let the pupils write the words on their slates.

Sika Siak Isuna

dakami dakayo Isuda

2. Dictate the words again. Let the pupils write the words on their paper.
Check their work.
3. Dictate 3-5 short sentences containing the words that they learned. Let
the pupils write each short sentence on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.

DAY 5
Assessment

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APPENDICES

 Appendix A
Ti Pabuya iti Pagadalan
Sarita ni Grace Donata S. Abugan

“Agriingkan, anakko. Daytoyen ti aldaw nga ur-urayem,” inriing ni Nana


Mila kenni Melay.
“Wen, nanang. Adda pabuyami itatta nga aldaw,” kinuna ni Melay ket
dagus a bimmaringkuas. Naginnat sa napan nagdigos.
“Manganka a nasayaat, anakko tapno adda pamigsam nga mabayag nga
agpabuya,” kinuna ni Tata Doming kabayatan nga mangmanganda ti
pammigat.
Ita nga aldaw, pormal a maluktan ti baro a pasdek nga indonar ni apo
Mayor Alipio iti pagadalan. Adu ti timmabuno a sangaili.Malaksid kenni apo
Mayor, adda dagiti dadduma pay nga opisyal ti ili. Adda met da kapitan ken
dagiti kagawadna.
Adda nagkanta, nagdaniw ken nagsala. Ngem ti sala a “Rabong” a sinala
da Melay ken dagiti kaduana nga agad-adal iti umuna a tukad ti
napalakpakan ti napigsa. Aggigiddan ken nagpintas ngamin ti lung-ayda.
“Naglaingen dagitoy nga ubbing,” kinuna ni apo Mayor ket nagiburandis ti
sensilio idi malpas dagiti ubbing a nagsala. Naggi-innuna dagiti ubbing a
nagpidot. Anian a ragsakda!

 Appendix B
Rabong
Adda bangkagko a namayengmeng
a minulaak ti natnateng.
Nadumaduma a gusgustuen
dengdengen wenno pakbeten.

Ni tarong naimas met


aglalo no maipakbet.
Sagpawan ti buntiek
ni la rabong ti gusgustuek.

Partiem, Neneng dayta baboymo


saka lutuen nga adobo
Sakanto ipasango
ni la rabong ti kaykayatko.

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 Appendix C

High Frequency Words


ti nga ni kenni

wen ket sa adda

dagiti pay da ken

iti

Adda Pabuya iti pagadalan.

Adu dagiti sanagaili a timmabuno.

Adda nagkanta ken nagdaniw.

Adda pay nagsala.

 Appendix D
Dialogue
Agpapatang dagiti kameng ti Gunglo dagiti Mannala maipapan kadagiti
rebbengenda para iti pabuyada intono umay a lawas.Kaduada ni Miss Sorita
nga adviserda.
Miss Sorita: Siasino ti mayat a mangidaulonto ti panaglualo?
Kiko: Ma’am, siakto ti mangidaulo ti panaglualo.
Miss Sorita: Sige, Kiko, sikanto ngaruden. Siasino met ti mayat a
mangidaulonto ti nailian a kanta?
Kiko: Ni Lilia, ma’am. Napintas ti bosesna.
Miss Sorita: Wen nga agpayso. Isuna ti mangidaulonto ti nailian a nanta.
Siasino dagiti mangsala ti Surtido Norte?
Marta: Ma’am, siak, da Lota, Ramon ken Lito. dakami ti mangsala iti
dayta.
Miss Sorita: dakayo gayam. Siasino met dagiti mangsala ti Nasudi?
Marta: Da Lorna, Emma, Roy ken Pat, ma’am. Isuda ti mangsala ti
Nasudi.
Lilia: Siasino ti mangsala ti Rabong?
Marta: Datayo amin ti mangsala ti Rabong, Lilia. Naragragsak ngamin
nukua.
Miss Sorita: Agyamannak unay ti tulongyo a nangileppas kadagit paset ti
pabuyatayo. Maragsakannak met ti panagboluntarioyo.

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 Appendix E
SIGHT WORDS
1 adda 21 dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 iti 62 kuak 82 no
3 agingga 23 dagus 43 ka 63 kuam 83 para
4 Alla 24 dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray

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Lesson Guide in Grade 1 - Ilokano: Week 24

I. Objectives:
1. Predict what the story based on context.
2. Give the cause or the effect of certain events in the story read
3. Locate specific information in the text to find answer to higher level questions.
4. Answer higher level questions about the story/fables/legends, school and
community events/situations/issues, radio broadcast and local news, etc.
read
5. Express love for stories by browsing the storybooks read to them and asking
to be read more stories
6. Respond to the story through the following engagement activities:
a. Group 1 – Idowing
b. Group 2 – Idrama
c. Group 3 – Urnusen
d. Group 4 – Ania ti Gapuna
7. Use clues from context to figure out what the words mean.
8. Talk about family, friends, school, community, school, community and
significant people and places in culturally appropriate manner.
9. Read basic sight words listed in the Appendix.
10. Read phrases, sentences and short stories containing high frequency words
and words studied.
11. Read aloud grade one level text at a rate of approximately 60 words per
minute.
12. Read grade one level text in three to four word phrases with appropriate
intonation, expression and punctuation cues.
13. Use the pronouns in sentences
14. Write simple sentences, phrases, paragraphs and stories observing correct
punctuation marks, capitalization indentions and format.
15. Write using phonic knowledge for different purposes – sentences, lists,
16. Spell correctly previously learned words.
17. Spell correctly proper names of persons, places and things.

II. Subject Matter

A. Story: Panaglaga
Sarita ni Grace Donata S. Abugan

B. Focus Skills:
1. Reading Comprehension:
a. Predicting what the story, fable, legend, school and community event/
situation/issues/radio broadcast and local news based on context.
b. Giving the cause or the effect of certain events in the story, fables,
legends, school and community events/ situations/ issues, radio
broadcast and local news, etc. read

364
c. Locating specific information in the text to find answer to higher level
questions
d. Answering higher level questions about the story/fables/legends,
school and community events/situations/issues, radio broadcast and
local news, etc. read
e. Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories
2. Vocabulary:
Using clues from context to figure out what the words mean
3. Oral Language:
Talking about family, friends, school, community, school, community
and significant people and places in culturally appropriate manner.
4. Word Recognition:
a. Reading basic sight words listed in the Appendix.
b. Reading phrases, sentences and short stories containing high
frequency words and words studied.
5. Fluency:
a. Reading aloud grade one level text at a rate of approximately 60
words per minute.
b. Reading grade one level text in three to four word phrases with
appropriate intonation, expression and punctuation cues
6. Grammar Awareness:
Using pronouns in sentences
7. Handwriting:
Writing simple sentences, phrases, paragraphs and stories observing
correct punctuation marks, capitalization indentions and format
8. Composing:
Writing using phonic knowledge for different purposes – sentences,
lists, jokes, poems, songs, riddles, short stories, etc.
9. Spelling:
a. Spelling correctly previously learned words
b. Spelling correctly proper names of persons, places and things

C. Reference: K to 12 Basic Education Curriculum Guide

D. Materials: Big Book, Activity/Worksheets, Pictures, Flashcards,


Pocket Charts, Box, Realia/Pictures

E. Strategies: Read Aloud, Shared Reading, Predicting Outcomes,


Acting Out, Games, Drawing, Song

F. Value: Being proud of our local arts and crafts

G. Theme: Our Local Arts and Crafts

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III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Show the pupils a bigao (a winnower), labba (a low, wide-mouthed woven
basket without handle where the Ilokanos put grains, beans, and other
harvests), and baki ( a chicken coop).
Ask: Ania dagiti makitayo iti sango? Ania ti usar dagitoy? Siasino ti am-
ammoyo nga agar-aramid kadagitoy?

2. Unlocking of Difficult Words


a. aglaga (context clue, demonstration)
b. bigao (context clue, realia/picture)
c. baki (context clue, realia/picture)
d. labba (context clue, realia/picture)
e. agkayas (context clue, realia/picture)

3. Previewing
Present the book with the story “Panaglaga.” Let them look at the cover of
the book. Talk about the title, author and illustrator. Ask them what they
think the story is about by looking at the cover. Allow them to make
predictions about the story.

4. Motive Question
Show them the first page of the book with the picture of Tata Lino getting
ready to ride on his carabao while Ramon talks to him.
Ask: Sadino ngata ti papanan ni Tata Ramon? Ania ngata ti ibagbaga ni
Ramon kenkuana?

B. Reading of the story


1. First Reading: Read the story without interruption while the pupils listen.
(See Appendix A).
2. Second Reading: Let the pupils interact with the text. After reading a
page, ask questions to check their comprehension. Before proceeding to
the next page, let the pupils make inferences about what will happen
next.

C. Post Reading Activities


1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the engagement activities.
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

366
Comprehension Check-up Engagement Activities
Siasino dagiti agama? Group 1 – Idrama
Sadino ti papanan ni Tata Lino? Idrama ti panagrubuat ni Tata Lino
Ania ti kayat ni Ramon a ken ti isusurot ni Ramon kenkuana.
mapasamak?
Ania ti inaramid ni Tata Lino iti Group 2 – Idrowing
waig? Idrowing ti waig nga nagpukanan
Ania met ti inaramid ni Ramon? ni Tata Lino iti kawayan.
Ania ti inaramid ni Tata Lino Group 3 – Urnusen
kadagiti kawayan a pinukanna? Isurat dagiti tallo nga addang nga
Ania ti dagiti inaramid ni Tata Lino inaramid ni Tata Lino iti kawayan.
iti kawayan? _____ Linagana dagiti pedaso ti
kawayan.
_____ Pinisi-pisi ni Tata Lino ti
kawayan ti naingpis a paarintiddog.
_____ Kinayasanna aginggana
limminis dagiti napisi-pisi a
kawayan.
Apay a may-ayatan ti Ramon a Group 4 – Ania ti gapuna?
mangbuybuya kenni tatangna nga Isurat ti epekto dagiti sumaganad a
aglaglaga? situasion.
Apay ngata a kayat met ni Ramon 1. Napanda diay waig Tata
a sursuruen ti aglaga? Lino kenni Ramon.
Kayatyo kadi met a surusuren ti 2. Nagpukan ti kawayan ni
aglaga? Apay? Tata Lino.
3. Nagaramid ti bigao, labba
ken baki ni Tata Lino

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2 – 5 of the Reading Plan. Move the
pointer smoothly under the words as you and they read.
2. Read with appropriate intonation, expression and punctuation cues

DAY 3
Developing Language Competencies

A. Preparatory Activities
Song: Kaykayatdaka, Madidaka Kayat
Teach the song on Appendix B.
Ask: Siasino kadakayo ti nadalus? (Siak, ma’am!)
Siasino kadakayo ti nabanglo? (Siak, ma’am!)

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B. Lesson Proper
1. Presentation
Let the pupils recall the story “Panaglaga” by answering the following
questions:
a. Siasino dagiti agama?
b. Sadino ti napananda?
c. Ania ti inaramid ni Tata Lino kadagiti kawayan?
d. Apay ngata a kayat a sursuren ni Ramon ti aglaga?
e. Ania pay dagiti mabalin nga aramiden ni Tata Lino a pagsapulanna?
2. Oral Practice
Say: Dagitoy dagiti sumaganad a grupo ti balikas a mabalin nga ibaga da
Tata Lino ken Ramon.
Siak ti agkayas, tatang.
Sika latta ti paraiyawat ti kasapulakon, anakko.
Awagam ni manangmo. Isuna ti mangisagad kadagiti nagkayasak.
dakami latta a dua ti agsagaden, tatang.
Sige, dakayo ngarud latta a duan.
Bay-am da nanang ken ading ta isuda ti agisagana ti mirienda.
Nalag-an ti trabaho no datayo amin ket agtitinnulong.
Ask: Ania a sarita ti sabali ti panakisurat na iti umuna a bilang? (Siak)
Siasino a tao ti sinukatan ti sarita a siak? (Kiko) Mano a nagan ti tao ti
sinukatanna? (maysa)
Do the same process with sika, isuna, dakami, dakayo, isuda ken
datayo.
3. Generalization
Ask: Ania a sarita ti pangsukat ti nagan ti maysa a tao nga agsasao?
(siak) Ket no adu ti agsasao? (dakami)
Ania a sarita ti pangsukat ti nagan ti maysa a tao a kapatpatang ti
agsasao? (sika) Ket no adu ti kapatpatang ti agsasao? (dakayo) Ania met
a sarita ti pangsukat ti nagan ti maysa a tao a pagpapatangan dagiti
agsasao? (isuna) Ket no adu ti tao a pagpapatanaganda? (isuda) Ket no
karaman dagiti agsasao ken dagiti kapatpatangda? (datayo) Ania ti awag
kadagitoy a sarita? (pangsukat ti pangnagan) You may give the answer if
the pupils cannot give it.
4. Guided Practice
Let the pupils fill in the blanks with the correct pronoun. You can make
similar sentences to develop the concept of pronouns.

368
5. Independent Practice
A Game: Sippawem
Say: Ipuruakko daytoy a bola. Sippawen ti siasinoman a pagturunganna.
No masippawmo, mangpilika kadagiti sarita a pangsukat ti pangnagan ket
usarem dayoty iti sarsarita.
6. Application
Pagannurotan: Pilien manipud iti uneg ti kahon ti husto a sarita a
mangkumpleto ti patang. Isurat ti sungbat iti blangko.

369
D. Evaluation

DAY 4
Handwriting and Spelling

A. Preparatory Activities
Let the pupils recall the story “Panaglaga.”
Ask: Siasino dagiti agama? Sadino ti napananda? Ania dagiti dadduma pay
nga aramid dagiti Ilokano nga maipagpannakkel tayo?
Say: Adda ditoy tatta dagiti sumagmamano a balikas a makita iti sarita a
naadal tayo.

B. Writing Activity
1. Modeling by the Teacher
a. Show the pupils the following pronouns written on the board. Call the
pupils to trace them.

bigao labba baki

sika
panaglaga kinayasan

b. Let them use the words in sentences. Write the sentences on the
board, following the three straight lines on the board. Let them
observe how you write the sentences.

370
c. Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.

2. Guided Practice
Let the pupils copy a short story. Supervise the pupils as they do the
activity.

3. Independent Practice
Ask the pupils to write about their hobbies.

C. Application

371
D. Evaluation

E. Spelling
1. Dictate the following words. Let the pupils write the words on their slates.

bigao labba baki

sika
panaglaga kinayasan

2. Dictate the words again. Let the pupils write the words on their paper.
Check their work.
3. Dictate 3-5 short sentences containing the words that they learned. Let
the pupils write each short sentence on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.

DAY 5
Assessment

372
APPENDICES

 Appendix A
Panaglaga
Sarita ni Grace Donata S. Abugan

Maysa a bigat ti addaw ti Sabado, nagrubuat ni Tata Lino a mapan agala


ti kawayan. Usarenna dagitoy a pagaramid ti bigao, labba ken baki.
“Kayatko ti sumurot, tatang,” kinuna ni Ramon.
“Sige, anakko, ngem kitaem a nasayaat ta pagpagnaam. Amangan no
makabaddekka ti bingkol wenno siit,” Kinuna ni Tata Lino.
Nagsakayda ngarud ti nuang a napan iti waig nga asideg ti balayda.
Binuybuya ni Ramon ni tatangna a nagpukan iti kawayan.
Idi makapukanen ni Tata Lino, pinaguyodna dagitoy iti nuangna.
“Agaramidka kadi ti bigao, tatang?” dinamag ni Ramon.
“Wen, anakko. Agaramidak pay ti labba ken baki,” insungbat ni Tata Lino.
Adda ngamin order ni Tata Tante, daytay adda puestona sadiay tiendaan ti
ili,” innayonna pay.
Pinisi-pisi ni Tata Lino ti naingpis a paaritiddog dagiti kawayan.
Kinayasanna a nalaing dagitoy agingga iti limminisda. Kalpasanna, inruginan
ti naglaga.
Maay-ayatan ni Ramon ni Tata Lino a nagaramid ti bigao, labba ken baki.
Napaspas nga aglaga ni Tata Lino. Nalinis ken napintas pay ti aramidna.
Pasaray isuna ti agiyawat ti kasapulan ni tatangna.
“Kayatko met a sursuren ti aglaga, tatang,” kinuna ni Ramon.
“Bay-am, anakko, ta susuruanka intono medio dumakkelka,” kinuna ni
Tata Lino.
Kasta unay ti ragsak ni Ramon a nakangeg ti imbaga ni tatangna.

 Appendix B
Song

Kaykayatdaka no nadaluska. (2x)


Wen, kaykayatdaka, kaykayatdaka no nadaluska.

Madidaka kayat no narugitka. (2x)


Wen, madidaka kayat, madidaka kayat no narugitka.

(Substitute nadaluska with nabangloka and narugitka with nabangsitka.)

373
 Appendix C
High Frequency Words

ti ni ken ngem

ta no iti nga

idi pay dagiti met

Nagpukan ti kawayan ni Tata Lino.

Agaramid isuna ti bigao, labba ken baki.

Kayat met ni Ramon a sursuruen ti agalaga.

Ngem imbaga ni Tata Lino suruanna intono


dumakkel isuna.

 Appendix D
SIGHT WORDS
1 adda 21 dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 iti 62 kuak 82 no
3 agingga 23 dagus 43 ka 63 kuam 83 para
4 Alla 24 dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray

374
Lesson Guide in Grade 1 - Ilokano: Week 25

I. Objectives
1. Use culturally appropriate expressions to show agreement and disagreement
on a certain topic/s being presented
2. Read by sight words listed
3. Read phrases, sentences and short stories containing high frequency words
and words studied
4. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words
5. Read grade one level text in three-to-four words phrases, and sentences with
appropriate intonation, expressions and punctuation cues
6. Correctly spelled previously learned words
7. Correctly spelled imperatives use in sentences
8. Write simple sentences, phrases, paragraphs and stories observing correct
punctuation marks, capitalization, indentions and format
9. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
10. Use imperatives to give simple two-three step directions in a culturally
appropriate manner
11. Identify and use synonyms, antonyms, homonyms and multiple-meaning
words correctly
12. Identify some words that comprise contractions (e.g. can’t- can not, isn’t-is
not)
13. Infer the character’s feelings based on their actions or on what they say
14. Give the cause or the effect of certain events in the story, fables, legends,
etc. read
15. Locate specific information in the text to find answers to higher level
questions
16. Answer higher level questions about the story read
17. Give the cause or the effect of certain events in the school and community
events/situations/issues, radio broadcast and local news, etc. read
18. Answer higher level questions about the school and community events/
situations/issues, radio broadcast and local news, etc. read
19. Express love for stories by browsing the storybooks read to them and asking
to read more stories

II. Subject Matter

A. Story: “Ti Pagsapulanda a Sangapamilia”


Sarita ni Divine Grace Llopis-Areola

375
B. Focus Skills
1. Reading Comprehension
a. Infer the character’s feelings based on their actions or on what they
say
b. Give the cause or the effect of certain events in the story, fables,
legends, etc. read
c. Locate specific information in the text to find answers to higher level
questions
d. Answer higher level questions about the story/fables/legends, etc.
read
e. Give the cause or the effect of certain events in the school and
community events/situations/issues, radio broadcast and local news,
etc. read
f. Answer higher level questions about the school and community
events/situations/issues, radio broadcast and local news, etc. read
g. Express love for stories by browsing the storybooks read to them and
asking to read more stories
2. Vocabulary
a. Identify and use synonyms, antonyms, homonyms and multiple-
meaning words correctly
b. Identify some words that comprise contractions (e.g. can’t- can not,
isn’t-is not)
3. Oral Language
Use culturally appropriate expressions to show agreement and
disagreement on a certain topic/s being presented
4. Fluency
a. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words (Appendix)
b. Read grade one level text in three-to-four words phrases, and
sentences with appropriate intonation, expressions and punctuation
cues
5. Composing
Write using phonic knowledge for different purposes-sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Read by sight words listed in Appendix___
b. Read phrases, sentences and short stories containing high frequency
words and words studied
7. Spelling
a. Correctly spelled previously learned words
b. Correctly spelled imperatives use in sentences
8. Handwriting
Write simple sentences, phrases, paragraphs and stories observing
correct punctuation marks, capitalization, indentions and format
9. Grammar Awareness
Use imperatives to give simple two-three step directions in a culturally
appropriate manner

376
C. References: K to 12 Basic Education Curriculum Guide

D. Materials: Pictures, Big book, Flashcards / Word Cards, Worksheets

E. Strategies: Read Aloud, Shared Reading, Acting Out,


Songs / Rhymes, Drawing

F. Value: Obedience and Cooperation

G. Theme: Our Local Arts and Crafts

DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils if they had gone to a Trade Fair or exhibit. Ask them the
things they saw and the learning they had from the exhibit.

2. Unlocking of Difficult Words


a. nariwet (by synonym)
b. arkos (by context clue)
c. shells (by realia or picture)
d. nagawangan (by synonym)
e. straw (by realia/picture/context clue)
f. pagiwarnak (by realia/context clue)
g. bimmaringkuas (by demonstration)
h. pagsapulan (by synonym)
i. agmalagumog (by demonstration)
j. agdiram-os (by demonstration)
k. nakurapay (by synonym)
l. nanumo (by context clue)

3. Previewing
Present the big book “Ti Pagsapulanda nga Sangapamilia”. Talk about
the title, author and illustrator. Let the pupils predict what the story might
be about.

4. Motive Question
Ask: Ania ti pagsapulan dagiti sangapamilia iti sarita?

B. Reading of the Story


1. First Reading: Read the story using the big book.
2. Second Reading: Read the story again. After a page, ask questions to
monitor pupils’ comprehension.

377
C. Post Reading Activities
1. Answer the motive question.
2. Group activity
Group the pupils into three and let them do the following activities.
3. Discussion/presentation
Let the pupils answer the comprehension questions and present their
outputs.

Comprehension Questions Engagement Activities


(Discussion of the Story) (Small Group Activities)
Siasino dagiti nagakem iti sarita? Group 1
Ania ti inaramid ni Nana Linda idi
nariwet pay laeng? Ket ni Tata I-drowimg dagiti bambanag nga ar-
Dante? aramiden ti pamilia da Tata Dante
Apay ngata a nasapa dagiti agasawa nga isu ti ilaklakoda tapno adda
a nagriing? gastosenda ti inaldaw-aldaw.
Ania dagiti banag nga insagana ni
Tata Dante?
Ania pay dagiti bambanag nga
ammoyo a pakaaramidan dagitoy a
materiales?
Ania ti pagsapulan ti pamilia da Tata
Dante ken Nana Linda?
Apay a riniing da Tata Dante ken ni Group 2
Nana Linda dagiti annakda?
Insigida kadi a bimmangon dagiti Idrama ti paset ti sarita a
agkabsat? Apay? mangipakita ti kababalin ti tunggal
Ania dagiti impalagip da Nana Linda nagakem iti sarita.
ken Tata Dante kada Ronel ken
Ruby sakbayda a nangan?
Nagtulnog kadi dagiti agkabsat?
Iladawanyoman da Ruby ken Ronel
kas maysa nga anak?
Iladawanyoman da Tata Dante ken
Nana Linda a kas nagannak?
Iladawanyoman ti linnangenda a
sangapamilia?
Siasino ti kadua ni Nana Linda a Group 3
nangtarimaan ti nangananda?
Siasino ti simmurot kada Tata Dante Punuan dagiti linya iti umno a
iti kubo tapno mapandan rugian ti balikas tapno makumpleto ti gapu
agtrabaho? ken epekto ti paspasamak iti sarita.
Naragsak ngata ti pamiliada? Apay? GAPU EPEKTO
Ania ti gapuna?
No sika ni Ruby wenno ni Ronel, Nasapa a nagriing dagiti
naragsakka ngata met a kas ___________________
kadakuada? Apay? sangapamilia.

378
Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
Alisto a nalpas ti panagtarimaan ni
Nana Linda iti nangananda.

Agtitinnulongda nga sanga-


pamilia iti trabahoda.
__________________

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Reading with automaticity, accuracy and prosody (intonation,
expressions, and punctuation cues)

DAY 3
Developing Language Competencies

A. Preparatory Activities
Ask the pupils about the things that their mother/father told them to do before
coming to school. Let them share the instructions given to them.

B. Lesson Proper
1. Presentation
a. “Baket, riingemon dagiti ubbing tao mammigattayon tapno
masapatayo a mangrugi iti trabaho,” kinuna ni tata Dante ken Nana
Linda.
b. “Ala, annakko, mapankayon agmolumogen ken agdiram-os ta
mammigattayonton”, kinuna pay ti baket.
c. “Lakay, isardengmo pay dayta ub-ubraem ta mangantayo pay”,
inpukkaw ni Nana Linda.
d. “Ronel, Ruby, bugwanyon dagita imayo ta umaykayon”, inmandar ni
Nana Linda kadagiti dua.
e. “Ala, Ruby, idaulwamon ti panagkararag sakbaytayo nga mangan”,
kinuna ni Tata Dante.

2. Oral Practice
a. Iti umuna a sentence, ania ti inmandar ni Tata Dante kenni Nana
Linda?
b. Iti maikadwa a sentence, ania ti inbaun ti baket kadagiti annakna?
c. Iti maikatlo a sentence, ania ti inmandar ni Nana Linda iti lakayna?
d. Iti maikapat a sentence, ania ti inbaun ni Nana Linda kada Ronel ken
Ruby?
e. Iti maikalima a sentence,ania ti inmandar ni Tata Dante kenni Ruby?
3. Generalization
What were used to give simple directions? Imperatives/Commands

379
4. Guided Practice
Let the pupils get a partner and let them take turns in giving simple two-
three directions while the other follows what the partner says.

5. Independent Practice
a. Distribute strips of cartolina where simple instructions are written. Let
the pupils follow/do the instruction given.
b. Poem
Ti Bilin ni Nanang
Insurat ni Divine Grace Llopis-Areola

Iti innak panagrubuat kada agsapa


Ni Nanangko di pulos maatipa
Mangpalagip bilin bayat panagrubuat
Tapno dagiti arapaapko innak maragpat.

Dika agbalballog kunana pay


Denggen nakami iti amin a gundaway
Tapno panagadalmo dinto makeltay
Ket biagmonto ti agtalinaay.

Ay, anakko agsingsingpetka


Tapno iti kasta agballigika
Ta ni Apo Dios a Namarsua
Kankanayon a salakniban naka.

Siasino ti agsasao iti daniw? Ania dagiti bilin ti Nanang kenkuana?

6. Application

380
C. Evaluation

DAY 4
Handwriting and Spelling

A. Preparatory Activities
Jazz Chant
Ni Niña adda pusana.
Naamo ti pusa ni Niña.
Mutya ti nagan pusana.
Dungdunguen ni Niña ni Mutya.
Magusgustuan met ni Mutya ni Niña.
Anian a panagpinpinnateg dagiti dua.

Ania ti kurtasurat (punctuation mark) a makita iti ungto ti patang (sentence)?


Kasano nga naisurat ti umuna nga letra ti nagan ti tao ken ti ayop? Ti rugi ti
patang(sentence)?

B. Writing Activity
Modelling by the Teacher
Present flashcards of imperatives. Let the pupils read the sentences. Write
the sentences on the board following the three straight lines on the board. Let
them observe how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of capital
letters, punctuation marks and indentions.

381
1. Guided Practice
Let the pupils copy a story. Teacher mills around to assist the pupils.
2. Independent Practice
Let the pupils write a paragraph about the things they did before coming
to school that day.

C. Application

D. Evaluation

382
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
paper.
2. Dictate words about the use of imperatives from the previous lesson. Let
them write it on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment

383
APPENDICES

 Appendix A
Ti Pagsapulan ti Sangapamilia
Insurat ni Divine Grace Llopis-Areola

Nariwet pay laeng ngem aglutluton ni Nana Linda iti pangmigatanda.


Isagsagana metten ni Tata Dante dagiti materiales a masapulda. Agar-
aramidda kadagiti nadumaduma nga pang-arkos para iti uneg ti balay ken
uray pay iti opisina. Dagitoy dagiti nadumaduma a kita kadagiti agkakapintas
a babassit a bato ken “shells” a napidotda iti igid ti baybay. Kasta met nga
adda dagiti nagawangan a plastic a botelya, “straw”, pagiwarnak ken supot
dagiti makmakan.

Daytoy ti pagsapulan ti pamilia da Tata Dante ken Nana Linda. Dagiti


paglakuanda ti paggapuan ti gasgastosenda iti inaldaw-aldaw.

“Baket, riingemon dagiti ubbing tapno masapatayo a mangrugi a


agtrabaho inton malpastayo a mangan”, kinuna ni Tata Dante ken Nana
Linda nga adda iti kusina.

“Wen lakay”, insungbat ti baket ket simreken iti uneg tapno mapanna
riingen dagiti annakda.

“Ronel!Ruby! Bumangonkayon annakko tapno masapatayo a mangrugi iti


trabaho, kinuna ni Nana Linda.

Uray la naggiddan a bimmaringkuas dagiti dua nga agkabsat iti


nangegda. Ammoda ngamin a no awan serrekda iti pagadalan ket nasapada
nga agriing tapno makatulongda kadagiti nagannakda iti pagsapulan ti
pamiliada.

“Ala annakko, mapankayon agmalagumog ken agdiram-os ta


mangantayonton”, kinuna pay ti baket.

“Wen Nanang”, insungbat dagiti agkabsat ket napandan iti kusina.

“Lakay, isardengmo pay dayta ub-ubraem ta mangantayon!” inpukkaw ni


Nana Linda.

“Wen baket”, insungbat ti lakay.

“Ronel, Ruby, bugwanyon dagiti imayo ta mangantayon,” inmandar ni


Nana Linda kadagiti dua.

“Ala Ruby, idaulwamon ti panagkararag sakbaytayo nga mangan”, kinuna


ni Tata Dante.

384
Idi nalpasdan a nagkararag, siraragsak dagiti sangapamilia a nagsasango
a nangan.

“Ruby, tulungannakon ditoy kusina nga agtarimaan tapno al-alisto a


malpas. Sika Ronel, surutemon ni Tatangmo ta umunakayon nga mangrugi iti
trabahotayo. Sumaruno kaminto ken adingmo”, kinuna pay ti baket.

Nagkuyog ngarud dagiti agama a napan iti bassit a kubo a pagyananda


nga agtrabaho. Situtulnog met ni Ruby a nangaramid kadagiti inmandar ni
Nanangna.

Kastoy a kanayon dagiti ar-aramiden ti sangapamilia kada Sabado.


Agtitinnulongda iti trabaho. Isu nga uray nakurapay ken nanumo laeng ti
pagtataudan ti pagbibiagda ket naragsakda latta gapu ta nasayaat ti
linnangenda.

 Appendix B
SIGHT WORDS
1 adda 21 Dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 Dagitoy 42 iti 62 kuak 82 no
3 agingga 23 Dagus 43 ka 63 kuam 83 para
4 Alla 24 Dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 Dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray

385
Lesson Guide in Grade 1 - Ilokano: Week 26

I. Objectives
1. Infer the character’s feelings based on their actions or on what they say.
2. Cite the problem and/the most likely solution to story read.
3. Cite the problem and/the most likely solution school and community issues,
events, situations, radio broadcast, news, etc. read.
4. Express love for stories by browsing the storybooks read to them and asking
to read more stories.
5. Read by sight words listed in APPENDIX ___
6. Read phrases, sentences, and short stories containing high frequency words
and words studied.
7. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words (Appendix )
8. Read with one level text in three-to-four words phrases, and sentences with
appropriate intonation, expressions, and punctuation cues.
9. Use culturally appropriate situations to explain/give reason on a certain
topic/s being presented.
10. Correctly spelled previously learned words.
11. Correctly spelled imperatives use in sentences.
12. Write simple sentences, phrases, paragraph, and stories observing correct
punctuation marks, capitalization, indentions and format.
13. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
14. Use imperatives to give simple four-six step directions in a culturally
appropriate manner.
15. Identify and use synonyms, antonyms, homonyms and multiple-meaning
words correctly.
16. Identify some words that comprise contractions(e.g. Can’t-cannot, isn’t-is not)

II. Subject Matter

A. Story: Tay Inabraw ni Mayet!


Sarita ni Leila P. Areola

B. Focus Skills
1. Reading Comprehension
a. Infer the character’s feelings based on their actions or on what they
say.
b. Cite the problem and/the most likely solution to story, legends, etc.
read.
c. Cite the problem and/the most likely solution school and community
issues, events, situations, radio broadcast, news, etc. read.
d. Express love for stories by browsing the storybooks read to them and
asking to read more stories.

386
2. Vocabulary
a. Identify and use synonyms, antonyms, homonyms and multiple-
meaning words correctly.
b. Identify some words that comprise contractions(e.g. Can’t-cannot,
isn’t-is not)
3. Oral language
Use culturally appropriate situations to explain/give reason on a
certain topic/s being presented.
4. Fluency
a. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words(Appendix )
b. Read with one level text in three-to-four words phrases, and
sentences with appropriate intonation, expressions, and punctuation
cues.
5. Composing
Write using phonic knowledge for different purposes-sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Read by sight words listed in APPENDIX ___
b. Read phrases, sentences, and short stories containing high frequency
words and words studied
7. Spelling
a. Correctly spelled previously learned words.
b. Correctly spelled imperatives use in sentences.
8. Handwriting
Write simple sentences, phrases, paragraph, and stories observing
correct punctuation marks, capitalization, indentions and format.
9. Grammar Awareness
a. Use imperatives to give simple four-six step directions in a culturally
appropriate manner.
b. Express love for stories by browsing the storybooks read to them and
asking to read more stories.

C. References: Pictures, Big book, Flashcards/Word Cards, Worksheets

D. Strategies: Shared reading, Read Aloud, Inferring, Acting Out,


Songs/Rhymes, Drawing

E. Value: Eat Vegetables to Stay Healthy

F. Theme: Our favorite foods - local cuisine


(e.g. bagnet, dinengdeng, pinangat, kilawin…)

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III. Procedure
DAY 1 & 2
A. Preliminary Activities
1. Take out the Big Book then select 3 or 4 words in the story to use for the
Matching Word Activity and…
2. Write each word on a piece of paper the same size as the words in the
story.
3. Select 2 or 3 short sentences from the story that you can use for the
Hide-A Word activity
4. Write these sentences on the chalkboard. Reminder: Have a pointer
ready. Hold the pointer under the words as you go through the reading
plan. Do not point each word separately but run the pointer smoothly
under each sentence.
5. Introduce the Shared Reading Strategy

B. Pre-reading Activities
1. Motivation
Ask the pupils if they have vegetable garden at home. Ask what
vegetables are found in their respective backyard gardens.

2. Unlocking of Difficult words


a. agimarit (Context Clue)
b. inabraw (Context clue)
c. dar’sem (Context Clue)
d. napas-eng (Context Clue)

3. Previewing
Present the big book “Tay Inabraw ni Mayet! Talk about the title, author,
and illustrator. Have them look at the cover of the book by showing a girl
carrying a basket of vegetables. Ask: maipapan ngata ti ania ti sarita?
Ania ngata ti mapasamak iti sarita?

4. Motive Question
Have them look at the first page of the book showing Mayet preparing to
cook. Ask: Ania ngata ti aramiden ni Mayet kadagiti nateng ti
sanguananna?

C. Reading of the Story


1. First Reading: Read the story using the Big Book.
2. Second Reading: Read the again. This time use a printer as you show the
sentences in each page. Ask questions as you finish a page. Before
proceeding to the next page, let pupils make inferences about what will
happen.

D. Post-Reading activity
1. Pupils answer the motive question.
2. Group Activity
Group the pupils into four. Have them do the following activities.

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Engagement 1
Discussion of the Story
(Small group Activity)
1. Siasino ti ubing idiay sarita? Group 1- Light... Camera… Action
2. Ania ti impukkaw ni nana Tuladen ti mabalin nga itsura ni
Gonyang kenni Mayet? Mayet idi pagawiden ni Nanangna?
3. Ania met ti sungbat ni Mayet?
4. No sika ni nana Gonyang, ania
iti aramidem ti kinaturay ni
Mayet?Nasayaat kadi a pagwadan
daytoy? Apay?
5. Ania ngata ti pagbalinan ti
komunidad wenno pagadala no
umadu ti bilang dagiti ubbing a
dumakkel a naturay?
6.Ania iti ipaaramid ni nana Group 2- Dumngeg ti damag!
Gonyang kenni Mayet? Ipadamag dagiti inaramid ni Mayet
7. Ania kadagitoy ti madi ni mayet sakbay a nagabaw
nga aramiden? Apay
8. Ania dagiti kayatna?
9. No sika ni Mayet, agmadika kadi
met? Apay?
10. Kasano nga insuro ni nana Group 3-Aglutotayo!
Gonyang ni Mayet. Ania dagiti Pagsasarunuen dagti addang nga
addang ti panagabraw? insuro ni nana Gonyang
11. Naimas kadi met laeng ti Group 4 – Idrama
inabraw ni Mayet? Makipatang kenni nanang a
12. No sursuruannakayo ni suruannaka nga agluto
nanangyo nga agluto, kayatmo met
laeng? Apay?
13. Kasanoka a makipatang kenni
nanangmo tapno suruannaka?

E. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Read with appropriate intonation, expressions and punctuation cues

DAY 3
Developing Language Competencies

A. Preparatory Activities
1. Ania ti impukkaw ni Nana Gonyang?
2. Ania ti insungbat ni Mayet? Kasanona a sinungbatan ni nanangna?
3. Ania dagiti imparamid ni Nana Gonyang kenni Mayet? Kasanona nga
imbaga dagitoy?

389
B. Lesson Proper
1. Presentation Lesson
a. Mayet, anak, umaynak kadi man tulugan nga agimarit kadagitoy
bulbulong nga abrawek.
b. Madamdama bassit, ‘nang ta lippasek pay ti batangko.
c. Ala, dar’sem a ta aldawen. Awan naaramid ni Mayet no di nagawid iti
balayda.
d. Ala, umaykad’toy ta tulungannak nga agimarit.
e. Diak kayat nga imaritan dayta kuantong la ketdi.
f. Suruannakto lattan nga agabraw.
g. Pakisaangmo ngaruden ta banga, anakko.
h. Ikkam ti kagudua-tako a danum.
i. Isaganam metten ta bugguong ken sagatan.
j. Gaw-atem ta basket ta ibabam tay tinuno a paltat.
k. Ipisokmon dita banga tapno ma-iyanger.
l. Bagguongamton intuno agburek.

2. Oral Practice
a. Ania kadagitoy a sentence ti agmanmandar? Basaen dagitoy iti umno
a pannakayebkasda.
b. Basaen dagitoy iti umno a pannakayebkasda.

3. Generalization
What are imperatives? How is command different from request?

4. Guided Practice
No ti sentence ket pagpakpakaasi, pagbalinen daytoy a madar. No
mandar daytoy ket pagbalinen a pagpakpakaasi
a. Mayet, anak, umaynak kadi man tulungan nga agimarit kadagitoy
bulbulong nga abrawek.
b. Madamdama bassit, ‘nang ta lippasek pay ti batangko.
c. Ala, dar’sem a ta aldawen. Awan naaramid ni Mayet no di nagawid iti
balayda.
d. Ala, umaykad’toy ta tulungannak nga agimarit.
e. Diak kayat nga imaritan dayta kuantong la ketdi.
f. Suruannakto lattan nga agabraw.
g. Pakisaangmo ngaruden ta banga, anakko.
h. Ikkam ti kagudua-tako a danum.
i. Isaganam metten ta bagguong ken sagatan.
j. Gaw-atem ta basket ta ibabam tay tinuno a paltat.
k. Ipisokmon dita banga tapno ma-iyanger.
l. Bugguongamton intuno agburek.

390
5. Independent Practice
Guess what!
Divide the class into two. Let one or two students pantomime a request or
command. The students guess the possible command or request. The
group that get the more number of guesses wins.

6. Application

C. Evaluation

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DAY 4
Handwriting and Spelling

A. Preparatory Activities
Sing with the children the song “Manang Biday”.
Manang Biday, ilukatmo man
‘Ta bintana ikalumbabam
Ta kitaem ‘toy kinayawan
Ay, matayakon no dinak kaasian!

Siasinnoka nga aglabaslabas


Ditoy hardinko pagay-ayamak?
Ammom ngarud a balasangak
Sabong ti lirio, di pay nagukrad.

Denggem, ading, ta bilinenka


Ta inkanto ‘diay sadi daya.
Agalakanto’t bunga’t mangga
Lulukisen ken adu a kita.

No nangato, dika sukdalen


No nababa, dimo gaw-aten
No naregreg, dika piduten
Ngem labaslabasamto met laeng.
1. Ania ti kurtasurat (punctuation mark)a makita kadagiti ungto ti balikas?
2. Kaano nga aramaten ti tuldek, marka ti saludsod ken marka ti rikna?

B. Writing Activity
1. Modelling by the teacher
a. Present strips of cartolina containing commands/request. Ask them to
read all the words. Write the sentences following the straight lines on
the board. Let them observe how you write the sentences.
b. Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning of each sentence and proper nouns and
period at the end.

2. Guided Practice
The pupils are asked to copy the sentences written on the board. The
teacher mills around to assist the pupils.

392
3. Independent Practice

C. Application

D. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.

393
2. Dictate impreratives from the previous lesson. Let them write it on their
slate And on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write the word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment

APPENDICES
 Appendix A
Tay Inabraw ni Mayet
Insurat ni Leila P. Areola

Idi dandanin pangaldaw, pinukkawan ni Nana Gonyang ni Mayet.


Madama a makiay-ayam ni Mayet kadagiti ubbing iti kaarruba.
“Mayet, anak, umaynak kadi man tulungan nga agimarit kadagitoy
bulbulong nga abrawek, “ impakaasi ni Nana Gonyang iti anakna.
“Madamdama bassit, ‘nang ta lippasek pay ti batangko, “ inpaturay ni
Mayet.
“Ala, dar’sem a ta aldawen. Saan a nasayaat iti kasta a panagsungbat”
inyunget ni nanangna.

Awan naaramid ni Mayet no di nagawid iti balayda.

“Ala, umaykad’toy ta tulungannak nga agimarit. Agyanakto ti abaymo


ta isurok kenka no kasano ti agabraw,” kinuna ni Nana Gonyang.

“Diak kayat nga imaritan dayta kuantong la ketdi, nanang. Diak kayat
ti masiitan. Suruannakto lattan nga agabraw,” impatengteng ni Mayet.
“Amin a trabaho ket masursuro, anak. Agan-annadka laeng tapno
saan ka a masiitan,” impalagip ni nanangna.
Pakisaangmo ngaruden ta banga, anakko. Ikkam ti kugudua-tako a
danum. Isaganam metten ta bugguong ken sagatan. Gaw-atem ta basket ta
ibabam tay tinuno a paltat. Intuno malpasko nga imaritan dagitoy, alaem ta
planggana ta bugguam dagitoy a nalaing, “ pinagsasarunona nga imbaga.

“Ania ti aramidek kadaytoy tinuno a paltat, ‘nang?” sinaludsod ni


Mayet.

“Ipisokmon dita banga tapno ma-iyanger. Naramraman nukua ti


inabraw no agbayag bassit a maipaburek,” kinuna ni nanangna.

394
“Bugguongamton agburek. Madim liplipatan a sagaten tapno saan a
mairaman a maipisok dagiti babassit a siit.
“Nalpaskon a binugguongan, nanang. Ania ti sumarunon?” sinaludsod
ni Mayet.

“Kitaem no husto ti ramannan. Nayonam ti asin no natamnay.


Kalpasanna, ipisokmonton dagiti bulbulong. Unaem nga ipisok ta uggot ti
kamutig santo isarunom ta kuantong. Iyudim ta marunggay ta napas-eng no
nalabes ti pakalutona. Pagburekem basssit santo adawem a dagus ta saan a
naimas no malusak, “ nagsasaruno a panangisuro ni Nana Gonyang.

Rinamanan ni Nana Gonyang ti lutluten ni Mayet. Kinunana a


mabalinen nga adawen.
“Naglaingkan a nagluto, anak. Naimas ti inabrawmo. Mangantayon ta
saanton a naimas dayta no aglamiisen.
Inadaw a dagus ni Mayet ti inabraw. Anian a ragsakna iti baro a
nasursurona.

“Aglutoakto manen no maminsan, ‘nang,” kinuna ni mayet ti inana.


“Wen, anak. Nagsayat ti biag no nasingpet ken natulnogkayo nga
agnanayon,” inyarakup ni Nana Gonyang kenni Mayet.

 Appendix B
SIGHT WORDS
1 adda 21 Dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 Dagitoy 42 iti 62 kuak 82 no
3 agingga 23 Dagus 43 ka 63 kuam 83 para
4 Alla 24 Dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 Dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 Datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 Daydiay 47 kadi 67 laeng 87 saan
8 annay 28 Dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 Daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 Didiay 50 kas 70 likod 90 sango
11 Awan 31 Ditoy 51 kasano 71 madi 91 siak
12 Ay 32 Gapu 52 kasta 72 manen 92 sika
13 Aya 33 Idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 Idiay 54 kayo 74 maudi 94 ti
15 babaen 35 Intan 55 ken 75 met 95 tunggal
16 bassit 36 Intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 Isu 57 kenni 77 ngamin 97 ungto
18 Da 38 Isuda 58 ket 78 ngarud 98 uray

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Lesson Guide in Grade 1 - Ilokano: Week 27

I. Objectives
1. Infer the character’s feelings based on their actions or on what they say
2. Cite the problem and/the most likely solution to the story read
3. Cite the problem and/the most likely solution school and community issues,
events, situations, radio broadcast, news, etc. read
4. Express love for stories by browsing the storybooks read to them and ask
them to read more stories
5. Identify and use synonyms, antonyms, homonyms, and multiple –meaning
words correctly
6. Identify some words that comprise contractions (e.g. Can’t-can not, in’t-is not)
7. Use culturally appropriate expressions to explain/give reason on a certain
topic/s being presented
8. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words (Appendix)
9. Read grade one level text in three-to-four words, phrases, and sentences
with appropriate intonation, expressions and punctuation cues
10. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
11. Read by sight words
12. Read phrases, sentences, and short stories containing high frequency words
and words studied
13. Correctly spell previously learned words
14. Correctly spell imperatives use in sentences
15. Write simple sentences, phrases, paragraph, and stories observing correct
punctuation marks, capitalization, indentions and format
16. Use imperatives to give simple four-six steps directions in a culturally
appropriate manner

II. Subject Matter

A. Poem: Pagrebbengan…Aramiden!
Insurat ni Genalyn C. Oarde

B. Focus Skills
1. Reading Comprehension
a. Infer the character’s feelings based on their actions or on what they
say
b. Cite the problem and/the most likely solution to the story, legends, etc.
read
c. Cite the problem and/the most likely solution school and community
issues, events, situations, radio broadcast, news, etc. read
d. Express love for stories by browsing the storybooks read to them and
ask them to read more stories

396
2. Vocabulary
a. Identify and use synonyms, antonyms, homonyms, and multiple –
meaning words correctly
b. Identify some words that comprise contractions (e.g. Can’t-can not,
in’t-is not)
3. Oral Language
Use culturally appropriate expressions to explain/give reason on a
certain topic/s being presented
4. Fluency
a. Read with automaticity, accuracy and prosody 100 first grade high-
frequency/sight words (Appendix)
b. Read grade one level text in three-to-four words, phrases, and
sentences with appropriate intonation, expressions and punctuation
cues
5. Composing
Write using phonic knowledge for different purposes-sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Read by sight words listed in Appendix __
b. Read phrases, sentences, and short stories containing high frequency
words and words studied
7. Spelling
a. Correctly spell previously learned words
b. Correctly spell imperatives use in sentences
8. Handwriting
Write simple sentences, phrases, paragraph, and stories observing
correct punctuation marks, capitalization, indentions and format
9. Grammar Awareness
Use imperatives to give simple four-six steps directions in a culturally
appropriate manner

C. References: K to 12 Basic Education Curriculum

D. Materials: Pictures, Flashcards/Word Cards, Worksheets

E. Strategies: Read Aloud, Shared Reading, Acting Out, Drawing, Poem

F. Value: Obedience

G. Theme: Good Citizenship

III. Procedure
DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils how they dispose their garbage at home and in school.

397
2. Unlocking of Difficulties
a. nagawangan (by context clue)
b. produkto (by synonym)
c. disiplina (by context clue)
d. sangkaterba (by synonym)
e. hazardous (by synonym)
f. non-biodegradable (by synonym)
g. biodegradable (by synonym)
h. compost pile (by picture/context clue)
i. solid waste management (by context clue)
j. pagilian (by synonym)
k. ikagumaan (by synonym)
l. pagrebbengan (by synonym)

3. Previewing
Present the poem to the class. Talk about the title and author. Let them
predict what the story is all about.

4. Motive Question
Ask: Ania dagiti pagrebbengan nga ibagbaga ti daniw?

B. Reading of the Poem


1. First Reading: Reading of the poem by the teacher
2. Second Reading: Read the poem again. This time, ask questions after a
stanza to monitor the pupils’ comprehension.
Pagrebbengan…Aramiden!
Insurat ni Genalyn C. Oarde
Inaldaw-aldaw adu ti intay nagawangan
Nadumaduma a produkto’t intay kasapulan
Ngem disiplina intayo kadi ipangpangruna
Umno a panangipakni basuratayo a sangkaterba
Nakawara a supot ken dadduma a rugit
Piduten, ipakni tallo a kahon idiay igid
Namarkaan hazardous, non-biodegradable ken biodegradable
Tapno naurnos iti panagibelleng idiay compost pile.
Solid Waste Management kanayun intay mangmangegan
Programa iti entero a pagilian
Intay koma ngarud ikagumaan
Aramiden pagannurotan ken pagrebbengan.

C. Post Reading Activities


1. Answer the motive question.
2. Group Activity
Group the pupils into three and let them do the following activities.
3. Discussion/Presentation
Let the pupils answer the comprehension questions and present their
outputs.

398
Comprehension Questions Engagement Activities
(Discussion of the Poem) (Small Group Activities)
Siasino ngata ti agsasao iti daniw? Group 1
Ania dagiti nailanad a nagawangan iti
daniw? Iladawan babaen iti drowing ti
Maibilang kadi a parikut dagitoy? kaadu ti basura wenno
Ania ti rumbeng nga ipangpangruna? nagawangan iti nadumaduma a
Iladawan ti kaado ti basura a nailanad produkto.
iti daniw.
Ania dagiti nailanad a nakawarang? Group 2
Ania ti rumbeng nga aramiden
kadagitoy? Idrama dagiti rumbeng nga
Ania ti mapasamak wenno epektona aramiden tapno masolbar dagitoy a
no aramiden dagitoy a banag? klase a parikut.
Kas maysa nga ubing, maaramidmo
kadi met dagitoy?
Ania ti kanayon nga intay Group 3
mangmangegan?
Ania/asino ti akinprograma iti daytoy? Idrowing ti tupa ti agsasao iti daniw
Ania ti rumbeng nga ikagumaan? nga mangipakita iti rikna na nu
Ania ngata ti mabalin nga mapasamak maaramid dagiti pagannurutan ken
nu aramiden tayo dagitoy? pagrebbengan.
Iladawan yo man ti rikna ti agsasao iti
daniw no maaramid dagiti
pagannurutan ken pagrebbengan?

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Reading with automaticity, accuracy and prosody (intonation,
expressions, and punctuation cues)

DAY 3
Developing Language Competencies

A. Preparatory Activities
Kas maysa nga ubing, ania dagiti mabalinyo nga aramiden tapno makatulong
kadagiti programa ti uneg ti pagadalan kas koma iti pannakalasin-lasin dagiti
basura?
B. Lesson Proper
1. Presentation
a. Disiplina intayo kadi ipangpangruna,
 Umno a panangipakni basura a sangkaterba.
b. Nakawarang a supot ken dadduma a rugit
 Piduten, ipakni tallo a kahon idiay igid.
c. Intayo koma ngarud ikagumaan

399
 Aramiden pagannurutan ken pagrebbengan.
2. Oral Practice
a. Iti umuna a dua a linya, ania dagiti ibagbagana a rumbeng nga
aramiden?
b. Iti maikadua a dua a linya, ania dagiti ibagbagana nga aramiden?
c. Iti maikatlo a dua a linya, ania dagiti ibagbagana nga aramiden?
3. Generalization
What were used to give simple directions? Imperatives
4. Guided practice
Group the pupils into two. The first pupil will give the directions while the
second pupil will use a Show-me-Board to follow it.
5. Independent Practice
a. Distribute pictures showing the steps in cooking rice. Let the pupils
arrange the pictures then let them write the steps on how to cook rice
based on the pictures.
b. Story
Doktor! Doktor!
Insurat ni Divine Grace Llopis-Areola

Parbangon iti Sabado, nakapuot ni Rina gapu iti nakaro a


lamminna uray ingget-puskol ti ulesna. Uray la agtigtigerger dagiti
ima ken sakana iti lamiis nga marikriknana. Agballikid koma
daytoy idi mariknana ti nakaro a sakit ti ulona.
“Annayko! Annayko!” inyanug-ogna.
Nakapuot ni Nana Vinang nga inana gapu iti sangitna.
“Ania’t mapaspasamak kenka anakko?” saludsod ni Nana
Vinang sana inarakup daytoy. Narikna ti baket ti nakaru a bara ti
bagi ni Rina.
“Aggurigorka anakko”, kinuna ti baket. “Ala, saan kan nga
agsangit ta inton madamdama ket mapan ta iti doktor tapno
ikkannaka iti agas nga tumarem tapno aglainganka”, innayon pay
ti baket sana inap-aprosan ti likod ni Rina.
Idi bumigaten, napan ngarud inpakita ni Nana Vinang ni
Rina iti doctor.
“Awan ti pagdanaganyo, Nana”, kinuna ti naisem nga
doktor. “Gurigor laeng ti sakit ni Rina ngem rumbeng nga agtumar
kadaytoy itedko nga agas tapno alisto nga agimbag”, kinuna pay ti
doktor.
“Sakbayyo nga patumaren ti ubing, ikulogyo nga umuna ti
botelia ti agas. Patumarenyo ni Rina iti sanga-kutsarita nga agas
iti mamitlo ti agmalem sakbay nga mangan daytoy. Ipakni ti
nakabotelia ti agas iti lugar a kalalainganna ti lamiisna. No
agtultuloy ti gurigor ti ubing, agsubli kayo ditoy tapno
maeksamenko a nalaing ta amangan no adda impeksyon a gapu
ti gurigorna.”
Dagitoy dagiti agsasaruno a bilin ti doktor kenni Nana Vinang.
“Agyamankami doktor”, sungbat ti baket iti naanus a doktor.

o Asino dagiti nagakem iti sarita?

400
o Iladawan ni Nana Vinang a kas ina.
o Iladawan ti doktor.
o Ania dagiti bilin wenno pagannurotan nga inbalakad ti doktor nga
rumbeng nga aramiden ni Nana Vinang?

6. Application

7. Evaluation

401
DAY 4
Handwriting and Spelling

A. Preparatory Activities
Agkatawa ka!

“Berto, papanam?”
“Innak sibugan dagiti masetas, Nanang.”
“Ket no agtudtudo.”
“Ania ket ni Nanangen. Problema aya dayta?”
“Agkapoteak, a!”

Ania dagiti kurtasurat a makita kadagiti ungto ti patang?


Kasano nga naisurat ti umuna a letra ti umuna a balikas ti kada patang?

B. Writing Activity
Modelling by the teacher
Present flashcards of imperatives. Let the pupils read the sentences.
Write the sentences on the board following the three straight lines on the
board. Let them observe how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of
capital letters, punctuation marks and indentions.

1. Guided Practice
Let the pupils copy a story. The teacher mills around to assist the pupils.
2. Independent Practice
Let the pupils write their task given by their parents at home.

C. Application

402
D. Evaluation

E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
paper.
2. Dictate words about the use of imperatives from the previous lesson. Let
them write it on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment

403
APPENDICES

 Appendix A
SIGHT WORDS
1 adda 21 Dagiti 41 Itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 Iti 62 kuak 82 no
3 Agingga 23 Dagus 43 Ka 63 kuam 83 para
4 Alla 24 dakayo 44 Kabayatan 64 kukua 84 pay
5 Amin 25 Dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 Datayo 46 Kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 Kadi 67 laeng 87 saan
8 Annay 28 Dayta 48 Kalman 68 lang 88 sadiay
9 Apaman 29 Daytoy 49 Kanayon 69 latta 89 sakbay
10 Apay 30 Didiay 50 Kas 70 likod 90 sango
11 Awan 31 Ditoy 51 kasano 71 madi 91 siak
12 Ay 32 Gapu 52 kasta 72 manen 92 sika
13 Aya 33 Idi 53 Kastoy 73 manipud 93 tapno
14 Baba 34 Idiay 54 Kayo 74 maudi 94 ti
15 Babaen 35 Intan 55 Ken 75 met 95 tunggal
16 Bassit 36 Intuno 56 Kenka 76 nga 96 uneg
17 Bayat 37 Isu 57 kenni 77 ngamin 97 ungto
18 Da 38 Isuda 58 Ket 78 ngarud 98 uray

404
Lesson Guide in Grade 1 - Ilokano: Week 28

I. Objectives
1. Infer the character s feelings based on their actions or on what they say.
2. Cite the problem and/the most likely solution to story read.
3. Cite the problem and/the most likely solution to school and community issues,
events, situations, radio broadcast, news, etc. read.
4. Express love for stories by browsing the storybooks read to them and asking
to read more stories.
5. Respond to the story through the following engagement activities:
a. Group 1- Draw Me
b. Group 2-Make Me a Story Teller
c. Group 3-Help!
d. Group 4 –SMS
6. Identify and use synonyms, antonyms, homonyms and multiple -meaning
words correctly
7. Identify some words that comprise contractions ( e.g. can’t – can not, isn’t – is
not).
8. Tell stories, legends, fables, jokes, advertisement, etc. with correct rate,
accuracy and prosody (phrasing, pausing and emphasis).
9. Read with automaticity, accuracy and prosody 100 first grade high
frequency/sight words
10. Read grade one level text in three – to four – word phrases and sentences
with appropriate intonation, expressions, and punctuation cues.
11. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
12. Read by sight words
13. Read phrases, sentences and short stories containing high frequency words
and words studied
14. Spell previously learned words correctly.
15. Spell action words in different tenses as it is used in the sentences correctly.
16. Write simple sentences, phrases, paragraph and stories observing correct
punctuation marks, capitalization, indentions and format.
17. Use the correct action words in narrating one’s experiences.
18. Use the correct action words in narrating one s experiences in different forms.

II. Subject Matter

A. Listeninng Story:
Read-A-Thon Contest iti “Aggao Nac Cagayan”
Sarita ni Octavio V. Cabasag

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B. Focus Skills:
1. Reading Comprehension
a. Infering the character’s feelings based on their actions or on what they
say.
b. Citing the problem and/the most likely solution to story, legends, etc.
read.
c. Citing the problem and/the most likely solution to school and
community issues, events, situations, radio broadcast, news, etc.
read.
d. Expressing love for stories by browsing the storybooks read to them
and asking to read more stories.
2. Vocabulary
a. Identifying and using synonyms, antonyms, homonyms and multiple -
meaning words correctly
b. Identifying some words that comprise contractions ( e.g. can’t – can
not, isn’t – is not).
3. Oral Language
Telling stories, legends, fables, jokes, advertisement, etc. with correct
rate, accuracy and prosody (phrasing, pausing and emphasis).
4. Fluency
a. Reading with automaticity, accuracy and prosody 100 first grade high
frequency/sight words (Appendix)
b. Reading grade one level text in three – to four – word phrases and
sentences with appropriate intonation, expressions, and punctuation
cues.
5. Composing
Writing using phonic knowledge for different purposes-sentences,
lists, jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Reading by sight words listed in appendix
b. Reading phrases, sentences and short stories containing high
frequency words and words studied
7. Spelling
a. Spelling previously learned words correctly.
b. Spelling action words in different tenses as it is used in the sentences
correctly.
8. Handwriting
Writing simple sentences, phrases, paragraph and stories observing
correct punctuation marks, capitalization, indentions and format.
9. Grammar Awareness
Using the correct action words in narrating one’s experiences.

C. References: K to 12 Basic Education Curriculum Guide

D. Materials: Story in a chart or big book, Pictures, Flashcards/


Wordcards, Worksheet

E. Strategies: Read Aloud, Shared Reading, Acting Out, Songs/Rhymes,


Drawing

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F. Value: Showing Support to Children and Community Celebrations

G. Theme: Our Community Celebration

III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Ask: Siasino kadakayo ti naanep dagiti nagannakda mapmapan
agbuybuya nangnangruna no maysa ti anakda kadagiti mabuya?

2. Unlocking of Difficult Words


a. mangisalaysay ( synonym)
b. datdatlag (antonym)
c. rimkuas (by demonstration)
d. bimmatok (synonym)
e. inasut (synonym)
f. didigra (synonym)
g. nalasbang (antonym)

3. Pre-viewing
Present a picture of Jose retelling a story. Talk about the title, author and
illustrator. Ask: Ania ngata ti ar-aramiden ni Jose iti entablado?

4. Motive Question
Have them look at the pictures of the story “Buiag and Malana”.
Ask:Maipapan ngata ti ania iti isalaysay ni Jose iti Read-A-Thon Contest?

B. Reading of the Story


1. First Reading: Read the story using the Big Book.
2. Second Reading: Read the story again. This time use a pointer as you
show the sentences in each page. Ask questions as you finish a page.
Before proceeding to the next page, let pupils make inferences about
what will happen.

C. Post Reading Activities


1. Answer the motive question.
2. Group Activity
Group the pupils into four. Have them do the following activities.
3. Discussion/Presentation
Let the pupils answer the comprehension questions and present their
outputs.

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Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
Sadino ti papanan da Marlo ken Group 1- Draw Me
Josi? Idrowing ken iladawan dagiti
Apay nga agdardarasda? mabalin a nadumaduma a rupa da
Siasino ni Jose iti biagda? Jose ken dagiti nagannakna
Malaksid ti ayatda a mangbuya iti sakbay a napan entablado ni Jose.
salip, ania pay ngata ti rason no
apay a kayatda ti mapan ‘diay
Tuguegarao?
Ania ngata ti rikna ni Jose idi
nakitana dagiti nagannakna?
Kasta ngata met ti mariknayo?
Apay?
Ania kadi ti adda ti panunotyo no
awan dagiti nagannakyo iti pasken
a dimmar-ayan ni Jose?
Naawatanyo kadi ti insalaysay ni Group 2- Make Me a Story Reteller
Jose? Isurat dagiti pagalagadan
No dakayo ti maikkan ti gundaway tapno agbalin a nalaing nga Story
a mangisalaysay iti binasa, Reteller. Ipaksil iti bulletin board.
maaramidyo ngata kas kenni
Jose? Kasanoyo a maaramid?
Ipaskil dagitoy iti bulletin board
Ania ngata dagiti mabalin a Group 3 – Help!
problema ni Jose iti salip? Kasano Mangaramid ti dialogo ni Jose ken
na ngata a sinolbar daytoy? dakayo a mabalin a mangtulong
Ania ti mabalinmo koma a kenkuana
maitulong kenni Jose
Naayatanka met laeng a dimngeg Group 4 – SMS
iti sarita? Ania a paset daytoy ti Mangaramid ti ababa a
magusgustuam? mensahe a mangisingasing
Kayatmo kadi met ti makisali iti kadagiti mangidadaulo ti “Aggao
Read-A-Thon. nac Cagayan nga addanto manen
“Read-A-Thon Contest” intuno
sumuno a tawen

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Reading with automaticity, accuracy and prosody (intonation,
expressions, and punctuation cues)

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DAY 3
Developing Language Competencies

A. Preparatory Activities
1. Ania ngata dagiti ar-aramiden ni Jose kabayatan ti panagsaganana ti
pangisalaysayna ti sarita?
2. Ania dagiti ar-aramiden ni Jose kabayatan ti panangisalaysayna ti sarita.

B. Lesson Proper
1. Presentation
a. Ig-iggaman ni Jose ti libro.
b. Basbasaen a nalaing ti sarita
c. Ikabkabesa ni Jose dagiti importante a pasamak iti sarita.
d. Agtaktakder a nasayaat ni Jose.
e. Kumitkita a kanayon kadagiti agbuybuya.
f. Umis-isem ni Jose ti dadduma.
g. Ingatngato ni Jose dagiti imana.

2. Oral Practice
Bingayen kayo iti tallo a grupo. Ti makabunot ti kaababaan a ruting ket
isu ti mangipakita ti tingnay. Aginnunna a mangpugto kadagiti tingnay nga
aramiden ti maikatlo a grupo dagiti dua a nakaala iti dakdakkel a ruting.
Tignay:
agsipsipat agkatkatawa aglamlampaso
mangmangan agsalsala agmanmaneho
agtartaray aglaglagto agar-arudok

3. Generalization
Kaano a napasamak dagiti tignay? Kasano ti pannakaisurat dagiti tignay
a madama a mapaspasamak?

4. Guided Practice
Game: Find your Partner
Divide the class into two groups. First group will be given pictures and the
second group will be given words. They will match the word with the
picture.
a. Picture of a woman cooking Madama nga aglutluto ni
nanang ti dinengdeng a
rabong ken saluyot itay
bimmabaak.
b. Picture of a man plowing the Agar-arado ni Tata Ino
field itattan diay uma.
c. Picture of a boy kneeling Agparparintumeng ni Rod
diay kapilia.
d. Picture of a girl kissing the Agmanmano a kanayon ni
hand of grandfather Munding kenni Lelong
(agmanmano) Epeng.

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e. Picture of a boy bathing a Madama nga agpadpadigos
carabao in the river ti nuang ni David idi
simmangpet kami.

5. Independent Practice
Game: Tell and write
Distribute pictures. Let the pupils identify what action each picture tells.
Write your answer on the activity board.

6. Application

C. Evaluation

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DAY 4
Handwriting and Spelling

A. Preparatory Activities
Teach shows again the story “Nagpasiar ni Inang Baket”.
The pupils are asked to identify the punctuation marks used. The teacher
may ask why these punctuation marks were used.

B. Writing Activity
1. Modelling by the Teacher
Present some pictures with action. Ask them to tell the action. Let them
use the action word in a sentence. Write the sentences on the board
following the correct lines on the board.
Discuss how each of the sentences is written. Emphasize the use of the
capital letter at the beginning of the sentence and the correct punctuation
mark at the end of the sentence.

2. Guided Practice

3. Independent Practice
The pupils will interview their classmates then ask. What did you do
this morning?
Let them write the answer of their classmates using the correct
punctuation marks.

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C. Application

D. Evaluation

E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.

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2. Dictate action words from the previous lesson. Let them write it on their
slate and on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment

APPENDICES

 Appendix A

Read-A-Thon Contest iti “Aggao Nac Cagayan”


Insurat ni Octavio V. Cabasag

Nagdardaras da Marlo kenni Josi a napan idiay Tuguegarao. Mapanda


buyaen ni Jose nga anakda a makisalip ti “Read a-Thon Contest”. Ti Read a-
Thon Contest ket maysa kadagiti aktibidad ti panagrambak iti “Aggao Nac
Cagayan”. Babaen iti daytoy, masursuruan dagiti ubbing nga agbasa,
mangistoria iti nabasada ken masungbatan dagiti saludsod maipanggep ti
binasa a sarita.

Apagiso nga batang ti anakdan a ni Jose ti mangisalaysay iti binasana idi


sumangpetda.
Rinugyanan ni Jose ti panangisalaysay ti binasana a sarita babaen ti
panangkablaaw kadagiti amin a dimmar-ay.
“Nangngegyo kadin ti sarita a Biuag ken Malana? Dumngegkayo a
nasayaat ta innak isalaysay kadakayo,” kinuna ni Jose.

“Iti ili ti Enrile, adda maysa a lalaki nga agnagan ti Biuag. Idi nayanak,
maysa a datdatlag a balasang ti bimmisita kenkuana. Gapu ta diosa ti
panagkita ti inana iti balasang, indawatna ngarud a paraburan ti anakna iti
atiddog a panagbiag.

Tallo a babassit a bato iti inbitin ti diosa iti tengnged ni Biuag. Ti maysa
kadagitoy ket isu’t mangsalaknib kenni Buiag iti aniaman a makadakes
kenkuana. Saanman laengen a nasaktan idi naminsan a natinnag daytoy.
Saan pay inan-ano dagiti buaya idi naglangoy iti karayan a pagnaedan dagiti
buaya.

Dagiti dua ket mangted iti naindaklan a kinapigsa ken kinapardas. Idi
agsangpulo ket dua ti tawennan, makataray isuna a naparpartak ngem angin.

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Kabaelannan nga ibato ti nuang idiay bangir a bantay ken maparut iti
dadakkel a kaykayo ken dadduma pay.

Nagdinamag dagiti naisangsangayan a kabaelanna. Nagrukbab dagiti


tattao kenkuana. Ngem uray no addaan iti pannakabalin, saan daytoy a
naragsak. Nasursurona nga ayaten iti maysa a nalasbang a balasang a
taga-Tuao.

Adda met maysa a lalaki a Malaueg, a managanan Malana. Adda ti


pannakabalinna a kas kenni Biuag. Idi sangapulo ket walo ti tawenna, maysa
a napigsa a bagyo iti nangdidigra ti lugarda. Nadadael amin dagiti mulmula.
Awan ti makan dagiti tattao. Nagboluntario ni Malana a tumulong kadagiti
kalugaranna. Iti laeng lugar Santo Nino iti mabalin a pangalaan iti makan,
Adayo daytoy a lugar ket ballasiwen pay ti karayan a pagnaedan dagiti
buaya.

Napan ni Malana diay Santo Nino.Nakaiyawid ti adu a bagas ket


inwarasna dagitoy kadagiti tattao. Anian a ragsak dagiti tattao.
Naamuan ni Buiag iti panagrukbab dagiti tattao kenni Malana. Ngem
saanna a binibiangan daytoy ta ti nakapinpintas a balasang iti adda ti
paunotna.
Iti maysa nga aldaw napan ni Biuag iti balay ti balasang ta kayatna a
pakasaran daytoy. Ngem kinuna ti balasang a ni Malana ti ay-ayatenna.

Nagpalting ti lapayag ni Biuag iti nangngegna. Kinunana kenni Malana a


saan a maikari iti balasang kenkuana. Pinidot ni Malana iti pana ket daytoy ti
nangipakita nga inawatna ti karit ni Buiag.

Dimteng ti aldaw ti labanda. Napno dagiti bambantay kadagiti tattao a


mayat nga agbuya iti panaglabanda. Naglaban iti dua. Sinang-at ti grupo ni
Biuag iti adda iti daya a bantay nga awitda dagiti armas. Ti grupo met ni
Malana ket naggian iti bangir a bantay.

Iti nagtakderanda ket nakitada iti isasangpet iti barangay a naglaon iti
balasang a gapu iti ririda. Saan a naragsakan ti balasang kadagiti
mapaspasamak.

Maysa a puon ti niog ti imbato ni Biuag ngem nasippaw daytoy ni Malana.


Imbatona met daytoy nga impaturongna diay Illuru. Iti pammati dagiti tattao,
daytoy ti nagrugian ti kaadu ti niog iti lugar.

Nanayonan ti pungtot ni Biuag. Inasutna iti immukona ket impuntiryana iti


puso ni Malana ngem nagmintis daytoy. Saan a naparmek ni Biuag ni
Malana. Naibos ti amin nga armasnan.

Saan pay a nalpas ni Malana a nangipukkaw a batangna metten ket


limmagto ni Biuag iti karayan. Dimteng ti dakkel a dalluyon a bummaut
kadagiti dadakkel a bato a nangyegyeg iti bantay.

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Idi rimkuas iti danum, iggem ni Biuag ti kadakellan a buaya sana pinilit a
pinanganga daytoy ket kinaritna ni Malana a bumatok met ti karayan. Ngem
iti inna panagbatok, sinabat ti balasang iti tangatang tapno saan a
madangran.

Kinita ti balasang ni Biuag sana kinuna “Ti pangaramatmo iti buaya ket
nangipakita ti kinatakrotmo. Siak ti anak diay enkantada a nangted ti
pannakabalinmo. Saan a rumbeng a maikkan iti pannakabalin iti kas kenka”.

Iti tulong ti datdatlag a ruting, binendisionanna amin dagiti tattao kasta


met kenni Malana. Nagpatangatangda ta sadiay ti pakasarakan iti pagarian iti
angin ken ulep a pagturayanna.”
Agyamannak ti inkayo panagdengngeg, ngem sakbay a pumanawak ditoy
entablado ket saludsudekman kadakayo no siasino ti kayatyo nga tuladen.
Ni kadi Biuag wenno ni Malana?

Nangabak ni Jose iti salip. Napnuan ragsak dagiti nagannakna.

“Nagpintas ita a tawen iti pannakarambak iti ‘Aggao nac Cagayan’,”


kinuna ni Marlo kenni Josi.
“Wen ngarud, makaliwliwa dagiti ubbing a buyaen a mangisalaysay
kadagiti binasada a sarita nga inadaw iti libro a ‘Cagayana Series Folktales’,”
insungbat ni Josi.

4. Appendix B
SIGHT WORDS
1 adda 21 dagiti 41 itatta 61 koma 81 ngem
2 Adu 22 dagitoy 42 iti 62 kuak 82 no
3 agingga 23 dagus 43 ka 63 kuam 83 para
4 Alla 24 dakayo 44 kabayatan 64 kukua 84 pay
5 Amin 25 dakkel 45 kada 65 kuna 85 ruar
6 Ania 26 datayo 46 kadagiti 66 kusto 86 rugi
7 anian 27 daydiay 47 kadi 67 laeng 87 saan
8 annay 28 dayta 48 kalman 68 lang 88 sadiay
9 apaman 29 daytoy 49 kanayon 69 latta 89 sakbay
10 Apay 30 didiay 50 kas 70 likod 90 sango
11 Awan 31 ditoy 51 kasano 71 madi 91 siak
12 Ay 32 gapu 52 kasta 72 manen 92 sika
13 Aya 33 idi 53 kastoy 73 manipud 93 tapno
14 Baba 34 idiay 54 kayo 74 maudi 94 ti
15 babaen 35 intan 55 ken 75 met 95 tunggal
16 bassit 36 intuno 56 kenka 76 nga 96 uneg
17 Bayat 37 isu 57 kenni 77 ngamin 97 ungto
18 Da 38 isuda 58 ket 78 ngarud 98 uray

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Lesson Guide in Grade 1 - Ilokano: Week 29

I. Objectives:
1. Tell stories with correct rate, accuracy and prosody (phrasing, pausing and
emphasis).
2. Read by sight words listed in appendix
3. Read phrases, sentences and short stories containing high frequency words
and words studied
4. Read with automaticity, accuracy and prosody 100 first grade high
frequency/sight words
5. Read grade one level text in three – to four – word phrases and sentences
with appropriate intonation, expressions, and punctuation cues.
6. Spell previously learned words correctly.
7. Spell action words in different tenses as it is used in the sentences correctly.
8. Write simple sentences, phrases, paragraph and stories observing correct
punctuation marks, capitalization, indentions and format.
9. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
10. Use the correct action words in narrating one’s experiences.
11. Identify and use synonyms, antonyms, homonyms and multiple -meaning
words correctly
12. Identify some words that comprise contractions ( e.g. can’t – can not, isn’t – is
not).
13. Infer the character’s feelings based on their actions or on what they say.
14. Cite the problem and/the most likely solution to story, legends, etc. read.
15. Cite the problem and/the most likely solution to school and community issues,
events, situations, radio broadcast, news, etc. read.
16. Express love for stories by browsing the storybooks read to them and asking
to read more stories.

II. Subject Matter

A. Story: Ti “Logganisa Festival” ‘Diay Vigan


Sarita ni Leila P. Areola

B. Focus Skills:
1. Reading Comprehension
a. Infer the character’s feelings based on their actions or on what they
say.
b. Cite the problem and/the most likely solution to story, legends, etc.
read.
c. Cite the problem and/the most likely solution to school and community
issues, events, situations, radio broadcast, news, etc. read.
d. Express love for stories by browsing the storybooks read to them and
asking to read more stories.

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2. Vocabulary
a. Identify and use synonyms, antonyms, homonyms and multiple -
meaning words correctly
b. Identify some words that comprise contractions ( e.g. can’t – can not,
isn’t – is not).
3. Oral Language
Tell stories, legends, fables, jokes, advertisement, etc. with correct
rate, accuracy and prosody (phrasing, pausing and emphasis).
4. Fluency
a. Read with automaticity, accuracy and prosody 100 first grade high
frequency/sight words (Appendix)
b. Read grade one level text in three – to four – word phrases and
sentences with appropriate intonation, expressions, and punctuation
cues.
5. Composing
Write using phonic knowledge for different purposes-sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Read by sight words listed in appendix
b. Read phrases, sentences and short stories containing high frequency
words and words studied
7. Spelling
a. Spell previously learned words correctly.
b. Spell action words in different tenses as it is used in the sentences
correctly.
8. Handwriting
Write simple sentences, phrases, paragraph and stories observing
correct punctuation marks, capitalization, indentions and format.
9. Grammar Awareness
Use the correct action words in narrating one’s experiences.

C. References: K to 12 Basic Education Curriculum Guide

D. Materials: Story in a chart or big book, Pictures, Flashcards/wordcards,


Worksheets

E. Strategies: Read Aloud, Shared Reading, Acting Out, Songs/Rhymes,


Drawing

F. Value: Valuing Family Solidarity

G. Theme: Our Community Celebration

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III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Ask the pupils what fiesta celebrations have they experienced joining in
already. Ask what places celebrated these fiestas. Let them share their
experiences about it.

2. Unlocking of Difficult Words


a. nasbaalan (synonym)
b. immatangan (synonym)
c. panangrambak (synonym)
d. agkakaalibtak (antonym)
e. agkakasiglat (antonym/demonstration)
f. dar’sem (by context clue)
g. intay’ (by context clue)

3. Previewing
Present the smallbook “Ti “Longganisa Festival” ‘Diay Vigan. Talk
about the title, author and illustrator. Have them look at the cover of the
book showing the picture of the people preparing longganisa with the old
houses in Vigan as background Ask: Ayanna ngata a napasamak daytoy
a sarita? sarita? Ania dagiti makitayo kadaytoy a ladawan?

4. Motive Question
Have them look at the first page of the book showing the family preparing
for travel. Ask: Sadino ngata ti papanan ti sangapamiliaan? Apay a
sangaangenda?

B. Reading of the Story


1. First Reading: Read the story using the Smallbook.
2. Second Reading: Read the story again. This time use a pointer as you
show the sentences in each page. Ask questions as you finish a page.
Before proceeding to the next page, let pupils make inferences about
what is happening in the story.

C. Post Reading Activities


1. Answer the motive questions
2. Group activity
Group the pupils into four. Have them do the following activities.
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

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Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
Sadino ti papanan ti Group 1- Draw and Tell
sangapamiliaan? Idrowing ken ilawlawag dagiti
Ania ti gagarada iti papananda? nakita ti ubing nga agsalsalaysay ti
Ania dagiti marambakan iti Enero sarita nga uray laeng dimmakkel
25? dagiti matana.
Apay a dimmakkel dagiti mata ti
ubing a mangisalsalaysay ti sarita?
Apay a masapul a dinagdagen ida Group 2- Make Faces
ni Tio Pido? Ibaga dagiti pasamak santo
Ania dagiti nabuyada iti igid ti imustra dagiti mabalin nga itsura
kalsada?Plasa? dagiti rupada kabayatan ti
Ania ti kaririknada idi agbuybuyada panagbuybuyada.
iti parada? Plasa? Ipakita met ti mabalin a kaririknam
Naliwliwada kadi met laeng ti no sika ti agbuybuya
panakirambakda ti “Longganisa Group members take turns to
Festival”? perform the tasks
Naparagsak kadi met laeng iti Group 3 - Cut and Paste
pamilana ni Inang Baket? Apay? Children make a collage of
Apay a kasapulan a rambakan iti the advantages of celebrating
piesta? Ania ti maitedna iti fiestas.
tao/komunidad? (Teacher provides children
Ania ngata dagiti rason no apay magazines for the pictures)
nga adda piesta?
No maikkankayo ti gundaway nga Group 4 : Listen Everyone!
mangaramid ti advertisement Pupils show their advertisement
maipapan ti piesta a binuyayo,
kasanoyo nga aramiden daytoy?

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Reading with automaticity, accuracy and prosody (intonation,
expressions, and punctuation cues)

DAY 3
Developing Language Competencies

A. Preparatory Activities
1. Review
a. Ania dagiti rinambakanda ti aldaw ti Enero 25?
b. Sadino ti napananda?
c. Ania dagiti pasamak iti aldaw ti Enero 25?
d. Apay a napanda idiay igid ti baybay?

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e. Ania ti inaramid ti Inang Baket idi inyimbitar ni Tio Pido ti Kannawidan
Festival?
f. Naparagsak ngata ti kapamiliana ni Inang Baket?

B. Lesson Proper
1. Presentation
Ipakita dagiti ladawan iti smallbook. Saludsuden no ania ti dagiti naaramid
iti sarita. Isurat dagiti sungbat iti blackboard.
Sungbat: napan, nagsakay, nagbuya, nagparada, nammigat, nangan,
agsagsagad, agin- innaw, agbakbakkat, nangaldaw

2. Oral Practice
Ipabasa dagiti balikas/sao nga nakasurat iti blackboard.

3. Generalization
Kaano a napasamak dagiti tignay?

4. Guided Practice
The teacher lets pupils use the action words written on the board.

5. Independent Practice
a. Kaano ti maudi a pannakirambakyo ti piesta wenno aniaman a
selebrasion? Ania dagiti inaramidyo?
b. Find a partner. Then do an action. Let your partner tell what you are
doing. Do the same with your partner.

6. Application

420
C. Evaluation

421
DAY 4
Handwriting and Spelling

A. Preparatory Activities
Mangipakita ti maysa a ladawan dagiti ubbing a madama nga agdaldalus.
Saludsod: Ania ti madam nga ar-araramiden dagiti ubbing? (Allukuyen dagiti
ubbing nga sumungbat ti kusto ken kumpleto patang (sentence). Isurat dagiti
sungbatda).
1. Kasano ti pannakaisurat ti umuna a sao iti patang (sentence)?
2. Ania dagiti kurtasurat (punctuation mark) nga adda iti ungto ti
patang(sentence)?

B. Writing Activity
Modelling by the Teacher
Present pictures with action and flashcards of action words. Ask the students
to match the picture with the action word. Let them use the word in a
sentence. Write the sentences on the board following the correct and proper
way of writing. Discuss how each of the sentences is written. Emphasize the
use of capital letter in the beginning and period at the end of the sentence.

1. Guided Practice

422
2. Independent Practice

C. Application

423
D. Evaluation

E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate action words from the previous lesson. Let them write it on their
slate and on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment

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APPENDICES

 Appendix A
“Longganisa Festival” ‘diay Vigan
Sarita ni Leila P. Areola

Madik nasbaalan ti ragsakko iti naammuak a mapan kami a sangapamilia ‘diay


Vigan, Ilocos Sur. Nagsasaritaanda nanangko nga idiay Vigan mi a rambakan iti maika-
78 a tawen ni Inang Baket. Iti maika-Enero 25 iti aldaw ti panagkasangay ni Inang Baket.
Daytoy met nga aldaw a ramrambakan ti Vigan iti “Longganisa Festival”. Magarbo ti
pannakarambak ti piesta ti Vigan City. Umay im-imatangan daytoy dagiti turista nga
aggapgapu pay iti sabali a pagilian.
Bigaten iti nakasangpetkami ‘diay Vigan. Saan a nagbiddut ni nanang iti
imbagana idi agrubuatkami diay Faire nga iturogmi lattan nga ubbing ta nalawagton
inton’ dumanonkami ti papananmi. Dagus a bimmabaak iti naglugananmi a van.
Dimmakkel pay dagiti matak a nakakita kadagiti namaris a banderitas. Ni Tio Pido a
kabsat ni Inang Baket ti nangsabat kadakami iti ridaw. Inyarakupna a kinablaawan ni
Inang Baket.
“Naimbag nga aldaw ti panagkasangaymo, manang,” inkablaawna.
Nagsuertekan kabsat ta intero Vigan ti mangrambak iti aldaw iti kasangaymo,”
inyangawna.
Impalagip ni Tio Pido a dardar’semmi ti mammigat ta dandani a magrugin ti
engrande a parada ken namaris nga “streetdancing”.
Adun dagiti tattao a nadanonanmi a nalatakder iti igid iti kalsada. Saanmi
inkankano a sangapamiliaan ti pudot. Saanko met mailadawan iti ragsak ti rupa ni Inang
Baket.
“Nagpipintas ti lupotda ken naglalaingda nga agsala ania, Inang Baket?,
naibagak kenni Inang Baket kabayatan iti pagnagbuybuyami.
“Wen apok, ala dar’sem ti dumakkel ta makisalisalkanto met a iti kasta a sala.
Uray napudot a kastoy ket umayka a buyaen,” insungbatna met kaniak.
Alaenyon dagita ubbing ta intay’ idiay plasa. Imatangantayo iti salip dagiti
agkakaalibtak nga agaramid iti longganisa ken agkakasiglat nga lumuto kadaytoy. Kasta
pay ti kinnaadu ti makan a longganisa. Ala, agpipinustatayo man no ania a bunggoy ti
mangabak iti kinnaaduan ti makan longganisa,” inyangaw manen ni Tio Pido.
“Ipagpanpannakkel ti produkto a longganisa ditoy Vigan agsipud iti
naisangsangayan a nanam ken imasna. Iti panagaramid kadaytoy ti pagsapulan iti
kaadduan babaen ti “One Town, One Product” a programa iti gobierno,” dengdenggek
nga impalawag ni Tio Pido kada Inang Baket ken da Nanang nga agkakabsat.
Anian pintas ken ragsak ti “Longganisa Festival”!
“Nakamanokayo ti kinnan a longganisa itay? Nakaadun sa ni Sayyong?”
inyangaw a dinamag ni Tio Pido kadakami a kaannakanna.
Pangaldawen iti malpas iti salip. Idiay igid iti baybay iti nangisagaanda nanang iti
pangaldawmi.
Kabayatan ti panangaldawmi…
“Saankayo pay nga agaw-awid no bigat. Makipiestakayo pay ti “Kannawidan
Festival”. Maangay daytoy intono maika-28 ti Enero. Kas met laeng ti “Longganisa
Festival” ii kagarbona,” inyimbitar ni Tio Pido.
Naggigiddan a kimmitakami nga agkakasinsin kenni Inang Baket. Uray kami
laeng a napalagto idi nagtung-ed daytoy.

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Lesson Guide in Grade 1 - Ilokano: Week 30

I. Objectives:
1. Tell stories, legends, fables, jokes, advertisement, etc. with correct rate,
accuracy and prosody (phrasing, pausing and emphasis).
2. Read by sight words listed in appendix
3. Read phrases, sentences and short stories containing high frequency words
and words studied
4. Read with automaticity, accuracy and prosody 100 first grade high
frequency/sight words (Appendix)
5. Read grade one level text in three – to four – word phrases and sentences
with appropriate intonation, expressions, and punctuation cues.
6. Spell previously learned words correctly.
7. Spell action words in different tenses as it is used in the sentences correctly.
8. Write simple sentences, phrases, paragraph and stories observing correct
punctuation marks, capitalization, indentions and format.
9. Write using phonic knowledge for different purposes-sentences, lists, jokes,
poems, songs, riddles, short stories, etc.
10. Use the correct action words in narrating one’s experiences.
11. Identify and use synonyms, antonyms, homonyms and multiple -meaning
words correctly
12. Identify some words that comprise contractions ( e.g. can’t – can not, isn’t – is
not).
13. Infer the character’s feelings based on their actions or on what they say.
14. Cite the problem and/the most likely solution to story, legends, etc. read.
15. Cite the problem and/the most likely solution to school and community issues,
events, situations, radio broadcast, news, etc. read.
16. Express love for stories by browsing the storybooks read to them and asking
to read more stories.

II. Subject Matter

A. Poem: Bakasion iti Paskua


Ni Janet T. Bacunana

B. Focus Skills:
1. Reading Comprehension
a. Infer the character’s feelings based on their actions or on what they
say.
b. Cite the problem and/the most likely solution to story, legends, etc.
read.
c. Cite the problem and/the most likely solution to school and community
issues, events, situations, radio broadcast, news, etc. read.
d. Express love for stories by browsing the storybooks read to them and
asking to read more stories.

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2. Vocabulary
a. Identify and use synonyms, antonyms, homonyms and multiple -
meaning words correctly
b. Identify some words that comprise contractions ( e.g. can’t – can not,
isn’t – is not).
3. Oral Language
Tell stories, legends, fables, jokes, advertisement, etc. with correct
rate, accuracy and prosody (phrasing, pausing and emphasis).
4. Fluency
a. Read with automaticity, accuracy and prosody 100 first grade high
frequency/sight words (Appendix)
b. Read grade one level text in three – to four – word phrases and
sentences with appropriate intonation, expressions, and punctuation
cues.
5. Composing
Write using phonic knowledge for different purposes-sentences, lists,
jokes, poems, songs, riddles, short stories, etc.
6. Word Recognition
a. Read by sight words listed in appendix
b. Read phrases, sentences and short stories containing high frequency
words and words studied
7. Spelling
a. Spell previously learned words correctly.
b. Spell action words in different tenses as it is used in the sentences
correctly.
8. Handwriting
Write simple sentences, phrases, paragraph and stories observing
correct punctuation marks, capitalization, indentions and format.
9. Grammar Awareness
Use the correct action words in narrating one’s experiences.

C. References: K to 12 Basic Education Curriculum Guide

D. Materials: Story in a chart or big book, Pictures,


Flashcards/wordcards, Worksheets

E. Strategies: Read Aloud, Shared Reading, Acting Out,


Songs/Rhymes, Drawing

F. Value: Happiness in a Family and Community Gathering

G. Theme: Our Community Celebration

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III. Procedure:

DAY 1 & 2
A. Pre-reading Activities
1. Ask the pupils what community celebrations have they experienced
joining in already. Let them identify and share their experiences about it.
2. Unlocking of Difficult Words
a. Difficult words from the story
 Sagut (realia)
 Pirak (synonym)
 Nalungpo (context clue)
 Padpadaanan (demonstration)
b. Words with contractions
 Agkansionto’n – agkansionto ni
 Siakto’t – siakto ti
 Litsonendanto’t – litsonendanto ti
 ‘Intayon – Mapantayon
3. Previewing
Present the big book with the poem “Bakasion iti Paskua”.
Talk about the title, author and illustrator. Have them look at the cover of
the book showing the picture of Christmas merrymaking. Ask: Maipapan
ngata ti ania ti daniw? Ania ngata dagiti padpadaanan nga aramiden ti
autor no madanon ti Paskua?
4. Motive Question
Have them look at the first page of the book showing a house with a star
hung on it Ask: Ania ngata ti marambakan no adda parol a nakabitin iti
balay? Ania ti kaipapanan ti parol a nakabitin iti balay?

B. Reading of the Story


1. First Reading: Read the poem using the Big Book.
2. Second Reading: Read the poem again. This time use a pointer as you
show the line of each stanza of the poem. Ask questions as you finish a
line. Before proceeding to the next line of the poem, let pupils make
inferences about what is happening in the story.

C. Post Reading Activities


1. Answer the motive questions
2. Group activity
Group the pupils into four. Have them do the following activities.
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

Comprehension Questions Engagement Activities


(Discussion of the Story) (Small Group Activities)
Ania a bakasyon ti padpadaanan ti Group 1 – Share Me a Song
autor? Prepare a Christmas song. Sing it
Apay a padpadaananna ti aloud to class for your other

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Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
bakasion iti Paskua? classmates to listen to. Let them
Siasino ti agkansionto? sing with you.
No saanmo ammo ti agkansion,
ania ti mabalin mo pay nga
aramiden?
Ania dagiti makitkita tayo a Group 2 – Draw and Color Me
banbanag no sumangbay ti Draw the things that are symbols
Paskua a saan a makitkita kadagiti of Christmas. Color them.
ordinario nga aldaw?
Damagenyo dagiti
kakaduayo no ania ti kayatda nga
aramiden kas mangpakita ti
panangrambak iti Paskua.
Mapmapan kayo kadi Group 3 - Pantomime
kadagiti ninong ken ninangyo no Show the different ways to show
bakasion ti Paskua? respect to our grandparents,
Siasino pay ti paspasiarenyo parents, godparents and other
no bakasion ti Paskua? elderly.
Kasano nga ipakitayo ti
panangrespetoyo kadakuada?
Apay a masapul a respetuen
ida?

Apay a rambakan tayo ti Group 4 – Tableau


Paskua? Make a tableau of the child Jesus
Siasino ti kablaawan tayo ken in the manger with Mary and
pagyamanan tayo iti Paskua? Joseph.
Apay a masapul nga
agyaman tayo kenni Hesus?
Naragsak kadi ti pamilya no
naasideg kenni Hesus?

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Reading with automaticity, accuracy and prosody (intonation,
expressions, and punctuation cues)

DAY 3
Developing Language Competencies

A. Preparatory Activities
1. Review
Mangipakita ti ladawan ti Christmas Tree ken parol.

429
Ask: Ania ti umas - asideg a rambakan tayo? Kasano ti
panagsagsaganayo ti umay a Paskua?

B. Lesson Proper
1. Presentation
a. Manganto ti ubas ken mansanas ni adingko.
b. Gumatangto ti baro a badbado ni Nanang.
c. Umayto diay balaymi da ninong ken ninang.
d. Agkantanto dagiti ubbing na maki-Paskua.
e. Mapanto maki-misa de gallo ni manong.
2. Oral Practice
a. Iti umuna a sentence, ania ti obraen ni adingko?
b. Iti maikadua a sentence, ania ti aramiden ni Nanang?
c. Iti maikatlo a sentence, ania ti obraen da ninong ken ninang?
d. Iti maikapat a sentence, ania ti obraen dagiti ubbing a maki-Paskua?
e. Iti maikalima a sentence, ania ti obraenda manong?
3. Generalization
How do we form the future tense of an action word?
4. Guided Practice
Game: Get A Partner
Half of the class will be given flashcards with action words. They will
get a partner and let the one not holding a flashcard give the future tense
of the action word written in the card.
5. Independent Practice
Game: Choose Me
Let the pupils pick their choice of the cutout of different community
helpers. Tell something about them using the future tense of the verb.
(Example: Agkalapto ti adu nga ikan ti gayyemko. Agtarayto a mayor ti
numo ti biang)

Poem
Ti Ayat iti Maysa nga Ina
Insurat ni Haydee P. Hernando

No siakto ti agbalin nga ina


Ayatekto amin nga annakko
Suruakto ida ti umno a sursuro
Tapno dumakkelda a nadungngo.
No isudanto ti agbasa
Itedko dagiti kasapulanda
Gapu ta isuda kinabaknangko
Pigsak, namnamak ken angesko.

- Ania dagiti aramidek para iti annakko?

430
C. Application

D. Evaluation

431
DAY 4
Handwriting and Spelling

A. Preparatory Activities
Ask: Ania ti obraenyo into no bigat. Isurat daytoy iti pisara.

B. Writing Activity
1. Modelling by the Teacher.
Present pictures with action word in a pocket chart. Ask them to read all
the words. Let them use in the sentence. Write the answers on the board
following the correct format using correct punctuation marks.
2. Discuss how each of the sentences is written. Emphasize the use of the
capital letter at the beginning and period at the end.
3. Guided Practice
The pupils are made to copy a short story. The teacher will assist the
pupils.
4. Independent Practice
The pupils are asked to write what they will do tomorrow.

C. Application

432
D. Evaluation

E. Spelling
1. Dictate action words n the future tense. Let them write on the board.
2. Dictate the words again. Let the pupils write the words on their paper.
Check their work.
3. Dictate 3-5 short sentences containing the words that they learned. Let
the pupils write each short sentence on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.

DAY 5
Assessment

APPENDICES
5. Appendix A
Bakasion iti Paskua
Insurat ni Janet T. Bacunana

Padpadaanak ti bakasyon iti Paskua


Umayto dagiti kakabagian ken kaarruba
Ditoy balay, agkansionto’n Lelang Sela
Mangegdanto ti nasam-it a boses na.
Kada ninong ken ninang agmanoakto
Bareng ti sagutko ket iyawatdanto
Agsalanto ni ading para iti pirak
Agdaniwto ni manang, siakto’t parasipat.
“Intayon, intayon!” iyawisto dagiti kakadua
Aglugandanto amin iti kalesa
Sadiay balay da uliteg kami nga agkikita
Ta litsonendanto’t dua a nalungpo a baboyda.

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Lesson Guide in Grade 1 - Ilokano: Week 31

I. Objectives
1. Predict events that happen in the story based on context clues.
2. Tell if the story is real or fantasy.
3. Give the possible endings of a story, legends and etc.
4. Respond to the story through the following engagement activities:
Group 1 – Bring me to Where I am Going
Group 2 – Take this Reminder!
Group 3 – The Different Faces of Gemima in the story
Group 4 – A New Ending
5. Show love for reading by listening attentively during story reading and making
comments.
6. Use clues from context to figure out what the words mean
7. Recognize words that show the degree of a descriptive words (e.g. More,
most)
8. Use culturally appropriate expressions in giving opinion, ideas, views, etc. In
a given situations/issues/news/events.
9. Read grade one level text with an accuracy rate of 95 - 100%.
10. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues.
11. Write essay and story observing correct punctuation marks, capitalization,
indentions and format.
12. Read stories, legends, essays, news articles, blogs, etc. containing high
frequency words and words studied.
13. Correctly spell previously learned words.
14. Correctly spell descriptive words as it is used in the sentences
15. Observe proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
16. Observe mechanics when copying/writing sentences, capitalization, white
space.
17. Identify describing words in sentences

II. Subject Matter

A. Story: Tay Barangay ni Tata Ladio


Sarita ni Leila P. Areola

B. Focus Skills
1. Reading Comprehension
 Predicting what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
 Telling if the story is real or fantasy.
 Giving the possible endings of a story, legends and etc
 Giving the summary of the propaganda, issues, blogs, advertisements
and etc. read.

434
 Showing love for reading by listening attentively during story reading
and making comments.
2. Vocabulary
 Using clues from context to figure out what the words mean
 Recognizing that two words can make a compound word.
 Recognizing words that show the degree of a descriptive words (e.g.
More, most)
3. Oral Language
Using culturally appropriate expressions in giving opinion, ideas,
views, etc. In a given situations/issues/news/events.
4. Fluency
a. Reading grade one level text with an accuracy rate of 95 - 100%.
b. Reading grade one level text in four to five word phrase with
appropriate intonation, expression and punctuation cues.
5. Composing
Writing essay and story observing correct punctuation marks,
capitalization, indentions and format.
6. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
7. Spelling
a. Correctly spelling previously learned words.
b. Correctly spelling descriptive words as it is used in the sentences
8. Handwriting
a. Observing proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
b. Observing mechanics when copying/writing sentences, capitalization,
white space.
9. Grammar Awareness
Identifying describing words in sentences

C. References: K to12 Basic Education Curriculum Guide

D. Materials: Pictures, Bigbook, Flashcards / Word Cards, Worksheets

E. Strategies: Read Aloud, Shared Reading, Predicting Events in the story,


Acting Out, Songs/Rhymes, Drawing

F. Value: Road Safety, Maintaining Cleanliness

G. Theme: Our Transportation

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III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils what places have they visited during their Christmas
vacation. Ask what ride they took then share their most unforgettable
experience about it.
2. Unlocking of Difficult Words
a. surot (by context clue)
b. ipus (by context clue)
c. alibtak (context clue)
d. napardas (demonstration)
e. bimmuntog (demonstration)
f. naridam (by context clue)
g. nagalis (demonstration)
h. awanan asawa (context clue)
3. Previewing
Present the big book “Ti Umuna a Padas a Panaglugan ti Barangay. Talk
about the title, author and illustrator. Have them look at the cover of the
book showing a girl crying in pain seated on the banca. Ask: Maipapan
ngata ti ania ti sarita? Ania ngata ti mapasamak iti sarita?
4. Motive Question
Have them look at the first page of the book showing Gemima
approaching the banca all alone. Ask: Ania ngata ti mapasamak kenni
Gemima?

B. Reading of the Story


1. First Reading: Read the story using the Big Book.
2. Second Reading: Read the story again. This time use a pointer as you
show the sentences in each page. Ask questions as you finish a page.
Before proceeding to the next page, let pupils make inferences about
what will happen.

C. Post Reading Activities


1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the following activities.
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

Comprehension Questions Engagement Activities


(Discussion of the Story) (Small Group Activities)
Siasino dagiti nagakem iti sarita? Group 1
Iladawanyo man ni Gemima kenni Bring me to Where I am Going
nanangna? Draw the means of
Apay a nasapa a nagriing ni transportation they took

436
Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
Gemima?
Sadino ti papananda?
Ania dagiti paglugananda?
Apay a barangay ti naglugananda?
Ania pay dagiti ammoyo a mabalin
nga pagluganan malaksid ti traysikel
ken barangay?
Apay a natudingan nga ipus isuna?
Ania dagiti pasamak iti panagluganda
iti traysikel?
Ania ti kayatna sawen iti nasam-it nga
isem ni Manong Erro?
Adda kadin ti barangay iti Group 2
pagballasiwan idi simmangpetda Take this Reminder
Gemima idiay karayan?
Siasino ti nasangpetanda?
Iladawanyo man ti bangkero?
Ania ti inaramid ti idi nakababan iti
traysikel?
Ania ti impalagip ni Tata Ladio
kenkuana?
Dimngeg kadi ni Gemima?
No sika ni Tata Ladio, kasanom koma
met a pinalagipan ni Gemima?
Ania iti napasamak iti panaglugan ni Group 3
Gemima ti barangay? The Different Faces of Gem in
Iladawanyo man ti rupa ni Gemima the story
manipud iti panag-wen ni nanangna a
sumurot, iti panagluganda iti traysikel,
iti pannakakitana iti barangay ken ti
pannakapaigalisna.
Ania ngata ti simmaruno a pasamak iti Group 4
sarita? New Ending Give the
No dakayo ti mangited ti pagturposan possible ending of the story
ti sarita, ania daytoy?
Agpaypayso ngata a napasamak
daytoy a sarita wenno aramid lang
daytoy manipud ti imahinasion ti tao?

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Reading with automaticity, accuracy and prosody (intonation,
expressions, and punctuation cues)

437
DAY 3
Developing Language Competencies

A. Preparatory Activities
1. Iladawan ni nanangna bilang maestra. Answer: naanus, nasingpet
2. Iladawan ni Gemima. Answer: surot, naalibtak, nagaget, alikuteg,
darasudos
3. Ania ti makunayo kenni Manong Erro? Nagaget
4. Iladawanyo man ti Tata Ladio? bassit, naridam,

B. Lesson Proper
1. Presentation Lesson
a. Naanus ken nasingpet a maestra ti nanangna.
b. Naalibtak ngem darasudos nga ubing ni Gemima.
c. Nagaget ni Manong Erro nga agbiahe.
d. Bassit a lakay ni Tata Ladio.
e. Naridam a bangkero ni Tata Ladio
2. Oral Practice
a. Iti umuna a sentence, ania dagiti balikas a mangiladawan iti maestra?
b. Iti maikadua a sentence, ania dagiti balikas a mangiladawan kenni
Gemima?
c. Iti maikatlo a sentence, ania dagiti balikas a mangiladawankenni
Manong Erro?
d. Iti maikapat ken maikalima a sentence, ania dagiti balikas a
mangiladawan kenni Tata Ladio?
3. Generalization
What were used to describe the characters in the story? balikas/sao
4. Guided Practice
Game: Present a friend/Find a New Friend
Group the pupils into two. Let each pupil describe the friend/new found
friend.
5. Independent Practice
a. Game: Describe and Tell
Distribute pictures of persons with names below them. Let them
describe and tell about the picture they are holding.
b. Poem

Ti Manursuro
Insurat ni Leila P. Areola

Adda am-ammok a natayag a manursuro,


Naisem a kanayon no mangisuro
Isu a dagiti ubbing ket natulnogda a kanayon
A sumrek iti nadalus ken naurnos a pagadalan.
Nasaririt daytoy a manursuro
Ken napnuan pay ti naanus a mangtaripato
Isu a naragsak dagiti agad-adal nga ubbing
Ta ni Maestro Jose, manursuro a nalaing.

438
Siasinno ti nagakem iti daniw?
Ania dagiti balikas a nangiladawan kenni Maestro Jose? Ubbing?

6. Application

C. Evaluation

439
DAY 4
Handwriting and Spelling

A. Preparatory Activities
Riddle: Pugtuannak!
Lalakiak ngem atiddog ti kawesko.
Adu latta dagiti sangaili iti dakkel a balayko.
Adda dagiti naragsak, adda met naladingit.
Katulungandak a dumawat ti kaasi ti Apo.
Siasinnoak?
 Ania ti “punctuation mark” a makita kadagiti ungto ti sentence?

B. Writing Activity
Modelling by the Teacher
Present flashcards of descriptive words in the pocket chart. Ask them to read
all the words. Let them use the words in sentences. Write the sentences on
the board, following the three straight lines on the board. Let them observe
how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of capital
letter at the beginning and period at the end.
 Guided Practice
The pupils are made to copy a story. The teacher mills around to assist
the pupils.
 Independent Practice
The pupils are asked to write about how they reached school that day.

C. Application

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D. Evaluation

E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate descriptive words from the previous lesson. Let them write it on
their slate and on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment

441
APPENDICES

Tay Barangay ni Tata Ladio


Sarita ni Leila P. Areola

Sinapsapana ni Gemina ti agriing iti aldaw nga awan serrek na iti pagadalan.
Kayatna a mapadasan iti aglugan ti barangay. Isu a kimmarayo kenni nanangna
a sumurot iti pagisursuroanna. Naanus ken nasingpet a maestra ni nanangna.
Surot ti awagda kaniana. Ipus ni nanangna iti dandani amin a pappapananna.
“Ala, agrubbuatka ngaruden tapno saanta a mapanawan iti barangay,”
indagdag ni nanangna nga imbaga. “Nasapa ti biahe ni Tata Ladio no adda
klase.”
Inyalibtakna ti panagrubbuatna. Idi nakasaganan, napannan inayaban ti
Manong Erro. nagaget Ni Mng Erro a mangitultulod kenni nanangna iti
pagballasiwan.
Napardas ti panagpataray ni Manong Erro iti traysikel.
“Saanka unay agpataray ti napardas. Uray ta nasapa pay met laeng,”
impalagip ti maestra.
Nasam-it laeng nga isem ti sungbat ni Manong Erro.
Saan a nabayag ket nakadanondan iti pagballasiwan.
Dagus a bimmaba ni Gemima iti traysikel.
Nakapondon iti barangay iti igid iti karayan. Maysa a bassit a lakay ti
mangur-urnos kadaytoy.
“Naimbag a bigatmo, maestra,” inkablaaw ti lakay.
“Naimbag a bigatmo met, manong,” insungbat ti maestra.
“Nanang, siasino dayta bassit a lakay?” dinamag ni Gem kenni nanangna
“Isu ni Tata Ladio. Isuna ti kanayon a sarsaritaek kadakayo a bangkero nga
awanan asawa. Nadayaw ken naanus a lakay. Kangrunaanna ket naridam a
lakay isuna. Nasapa a kadaaldaw a mangiballasiw kadakami tapno saan kami a
maladaw, ” inlawlawagna.
Ket ti ayat ni Gemima a makapadas nga aglugan ti barangay, inunnaanna ni
nanangna a lumugan ti barangay. Dinagdagusna iti simmagpa.
“Agal-alwadka anakko ta nagalis,” impalagip ni Tata Ladio.
“Ay! Naggalis a talaga…”
Saanna pay nalpas a nabalikas amin nga kayatna nga ibaga ket naipagalis
metten ni Gemima.

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Lesson Guide in Grade 1 - Ilokano: Week 32

I. Objectives
1. Predict events that happen in the story based on context clues.
2. Tell if the story is real or fantasy.
3. Give the possible endings of a story, legends and etc.
4. Respond to the story through the following engagement activities:
a. Group 1 – Dumngegkayo!
b. Group 2 – …no Sarmingak!
c. Group 3 – Dagiti Nadumaduma a Rupa
d. Group 4 – Ti Baro a Damag!
5. Show love for reading by listening attentively during story reading and making
comments.
6. Use clues from context to figure out what the words mean .
7. Recognize words that show the degree of a descriptive words (e.g. More,
most)
8. Use culturally appropriate expressions in giving opinion, ideas, views, etc. In
a given situations/issues/news/events.
9. Read grade one level text with an accuracy rate of 95 - 100%.
10. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues.
11. Write essay and story observing correct punctuation marks, capitalization,
indentions and format.
12. Read stories, legends, essays, news articles, blogs, etc. containing high
frequency words and words studied.
13. Correctly spell previously learned words.
14. Correctly spell descriptive words as it is used in the sentences
15. Observe proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
16. Observe mechanics when copying/writing sentences, capitalization, white
space.
17. Use appropriate describing words in taling about persons, places and things.

II. Subject Matter

A. Story: Naipablaak ni Nikka


Sarita ni Leila P. Areola

B. Focus Skills
1. Reading Comprehension
a. Predicting what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
b. Telling if the story is real or fantasy.
c. Giving the possible endings of a story, legends and etc.
d. Giving the summary of the propaganda, issues, blogs, advertisements
and etc. read.

443
e. Showing love for reading by listening attentively during story reading
and making comments.
2. Vocabulary
a. Using clues from context to figure out what the words mean
b. Recognizing that two words can make a compound word.
c. Recognizing words that show the degree of a descriptive words (e.g.
More, most)
3. Oral Language
Using culturally appropriate expressions in giving opinion, ideas,
views, etc. In a given situations/issues/news/events.
4. Fluency
a. Reading grade one level text with an accuracy rate of 95 - 100%.
b. Reading grade one level text in four to five word phrase with
appropriate intonation, expression and punctuation cues.
5. Composing
Writing essay and story observing correct punctuation marks,
capitalization, indentions and format.
6. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
7. Spelling
a. Correctly spelling previously learned words.
b. Correctly spelling descriptive words as it is used in the sentences
8. Handwriting
a. Observing proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
b. Observing mechanics when copying/writing sentences, capitalization,
white space.
9. Grammar Awareness
Using appropriate describing words in talking about persons, places
and things

C. References: K to12 Basic Education Curriculum Guide

D. Materials: Pictures, Bigbook, Flashcards / Word Cards, Worksheets

E. Strategies: Read Aloud, Shared Reading, Predicting Events in the story,


Newscast, Drawing

F. Value: Importance of reading newspapers/listening


over the radio/watching television

G. Theme: Communication, written, newspaper, word of mouth,


letters, poster/ billboards, streamers

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III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils what any news that they can share. Ask them how they
have learned about he news.
2. Unlocking of Difficult Words
a. salisal (by context clue)
b. pagiwarnak (by context clue)
c. pablaak (context clue)
d. kararagsakan (context clue)
e. kalalaingan (context clue)
3. Previewing
Present the big book “Naipablaak ni Nikka”. Talk about the title, author
and illustrator. Have them look at the cover of the book showing a
Maestra Divina showing the newpaper with the picture of Nikka being
awarded with a medal. Ask: Maipapan ngata ti ania ti sarita? Ania ngata ti
mapasamak iti sarita?
4. Motive Question
Have them look at the cover page of the book showing. Apay ngata a
kasta unay ti ragsak ti maestra iti ladawan?

B. Reading of the Story


1. First Reading: Read the story using the Big Book.
2. Second Reading: Read the story again. This time use a pointer as you
show the sentences in each page. Ask questions as you finish a page.
Before proceeding to the next page, let pupils make inferences about
what will happen.

C. Post Reading Activities


1. Answer the motive questions.
2. Group Activity
Group the pupils into four. Have them do the following activities.
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

Comprehension Questions Engagement Activities


(Discussion of the Story) (Small Group Activities)
Sianinno ti kasta unay ti ragsakna? Group 1
Apay a naragsak? Dumngegkayo!
Ania ti impangpangas ni Maestra
Divina?
Ania a pagiwarnak iti
nakapablaakan ti nagbanagan ti
salisal?
Apay ngata a ni Nikka ti nangabak?

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Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
Manoda amin a nagsasalisal? Group 2
Apay a saan a nangabak diay taga- No Sarmingak!
Claveria? lladawan dagiti nakisalisal ti
Ania dagiti sarita a mangiladawan “Read-A-Thon”.
kenni
Nikka a mabalin a nangpangabak
kenkuana?
Ania ti karirikna da Maestra Divina, Group 3
dagiti gagayyemna, nagannakna Dagiti nadumaduma a rupa
kenni idrowing dagiti rupa dagiti
Nikka iti panangabakna? nagakem iti saritaq
Siasinno kadakuada ti
kararagsakan?
Apay?
Kasta ngata met ti kaririknayo no
dakayo ni Nikka?
Ania met ngata ti karirikna dagiti
kinasalisalna?
Nodakayo ti naabak, ania ti
aramidenyo?
Ania ti karit ni Maestra Divina kdagiti Group 4
ubbingna? Ti Baro a Damag!
Ania ti inyay-ayona kadakuada?
Malaksid ti pagiwarnak, ania pay
dagiti mabalin a pakaipablaakan
dagiti damdamag?
Ania dagiti pagsayaatan ti
panagbasa ti pagiwarnak,
panagdengngeg iti radio ken
telebision?
No sungbatanyo ti angaw a
saludsod ni Karlo, ania ngata ti
pakapablaakanna?
Ania ngata a rason a maipablaak?

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Reading with automaticity, accuracy and prosody (intonation,
expressions, and punctuation cues)

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DAY 3
Developing Language Competencies

A. Preparatory Activities
1. Iladawan ni Maestra Divina.
2. Iladawan dagiti gagayyen ni Nikka
3. Iladawan ni Nikka
4. Iladawan diay taga-Claveria a nakisalisal?
5. Iladawan ni Karlo

B. Lesson Proper
1. Presentation Lesson
a. Naragsak ni maestra Divina.
b. Naragragsak dagiti gagayyem ni Nikka ngen ni Maestra Divina.
c. Kararagsakan ni Nikka kadagiti amin a naragsakan ti panangabakna.
d. Nagaget ken natulnog nga ubing ni Nikka.
e. Kalalaingan ni Nikka kadagiti amin a nakisalisal.
f. Nalaing diay taga-Claveria ngem iti ti kakapsutan ti boses.
g. Nalalaing diay taga-Gonzaga ngem diay taga-Claveria.
h. Kauubingan ken kabassitan ni Karlo iti pagadalanda.

2. Oral Practice
a. Iti umuna a patang, ania ti balikas a mangiladawan kenni Maestra
Divina?
b. Iti maikadua a patang, ania dagiti balikas a mangiladawan kadagiti
gagayyemna?
c. Iti maikatlo a patang, ania dagiti balikas a mangiladawan kenni Nikka?
d. Siasinno ti nangidiligan ti kinaragsak dagiti gagayyemma? Ania a
balikas ti mangiladawan kadaytoy?Ans. Maestra Divina/Naragragsak
e. Siasinno ti nagidiligan ti kinaragsak ni Nikka?
f. Iti maikapat a patang, ania dagiti balikas a mangiladawan diay taga-
Claveria?
g. Siasinno kadigiti tallo a nakisalisal ti kalalaingan?
h. Siasinno ti nalalaing, diay taga-Claveria wenno taga-Gonzaga?
i. Iti maikalima a patang, ania dagiti balikas a mangiladawan kenni
Karlo?
j. Siasinno kadagiti nangidiligan kenni Karlo?

3. Generalization
Kasano a buklen ti “degrees of comparison dagiti mangiladawan a
balikas?

4. Guided Practice
Lottery Game: Group the pupils into three. Let each pupil describe the
object they pick applying rules on forming degrees of comparison of
adjectives.

Ex. Atiddog ti naalami a lapis.

447
At-atiddog ti naalami a lapis.
Kaatiddogan ti naalami a lapis.

5. Independent Practice
Game: Bring Me!
The pupils maintain their group. This time, each member of the group is
asked to locate a particular object from among the pictures/objects
scattered by the teacher on the floor. The pupil who is able to respond to
the request of the teacher wins. The three contestants are made to
present and compare what they got.
Say: Among the objects on the floor are balls, bring me the smallest ball.
Student X: Ti bola nga adda kaniak ket isu ti kababassitan.
Student Y: Ti bola nga adda kaniak ket basbassit ngem ti bola ni
_________.
Student Z: Bassit ti bola nga adda kaniak.

Dagiti Tallo a Lelangko


Insurat ni Leila P. Areola

Anian a gasatko ta tallo ti lelangko


Awan ti maibagak ti kinaanusda a tallo
Naanus kaniak ni Lelang Ippit a nadungngo
Naan-anus manen tay maysa nga Innok Ikka ti awagko.

Awan makaasping kenni Lelang Kulli nga Apong ti awagko.


Naalumamay a kanayon no isu’t makisao

Ni Lelang Ippit nga ina ni nanangko


Isu’t nangisuro kaniak nga agtrabaho
Aglaba kadagiti nisnis, agugas pay kadagiti kaldero
Batangko a trabaho iti kada-Domingo.

Naanus ken nadungngo ti panangiladawanko


Dagiti tallo nga agkakabsat a lelangko.

Siasino ti dagiti tallo a lelang iti daniw?


Pagdidiligenyo man dagiti tallo?
Ania dagiti balikas a nangiladawan Kadakuada?

6. Application
The teacher presents pictures/objects of different sizes, shapes, qualities.
Pupils are made to compare similar objects presented by the teacher
through a game. Who ever catch the ball takes the slot of answering the
question and who in turn gets the opportunity to throw the ball to another.

448
C. Evaluation

DAY 4
Handwriting and Spelling

A. Preparatory Activities
Experience Story. The pupils are asked to bring out the fruit vegetables they
brought with them.
Sadinno ti naggburasan/nangalaanyo kadagiti intugotyo?
Ania dagita intugotyo?
Pagdidiligenyo man nga iladawan dagiti intugotyo.
Ania kadagitoy ti magusustuan ti grupoyo unay? Apay?
Steps:
1. Do a group activity. Ask students to share an experience related to the
assignment given them.
a. Have the children do the activity or experience.
b. When they finish the activity, encourage the students to talk about
what they did or saw—their experience...
2. Students make up a story about their experience
a. Once the students have talked about their experience, tell them, “Now
write your own little story about this.
3. Let the students take take a sheet of paper to write the story as dictated
by the other members of the group. Each one is asked to write.
a. When the students have had a few minutes to talk together about their
experience, ask them if they would like to create a story about the
experience.
b. When they agree, ask them to think about what they want to say first.
c. Let the students talk a bit and decide what they want to say first.

449
d. When one of the students tells a sentence, repeat the sentence and
ask the class “Is that what you want to say?” If they agree, then let
them write the sentence just as they said it.
e. After they write the sentence, let one of the students read it. Ask, “Is
that what you want to say?” If they want to change the sentence, let
them change it so they are satisfied.
f. Then ask, “What would you like to say next?” Again, let them write just
what they tell.(You may need to encourage the students to keep their
sentences short.)
g. Encourage them to keep the story short (about 6-7 short sentences)...
4. Read the story to the students.
Read the entire story to the students. Let them make changes if they
want. Then read it again.
5. Students give their story a title and you write it above the story
a. Ask, “What title do you want to give your story?” Let them discuss
this. (Deciding on a title is a meaningful activity because the title
should accurately describe what the story is about.)
b. Let them write the title just as they say it.
6. Read the entire story again, using the Reading Plan
7. Later, copy the story neatly onto a large sheet of paper and put it on the
wall. If there is time, encourage the students to draw one or more
pictures about their story on the sheet of paper.)

B. Writing Activity
1. Modelling by the Teacher
The teacher writes on the board the first two sentences, following the
three straight lines on the board. Let them observe how you write the
sentences.
Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.

2. Guided Practice
The pupils are made to write the story as dictated. The teacher mills
around to assist the pupils.

3. Independent Practice
The pupils continue writing the story as dictated on their own.

C. Application
The pupils are asked to rewrite the experience story in final form.
(See attached news article)

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D. Evaluation

E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate descriptive words from the previous lesson. Let them write it on
their slate and on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment

451
APPENDICES

Naipablaak ni Nikka
Sarita ni Leila P. Areola

Kasta unay ti ragsak ni Maestra Divina a nangiwagwagayway ti iggemna


a pakiwarnak a naglaon ti nagbanagan ti nakisalisalan ti ubingna a “Read-A-
Thon”. Impangasna a daytoy nga nagbanagan ti salisal ket naipablaak iti
pagiwarnak iti probinsia a “Cagayan North”.
Ngem naragragsak dagiti kaadalanna iti damag!
“Maragrasankami unay, maestra, ti panangabak ni Nikka ti ‘Story
Retelling’. Ni Nikka ti kalalaingan a nangisalaysay ti binasana a sarita
kadagiti adda ti umuna a tukad,” kinuna ti maysa a kaadalanna.
Ni Nikka ket maysa a nagaget ken natulnog nga ubing. Nagbukel ti
bosesna. Kabaelanna a papigsaen ken pakapsuten daytoy.
“Kusto ta kunam gayyem. Talloda a nagsasalisal ti “Final Round”.
Kinunana ti nagsurat kadaytoy iti pagiwarnak a nalaing met diay taga-
Claveria ngem daydiay laeng ta isu ti kakakapsutan ti panagsalaysay.”
Napigpigsa la bassit tay panagsalaysay tay taga-Gonzaga ngem tay taga-
Claveria isu nga naideklara a maikadua. Ni Nikka ti kalalainganda amin a
tallo.
Saanda a napuotan ket simmungad ni Nikka. Kinablaawanda daytoy.
Inyebkas dagiti kaadalanna ti ragsakda ti panangabakna.
“Siak ti kararagsakan ta naparagsakko dagiti nagannakko,” kinuna ni
Nikka. Ala, dakayonto met ti makisalisal intono maminsan.”
“Isu ngarud ubbing nga agadal kayo a nasayaat. Saanyo kadi kayat a
maipablaakkayo met ti pagiwarnak,” inkarit ni Maestra Divina kadagiti
ubbing.
“Ania kadi dayta a pagiwarnak, maestra?, ” sunaludsod ni Karlo. Ni Karlo
ti kababassitan ken kauubingan kadakuada iti umuna a tukad.
“Ti pagiwarnak ket isu ti pangipablaakan kadagiti nadumaduma a
damdamag a kas ti panangabak ni Nikka, “ inlawlawag ni Maestra Divina.
“Apay ngarud, maestra nga nangngegak met ti TV Patrol ti damag
maigapu ti Bagyo Dindo?” sinaludsod manen ni Karlo.
“Ti pagiwarnak ket maysa laeng kadagiti mabalin a pangipablaakan
kadagiti damdamag. Mabalin pay ti telebision, radio, streamer ken dadduma
pay,” palawag ni Maestra Divina.
“Anianto met ngata ti pakaipablaakak?” inyangaw ni Karlo kadagiti
kaadalanna.

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Lesson Guide in Grade 1 - Ilokano: Week 33

I. Objectives:
1. Use culturally appropriate expressions in giving opinion, ideas, views, etc. in
a given situation/issues/news/events
2. Read stories, legends, essays, news articles, blogs, etc. containing high
frequency words and words studied
3. Read grade one level text with an accuracy rate of 95-100%
4. Read grade one level text in four to five word phrases with appropriate
intonation, expression and punctuation cues.
5. Correctly spell previously learned words
6. Correctly spell descriptive words as it is used in the sentences
7. Observe proper spacing between words, punctuation marks, and
capitalization in essay and story writing
8. Write essay and story observing correct punctuation marks, capitalization,
indentions and format
9. Use appropriate describing words expressing degree of comparison in talking
about persons, places, and things
10. Use clues from context to figure out what the words mean
11. Recognize that two words can make a compound word
12. Recognize words that show the degree of a descriptive word (e.g. more,
most)
13. Predict what the story, school, and community events, situations, activity,
legends, blogs, etc. based on context clues
14. Retell story, legends, etc. read using own words with emphasis on the correct
sequence of events
15. Retell news articles, TV broadcast , etc. read and listened using own words
with emphasis on the correct sequence of events
16. Show love for reading by listening attentively during story reading and making
comments
17. Respond to the story through the following engagement activities:
Group 1 – Siasino kadakami?
Group 2 – Iladawanmo man
Group 3 – Saritaem Manen
Group 4 – Agyamanak

II. Subject Matter

A. Story:
Adda Laeng sa ti Asideg
Sarita ni Grace Donata S. Abugan

B. Focus Skills
1. Reading Comprehension:
a. Predicting what the story, school, and community events, situations,
activity, legends, blogs, etc. based on context clues

453
b. Retelling story , legends, etc. read using own words with emphasis on
the correct sequence of events
c. Retelling news articles, TV broadcast , etc. read and listened using
own words with emphasis on the correct sequence of events
d. Showing love for reading by listening attentively during story reading
and making comments
2. Vocabulary:
a. Using clues from context to figure out what the words mean
b. Recognize that two words can make a compound word
c. Recognize words that show the degree of a descriptive word (e.g.
more, most)
3. Oral Language:
Using culturally appropriate expressions in giving opinion, ideas,
views, etc. in a given situation/issues/news/events
4. Fluency:
a. Reading grade one level text with an accuracy rate of 95-100%
b. Reading grade one level text in four to five word phrases with
appropriate intonation, expression and punctuation cues…
5. Composing:
Writing essay and story observing correct punctuation marks,
capitalization, indentions and format
6. Word Recognition:
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied
7. Spelling:
a. Correctly spell previously learned words
b. Correctly spell descriptive words as it is used in the sentences
8. Handwriting:
Observing proper spacing between words, punctuations marks, and
capitalization in essay and story writing
9. Grammar Awareness:
Using appropriate describing words expressing degree of comparison
in talking about persons, places, and things

C. References: K to 12 Basic Education Curriculum Guide

D. Materials: Pictures, Bigbook, Flashcards / Word Cards, Worksheets

E. Strategies: Read aloud, Shared Reading, Predicting Events


in the story, Retelling Events in the story

F. Value: Appreciation for Overseas Filipino Workers

G. Theme: Communication

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III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Motivation:
Nakakitakayo kadin ti cellphone? Siasino ti am-ammoyo nga adda
cellphonena? Ania ti usar ti cellphone?
2. Unlocking of Difficult Words
a. Agbakir (context clue)
b. Ib-ibturan (context clue)
c. Bangkag (synonym)
d. Napardas (antonym)
e. Rice thresher (illustration)
f. Gas Stove (illustration)
3. Previewing
Present the book “Adda Laeng sa ti Asideg.” Talk about the title, author,
and illustrator. Have them look at the cover of the book showing Tata
Dante and Nestor having dinner while Nana Dora is talking to somebody
on her cellphone. Allow them to make predictions about the story.
4. Motive Question:
Have them look at the first page of the book showing the family eating
and talking happily in front of the dinner table.
Ask: Apay ngata a naragsak ti pamilia Rosales? Ania ngata ti
pagpapatanganda?

B. Reading of the Story


1. First Reading: Read the story using the Big Book.
2. Second Reading: Read the story again. This time use a pointer as you
show the sentences in each page. Ask questions as you finish a page.
Before proceeding to the next page, let pupils make inferences about
what will happen.

C. Post Reading Activities


1. Answer the motive question.
2. Group Activity
Group the pupils into four. Have them do the following activities.
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

Comprehension Questions Engagement Activities


(Discussion of the Story) (Small/Group Activities)
Group I
Ania ti ar-aramiden ti pamilia Siasino Kadakami?
Rosales iti maysa a rabii ti Isurat ti 1 iti abay ti napardas a
Biernes? mausar iti pannakisarita. Isurat ti 2
Siasino ti immawag iti cellphone? iti naparpardas. Isurat ti 3 iti
Ania ti imbagana? kapardasan.

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Comprehension Questions Engagement Activities
(Discussion of the Story) (Small/Group Activities)
Ania dagiti mausar iti Telepono –
pannakisarita ti nadakamat? Cellphone –
Telegrama –
Group 2
Ania ti inaramdda iti kabigatanna? Iladawanmo Man
Ania dagiti ginatangda?
Apay a naragsak ni Tata Dante? Idrowing dagiti banbanag a
Apay a naragragsak ni Nana pinagatang ni Delia a
Dora? pakaragsakan dagiti kameng ti
Apay a naragragsak pay ni pamiliana?
Nestor?
Group 3
Ania dagiti importante a pasamak Saritaem Manen
ti sarita?
Ania kadagitoy a pasamak ti Mangsurat ti 5 nga importante a
magustuam? pasamak iti sarita.
Apay a magustuam daytoy? Urnosen dagitoy batay iti
panagsasarunoda.
Mangpili iti grupoyo ti maysa a
mangbasa ti insuratyo.
Group 4
No kas pagarigan sika ti Agyamanak
makinkabsat kenni Delia, ania ti
aramidem tapno maipakitam ti Mangaramid ti maysa a Thank
pangayamanmo kenkuana? You card a para kenni Delia.

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Read with automaticity, accuracy and prosody (intonation, expressions,
and punctuation cues)

DAY 3
Developing Language Competencies

A. Preparatory Activities
1. Ania ti makunayo iti telegrama a mausar a pannakisarita?
Sungbat: Napardas ti telegrama.
Ania ti makunayo iti telepono?
Sungbat: Naparpardas ti telepono ngenm ti telegram.
Ania met ti makunayo iti cellphone?
Answer: Kapapardasan ti cellphone kadagiti tallo.
2. Ania ti narikna ni Tata Dante ti pananggatangda ti rice thresher?

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Sungbat: Naragsak ni Tata Dante.
Ania ti narikna ni Nana Dora ti pananggatangda ti gas stove?
Answer: Naragragsak pay ni Nana Dora ngem ni Tata Dante.
Ania met ti narikna ni Nestor ti pananggatangda ti baro a sapatosna?
Answer: Ni Nestor ti kararagsakan kadakuada amin.

B. Lesson Proper
1. Presentation of the Lesson
a. Napardas ti telegrama.
 Naparpardas ti telepono ngenm ti telegram.
 Kapapardasan ti cellphone kadagiti tallo.
b. Naragsak ni Tata Dante.
 Naragragsak pay ni Nana Dora ngem ni Tata Dante.
 Ni Nestor ti kararagsakan kadakuada amin.
2. Oral Practice
a. Iti umuna a grupo dagiti balikas, ania ti mangiladawan iti telegrama?
b. Iti maikadua grupo dagiti balikas, ti mangiladawan kadagiti telepono?
c. Iti maikatlo a grupo dagiti balikas, ania ti mangiladawan iti cellphone?
(Process the other succeeding three sentences.)
d. Ania dagiti sarsarita nga inladawan tayo iti umuna a sentence? Iti
maikadua a sentence? Iti maikatlo a sentence?
e. Ania a sarita ti aramaten no maysa laeng ti pagsarsaritaan a tao?
bagay? lugar? Ket no dua? Ania met no tallo wenno nasursurok?
3. Generalization
Ania a sarita ti aramaten no maysa laeng ti pagsarsaritaan nga tao?
bagay? lugar? Ket no dua? Ania met no tallo wenno nasursurok? Ania
ngarud ti tawag tayo kadagitoy?
Answer: Degree of Comparison
4. Guided Practice
Call three pupils/Show three pictures and let pupils describe them using
the degree of comparison of descriptive words.
5. Independent Practice
a. Game: Describe and Tell?
Distribute pictures of places, people, and things. Let them describe
and compare.
b. Poem

Ti Tarakenko nga Billit


Insurat ni Roberta V. Antolin

Adda tarakenko a billit,


Naganna ket pipiit,
Naminsan natirruan iti palsiit,
Iti maysa nga ubing a bassit.

Gimmatangak ti sabali,
Bassit ti ‘inko pinili,
Basbassit ti para ken ni Wally,
Ngem kababassitan ti billit ni Billy.

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Idi dakkeldan inlakomi ida,
Nangina ti umuna,
Nanginngina diay maikadua,
Ngem diay maikatlo met lang ti kanginginaanda.

Ania ti pagsarsaritaan kadatoy a daniw?Ania dagiti balikas a


mangiladawan kadaytoy/kadagitoy a billit?

6. Application

C. Evaluation:

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DAY 4
Handwriting and Spelling

A. Preparatory Activities
Burburtia: Pugtuannak
1. Dua nga agkarruba
a. Saan da nga agkinkinnita.
b. Siasinoak? Lapayag
2. Ubing pay ni pare.
a. Umul-ulin ti torre.
b. Siasinoak? Kuton
c. Ania nga “punctuation mark” ti makita kadagiti ungto ti sentence?

B. Writing Activity
1. Modeling by the teacher
Present flashcards of comparison of descriptive words in the pocket chart.
Ask pupils to read all the words. Let them use the words in sentences.
Write the sentences on the board following the three straight lines on the
board. Let them observe how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
The pupils are made to copy a story. The teacher mills around to assist
the pupils.
3. Independent Practice
Let pupils write about what they felt during the first day of class.

C. Application

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D. Evaluation

E. Spelling
DAY 5
Assessment

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APPENDICES

Adda Laeng sa ti Asideg

Naragsakda nga agpapatang iti pamilia Rosales bayat ti panagrabiida idi


aguni ti cellphone ni Nana Dora nga adda iti salas.

“Immawag ni Delia,” impakaamo ni Nana Dora idi agsubli iti panganan.


Ni Delia ti inauna nga anakna nga agob-obra sadiay Dubai.

“Adda kano impaw-itna a kuarta nga igatangtayo ti rice thresher ken


dadduma pay a kasapulantayo,” innayonna pay.

“Naimbag laengen ta adda ni Manang Delia sadiay sabali a pagilian,”


kinuna ni Nestor a buridekda. “Matulungannatayo nga agbakir kadagiti
kasapulantayo.”

“Pudno dayta, anakko,” kinuna ni Nana Dora. “Ib-ibturanna ti maiyadayo


kadatayo tapno matulungannatayo iti panagbiagtayo,” innayonna pay.

“Naimbag ta adda cellphone nga us-usarentayo itan. Adayo man isuna,


kasla met laengen asideg,” kinuna ni Nestor.

“Hustoka, Dante. Idi, agpatulodka ti telegrama no kayatmo a napardas a


maawat ti pangipatulodam ti mensahem,” impalawag ni Tata Dante.

“Naparpardas manen ti panagipatulod ti mensahe idi maimbento ti


telepono. Ngem itan, daytoyen cellphone ti kapapardasan a panagipatulod ti
mensahe. Mabalinmon a makikapatang uray sadinoman no la ketdi adda
signal ti cellphone,” impalawag pay ni Tata Dante.

Kabigatanna, nagudongda sadiay ili tapno mapanda iruar ti kuarta nga


impaw-it ni Delia. Gimmatangda a dagus ti rice thresher. Gimmatangda pay ti
gas stove ken baro a sapatos ni Nestor.

Naragsak ni Tata Dante gapu ta lumag-anen ti obrana sadiay bangkag iti


tulong ti rice thresher.

Naragragsak pay ni Nana Dora gapu ta nalaklakan ti agluto iti gas stove.

Ngem ni Nestor ti kararagsakan gapu ta saanen nga agsaksakasaka a


mapan iti pagadalan.

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Lesson Guide in Grade 1 - Ilokano: Week 34

I. Objectives
1. Predict what the story is about based on context clues.
2. Retell story read and listened using own words with emphasis on the correct
sequence of events.
3. Show love for reading by listening attentively during story reading and making
comments.
4. Use clues from context to figure out what the words mean.
5. Recognize that two words can make a compound word.
6. Recognize words that show the degree of a descriptive words (e.g. more,
most)
7. Use culturally appropriate expressions in giving opinions, ideas, views, etc. in
a given situations/issues/news/events
8. Read grade one level text with an accuracy rate of 95 – 100%.
9. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues.
10. Write essay and story observing correct punctuation marks, capitalization.
Indentions and format.
11. Read stories, legends, essays, news articles, blogs, etc. containing high
frequency words and words studied.
12. Correctly spell previously learned words.
13. Correctly spell descriptive words as it is used in the sentences.
14. Observe proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
15. Use appropriate describing words expressing degree of comparison in talking
about persons, places and things.

II. Subject Matter

A. Story: Adda ti Balitok ti Kanatengan


Sarita ni Rowena Decena-Gaffud, MT-1

B. Focus Skills
1. Reading Comprehension
a. Predicting what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
b. Retelling story, legends news articles TV broadcast and etc. read and
listened using own words with emphasis on the correct sequence of
events.
c. Showing love for reading by listening attentively during story reading
and making comments.
2. Vocabulary
a. Using clues from context to figure out what the words mean.
b. Recognizing that two words can make a compound word.

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c. Recognizing words that show the degree of a descriptive words (e.g.
more, most)
3. Oral Language
Using culturally appropriate expressions in giving opinions, ideas,
views, etc. in a given situations/issues/news/events.
4. Fluency
a. Reading grade one level text with an accuracy rate of 95 – 100%.
b. Reading grade one level text in four to five word phrase with
appropriate intonation, expression and punctuation cues.
5. Composing
Writing essay and story observing correct punctuation marks,
capitalization. Indentions and format.
6. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
7. Spelling
a. Correctly spell previously learned words.
b. Correctly spell descriptive words as it is used in the sentences.
8. Handwriting
Observing proper spacing between words, punctuation maks, and
capitalization in essay and story writing.
9. Grammar Awareness
Using appropriate describing words expressing degree of comparison
in talking about persons, places and things.

C. References: K to 12 Basic Education Curriculum Guide

D. Materials: Pictures, Bigbook, Worksheets

E. Strategies: Read aloud, Shared reading,


Predicting Events in the story

F. Value: resourcefulness, industriousness

G. Theme: Resources in our Community

III. Procedure

DAY 1 & 2
A. Pre – reading Activities
1. Motivation
Ask the pupils if they have backyard garden at home. Ask what
vegetables they have in their garden. Then let them share ways on how
to take care of their garden.
2. Unlocking of Difficult Words
a. balitok (through context clue)
b. kanatengan (through context clue and picture)

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c. siddaaw ( through demonstration)
d. tabungaw (through picture)
3. Previewing
Present the story to the pupils. Talk about the title, author and illustrator.
Ask them to predict what the story might be about.
4. Motive Question
Have the children look at the picture of a backyard garden. Ask: Apay nga
adda ti balitok iti kanatengan?

B. During reading
1. First Reading
Teacher reads the story without interruption. This is to allow pupils to
move their eyes as the teacher tracks the story line page by page, left to
right, top to bottom.
2. Second Reading
Give pupils a chance to interact with the text. Ask questions to help pupils
predict and monitor their comprehension.

C. Post reading
1. Guide the pupils in answering the motive question.
2. Group the pupils into three and guide them to do the following activities:
Comprehension Questions Engagement Activities
Siasino ti adda ti kanatenganna? Group 1
Ania dagiti natnateng a makita diay Draw Tata Lucio’s Backyard
likod ti garden.
balayda Tata Lucio? Idrowing dagiti natnateng a makita
Kaanoda a nagapit kadagiti diay likod ti balayni Tata Lucio.
mulmulada?
Sino tinapandiaydapon? Group 2
Ania ti inaramid ni Nana Soleng Act out how excited Nana Soleng
idiay dapon? was after selling her vegetables?
Kasano ti kaririknana idi nalakona
amin dagiti natengna?
Iladawanyo ti rupani Nana Soleng Group 3
idi nakaawid isu idiay balayda? Retell the story through pictures.
Naragsakan kadi met da Tata
Lucio ken dagiti annakna idi
nanggegda ti napintas a damag ni
Nana Soleng?
No sika ni Tata Lucio, kasta kadi
met ti kaririknam?

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Read with automaticity, accuracy and prosody (intonation, expressions,
and punctuation cues)

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DAY 3
Developing Language Competencies

A. Preparatory Activities
1. Iladawanyo ni Tata Lucio bilang maysa nga ama?
2. b.Iladawanyo met ni Nana Soleng bilang maysa nga ina ken asawa?
3. Iladawan ti kanatengan iti agasawa a Lucio ken Soleng?
4. Sino kaniayo ti nakapanen diay dapon? Iladawanyo man ti dapon?
5. Ania dagiti makitkitayo idiay dapon?
6. Ania ti makunayo ti pamilia ni Tata Lucio?

B. Lesson Proper
1. Presentation Lesson
a. Nagaget ken naanus ni Tata Lucio.
b. Naragsak ken nasingpet ni Nana Soleng.
c. Nagpintas a kitaen ti kanatengan ni Tata Lucio.
d. Naglalangto ti natnatengna.
e. Nagado ti tao diay dapon.
f. Nadumaduma dagiti lako a makita diay dapon.
2. Oral Practice
a. Iti umuna a patang, ania dagiti balikas a mangiladawan kenni Tata
Lucio?
Sino ngata ti mas naanus ken nagaget,ni Tata Lucio wenno ni Nana
Soleng?
b. Iti maikadua a patang, ania met dagiti balikas a mangiladawan kenni
Nana Soleng?
Sino kaniayo ti naragsak ken nasingpet a kasla kenni Nana Soleng?
c. Ania met a balikas ti mangiladawan ti kanatengan ni Tata Lucio? Sino
kaniayo ti adda met kanatenganna diay balayda?
Kasla met kenni Tata Lucio ti kanatenganyo wenno napimpintas pay?
Adda kadi met kanatenganyo idiay barangayyo? Sino ngata ti
kapintasan ti kanatenganna diay ayanyo?
d. Iti maikapat ken maikalima a sentence, ania a balikas ti mabalin a
mangiladawan ti dapon? Iladawanyoman dagiti nadumaduma a lako
diay dapon?
3. Generalization
What were used to describe the persons places and things in the story?
4. Guided Practice
Partner Talk.
Let the pupils find a partner or a new friend. They will talk about
themselves. Then, let each describe the new found friend in front of their
classmates.
5. Independent Practice
Game: Describe and tell
Distribute pictures of persons, places and things with names or label
below them.
Let them describe the pictures they are holding and compare them with
the pictures their classmates are holding too.

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6. Application

C. Evaluation
Let the pupils describe and compare the set of pictures on a chart.

DAY 4
Handwriting and Spelling

A. Preparatory Activities
Poem:
Nana Rosa
Insurat ni Rowena DecenaGaffud, MT-1

Nana Rosa, Nana Rosa


Mala reyna ti lasbangna
Anian kinapintas ti rupana
Kasta met iti galadna.
Rinabii nga aglualo
Sapatana kenni Apo
Kapia ken talna ti dawatna
A para iti sangapada.

Ania dagiti balikas a mangiladawan kenni Nana Rosa?

B. Writing Activity
1. Modelling by the teacher
 Present descriptive words in a pocket chart. Ask the children to read
the words. Let them use the words in sentences. Write the sentences
on the board.

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 Discuss how each of the sentences is written.
2. Guided Practice
The children are made to copy a story.
3. Independent Practice
The children are asked to write about their backyard gardens.

C. Application
The teacher dictates a part of a blog. The pupils are made to jot down the
that part of the blog as dictated by the teacher observing proper spacing
between words, punctuation marks, and capitalization.

D. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate descriptive words from the previous lesson. Let them write on
their paper.
3. Dictate 3-5 sentences containing previously learned words.
4. Write the spelling words clearly on the board. Let them write these words
on their paper. Supervise them as they do the activity. Check their work.

DAY 5
Assessment

APPENDICES

Adda Balitok iti Kanatengan


Sarita ni Rowena Decena-Gaffud

Anian ti ragsakda Joy, Lenie ken Rosa a nakita iti kanatenganda idiay
likod ti balayda. Intukit dagitoy da Tata Lucio kenni Nana Soleng.
Nadumaduma a klase dagiti natnateng iti mulada. Adda ti karabasa,
tarong, utong, kamatis, saluyot ken paria.
Iti maysa nga aldaw ti Sabado, nagapitda kadagiti mulmulada. Napan
inlako ni Nana Soleng didiay dapon ti aldaw ti Domingo. Anian a ragsak ni
Nana Soleng ta nagadu ti naglakuanna. Addan pagbayadda ti matrikula
dagiti annakda.
Nagawid a siraragsak ni Nana Soleng. Imbagana ti pamiliana ti
napintas a damag.
Nagyaman dagiti annakda kadagiti nagannakda. Insapatada a
kanayondan a tumulong a mangtaripato kadagiti natnatengda.

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Lesson Guide in Grade 1 - Ilokano: Week 35

I. Objectives
1. Predict what the story is based on context clues
2. Retell a school/community articles, news, events, etc. read in their own
words, citing the characters and important events
3. Respond to the story through the following engagement activities:
a. Group I – My Memories of Gonzaga
b. Group II – Show Me Around
c. Group III – Gonzaga’s Booth
d. Group IV – Going Home
4. Show love for reading by listening attentively during story reading and making
comments
5. Use clues from context to figure out what the words mean
6. Recognize that two words can make a compound word
7. Recognize words that show the degree of a descriptive words (e.g. more,
most)
8. Use culturally appropriate expressions in hypothesizing (giving possible
outcomes/results of story, events, activity, actions and situations heard)
9. Read grade one level text with an accuracy rate of 95% - 100%
10. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues
11. Correctly spelled previously learned words
12. Correctly spell compound words as it is used in the sentences
13. Observe proper spacing between words, punctuation marks, and
capitalization in taking down dictated text.
14. Write through dictation simple sentences, phrases and paragraph observing
correct punctuation mark, capitalization, indentions and format
15. Give the synonyms and antonyms of simple describing words

II. Subject Matter

A. Story: “Gonzaga’s Best”


Sarita ni Marjunetely B. Manzano

B. Focus Skills:
1. Reading Comprehension
a. Predict what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues
b. Retell a school/community articles, news, events, etc. read in their
own words, citing the characters and important events
c. Show love for reading by listening attentively during story reading and
making comments

468
2. Vocabulary
a. Use clues from context to figure out what the words mean
b. Recognize that two words can make a compound word
c. Recognize words that show the degree of a descriptive words (e.g.
more, most)
3. Oral Language
Use culturally appropriate expressions in hypothesizing (giving
possible outcomes/results of story, events, activity, actions and
situations heard)
4. Word Recognition
Read stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied
5. Fluency
a. Read grade one level text with an accuracy rate of 95% - 100%
b. Read grade one level text in four to five word phrase with appropriate
intonation, expression and punctuation cues
6. Spelling
a. Correctly spelled previously learned words
b. Correctly spell compound words as it is used in the sentences
7. Handwriting
Observe proper spacing between words, punctuation marks, and
capitalization in taking down dictated text.
8. Composing
Write through dictation simple sentences, phrases and paragraph
observing correct punctuation mark, capitalization, indentions and
format
9. Grammar Awareness
Give the synonyms and antonyms of simple describing words

C. Reference: K-12 Basic Education Curriculum Guide

D. Materials: Big book, Pictures, Cut-outs, Flashcards, Worksheets,


Pocket chart, Activity Worksheets

E. Strategies: Read aloud, Shared Reading, Predicting events in the story,


Acting Out, Songs / Rhymes, Fun Games, Drawing

F. Value: Patronizing and promoting


the town’s product/Hospitality

G. Theme: Community Trade and Industry

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III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils what places they have visited and the delicacies they have
tasted from these places. Ask what products they have in these
towns/cities.
2. Unlocking of Difficult Words
a. munisipio (by picture)
b. nasdaaw (by demonstration and synonym - nakigtot)
c. dapon (by picture)
d. booth (by picture)
e. Gonzaga’s best (by context clues)
f. sagapa (by picture)
g. masetas (by picture)
h. nanumo a pagtaengan (by context clue)
3. Previewing
Present the big book “Gonzaga’s Best”. Talk about the title, author and
illustrator. Have them look at the cover of the book showing a booth with
people around it. Say: Pugtuanyo man no maipapan iti ania ti saritatayo.
Ania ngata ti kukuen dagiti tao?
4. Motive Question
Have them look at the first page of the book. Ania ti ginatang dagiti
sangaili idiay booth?

B. Reading of the Story


1. First Reading: Read the story using the Big Book
2. Second Reading: Read the story again. This time use a pointer as you
show the sentence in each page. Ask questions as you finish a page.
Before proceeding to the next page, let pupils make inferences about
what will happen.

C. Post Reading Activities


1. Answer the motive question.
2. Group Activity
Group the pupils into four. Have them do the engagement activities.
3. Discussion/Presentation
Let pupils present their outputs and answer the comprehension
questions.

Comprehension Questions Engagement Activities


(Discussion of the Story) (Small Group Activities)
1. Sinno dagiti nagakem iti sarita? Group 1 – My Memories of
2. Ayanna ti nakapasamakanna ti Gonzaga
sarita? If you were the visitors in the story,
2. Ania ti impasida ti pamilia draw at least one of your
kadagiti sangailida idi damo experiences in each day of your

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Comprehension Questions Engagement Activities
(Discussion of the Story) (Small Group Activities)
nga aldawda idiay Gonzaga? five-day stay in Gonzaga.
3. Ania ti naramananda a makan 1st Day -
iti maikadua nga aldaw? 2nd Day -
maikatlo nga aldaw? 3rd Day -
4. Napananda iti maikapat nga 4th Day -
aldaw? 5th Day
5. Ania ti impabalon ti pamilia
kadagiti sangaili iti maikalima
nga aldaw?

1. Ayanna ti nangipasiaran ti Group 2 – Show Me Around


pamilia kadagiti sangaili? Act out the part when the family
2. Ania ti kunada iti nakitada? brought the visitors to some tourist
spots in Gonzaga.

1. Ania ti indawatda a papanan Group 3 – Gonzaga’s Booth


dagiti sangaili idi maikapatdan Draw Gonzaga’s best products in a
nga aldaw iti Gonzaga? booth with tourists buying.
2. Ania ti nagyanna ti booth?
3. Ania ti ginatangda?

1. Ania ti ngata ti narikna dagiti Group 4 – End of Visit


tallo iti panangsangaili ti pamilia Role-play the part when the visitors
kadakuada? are about to go home.
2. Ania ti kunada idi
aggaawiddan?
3. Nasayaat kadi a galad ti
kinamanagsangaili? Apay?
4. No adda umay a sangaili diay
balayyo, kasano a sangailiem
met ida?

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Read with automaticity, accuracy and prosody (intonation, expressions,
and punctuation cues)

DAY 3
Developing Language Competencies

A. Preparatory Activities
1. Iladawan ti pamilia a nangestimar kada Nana Bebeng ken Nana Iting.
(Managsangaili, naayat)

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2. Iladawan ti ili a Gonzaga. (Nadalus, narang-ay)

B. Lesson Proper
1. Presentation of the Lesson
a. Give the describing words in each sentence:
 Pinagsida ni Tatang ida iti nagdadakkel a padaw ken malaga.
 Impasiarmi ida idiay kadadalusan a karayan ditoy Region 2.
 Napimpintas ti munisipio ditoy ngem diay ayanmi.
 Adda ditoy ti kaiimasan a bibingka.
 Nabanglo pay ti aramidenyo a bugguong.
b. Which of these describing words show a degree of comparison?
(kadadalusan, napimpintas, kaiimasan)
c. Mano ti pangidildiligantayo no ibaga tayo a kadadalusan a karayan iti
Region 2? no ibagatayo a kaiimasan a bibingka? no ibagatayo a
napimpintas ngem diay munisipiomi?
2. Oral Practice
a. Ited ti kapada wenno ”synonym” ti naugedan a mangiladawan a
balikas.
Naparanas ti ilimi ta adu ti umay agpasiar. (napintas)
Makapabisin diay umayamuom a lutlutuen ni Nanang. (nabanglo)
b. Ibaga dagiti sungani wenno ”antonym” dagitoy a mangiladawan a
balikas:
nagdadakkel – nagbabassit
kadadalusan – karurugitan
napimpintas – nagalgalas
kaiimasan – kamamaddian
nabanglo – nabangsit
3. Generalization
What do we call the words with same meaning? (Synonyms)
What do we call the words with opposite meaning? (Antonyms)
4. Guided Practice
Game: Bring Something Like That
Group the pupils into four. Show a picture and let them describe it. Have
them bring another object with synonym of the picture’s describing word.
Ex: Picture: big box, children may bring a big bag
5. Independent Practice
a. Game: Find the Opposite
Distribute flashcards among children. Let them go around and look for
the antonyms of the describing words they are holding.
b. Complete the Poem
Pagannurotan: Isurat ti kurang a balikas. Ited ti kasupadi ti
pannakailadawan ti ladawan.

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6. Application

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7. Evaluation

DAY 4
Handwriting and Spelling

A. Preparatory Activities
Writing Activity
1. Modeling by the Teacher
Present flashcards of synonyms and antonyms of describing words. Ask
them to read all the words. Let them use the words in sentences. Write
the sentences on the board following the three straight lines on the board.
Let them observe how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
The pupils are made to copy some sentences. The teacher goes around
to guide the pupils.
3. Independent Practice
The pupils are asked to write a sentence about what they ate for
breakfast.

B. Application

474
C. Evaluation

D. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate synonyms and antonyms of descriptive words from the previous
lesson. Let them write it on their slate and on their paper.
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment

475
APPENDICES

 Appendix A

Gonzaga’s Best
Sarita ni Marjunetely B. Manzano

Damo nga aldaw dagiti dua a sangaili ni Nanang ditoy Gonzaga.


Pinagsida ni Tatang ida iti nagdadakkel a padaw ken malaga. Anian a bussog
dagiti sangaili iti dayta a pangngaldaw. Impasiarmi pay ida iti kadalusan a
karayan iti maikadua a rehion, ti Karayan Wangag ditoy Gonzaga, Cagayan.

Nasdaawda iti adu a nagbaliwan ti ilimi. Nakitada ti booth a


namarkaan iti Gonzaga’s Best a paggatangan kadagiti produkto ti taga-
Gonzaga. Adda royal biningka, buko pie, popcorn, kornik, sinummon kasta
met bugguong, ken dadduma pay a makmakan ken nalaga a produkto a kas
ti sagapa a lakoda.

“Adda ditoy ti kaiimasan a royal bibingka ken buko pie! Nabanglo pay
ti aramidenyo a bugguong,” indaydayawda Nana Bebeng ken Nana Iting a
gagayyem ni Nanang.

“Saan a ket mabalin a saanyo maramanan dagitoy iparparayagmi a


produkto, impadayaw ni nanang.

“Saannakami laeng a paramanan, gayyem. Masapul a maramanan


met Agyamankami iti panangsangailiyo kadakami,” kuna ni Nana Bebeng.

“Nasayaat met ta immay kayo simmarungkar ditoy nanumo a


pagtaenganmi,” sungbat ni Nanang.

“Umaykayonto met agpasiar idiay Cabugao. Kayatmonto ti sumurot,


Ninit?” Inisemak ni Nana Iting ta inramannak nga inawis.

“Bareng makapasiar kaminto met diay ayanyo inton bakasion,” kuna


met ni Tatang.

Naragsakda a nagpipinnakada.

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Lesson Guide in Grade 1 - Ilokano: Week 36

I. Objectives:
1. Predict Events that happen in the story based on the context clues.
2. Tell if the story is real or fantasy
3. Give the possible endings of a story, legends and etc.
4. Respond to the through the following engagement activities
a. Group I-Bring Me
b. Group II- Take this reminder
c. Group III- Draw me
d. Group IV- Now ending
5. Show love for reading by listening attentively during story reading and making
comments.
6. Use clues form context to figure out what the words mean
7. Recognize words that show the degree of a description words (e.g. more,
most)
8. Use eventually appropriate expression in giving opinion, ideas views, etc. in a
given situation/uses/news/events.
9. Read grade one level text with an accuracy rate of 95%
10. Read grade one level text in four to five words phrases with appropriate
notation, expression and punctuation marks, capitalization, indention and
format.
11. Write stories, legends, essays, news articles, blogs, etc. containing high
frequency words and words studied.
12. Correctly spell preciously learned words.
13. Correctly spell descriptive words as it used in the sentences
14. Observe proper spacing between words, punctuation marks and
capitalization in essay and story writing.
15. Observe mechanics when copying/writing sentences, capitalization white
spaces.
16. Identify describing words in sentences

II. Subject Matter

A. Story

B. Focus Skills
1. Reading Comprehension
a. Predicting what the story school and community events, situations,
activity, legends, belongs etc. based on the context clues.
b. Telling if the story is real or fantasy
c. Giving the possible ending of the story, legends, and etc.
d. Giving the summary of the propaganda, issues, blogs, advertisement
and etc. ; read

477
e. Showing love for reading by listening attentively during story reading
and making comments.
2. Vocabulary
a. Using clues from context to figure out what the words man
b. Recognizing that two words can make a compound word
c. Recognizing words that show the degree of a describe words (e.g.
more most)
3. Oral Language
Using culturally appropriate expression in giving opinion ideas, views
etc. in a given situation/issues/news/events
4. Fluency
a. Reading Grade one level text without accuracy rate f 95-100%
b. Reading grade I level text I four to five word phrase with appropriate
intonation, expression and punctuation cues.
5. Composing
Writing essay and story observed correct punctuation marks,
capitalization, indentions and format
6. Word Recognition
Reading stories, legends, essays, news articles, blogs etc containing
high frequency words and words studied
7. Spelling
a. Correctly spelling preciously learned words
b. Correctly spelling descriptive words as it used in the sentences
8. Handwriting
a. Observing proper spacing between words, punctuation marks, and
capitalization in essay and story writing.
b. Observing mechanics when copying/writing sentences, capitalization,
white spaces
9. Grammar Awareness
Indentifying ,describing words in sentences

C. References: K to 12 Basic education Curriculum Guide

D. Materials: Pictures, Big book, Flashcards, Worksheet

E. Strategies: Read aloud, Shared reading, Predicting events


in the story, Acting out, Song/rhymes, Drawing

F. Value: Road Safety

G. Theme: Our Transportation.

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III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Motivation
Ask the pupils what places have they visited during summer vacation. Ask
what ride they took then share most unforgettable experience about it.
2. Unlocking of Difficult words
a. Agdaliasat (Context Clue)
b. Natulnog (Context Clue)
c. Aggapas ( Demonstration)
d. Nagdardaras ( Demonstration)
3. Previewing
Present the bigbook “Ti Panagluganko iti Karison” talk about the title,
author, and illustrator.
4. Motive Question
Have them look at the cover of the book showing a girl crying in pain. “
Ania ngata ti napasamak”

B. Reading of the Story


1. First Reading: Read the story using the big book
2. Second Reading: Read the story again. This time use a pointer as you
show the sentences in each page. Ask question as you finish a page.
Before proceeding to the next page let pupils inferences about what will
happen.

C. Post-reading Activities
1. Answer the motive question
2. Group activity
Group the pupil into four. Have them do the following activities
3. Discussion /Presentation
Let the pupils answer the comprehension question and present their
outputs

Comprehension Question Engagement Activities


(Discussion of the Story) ( Small Group activities)
Siasino dagititi nagakem ti sarita? Group I
Apay a nasapa a nagriing ni Karla?
Sadino ti papananda? Bring me to where I am going to.
Ania ti paglugananda? Draw the means of transportation
Ania pay ni mabalin yo a they took.
pagluganan no mapan kayo ti
kayatyo a papanan?
Ania dagiti pasamak ti
panagluganda ti karison?

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Comprehension Question Engagement Activities
(Discussion of the Story) ( Small Group activities)
Ania ti nangguyod ti krison? Group II
Ania ti impalagip ni tatang Piring idi Take this reminder
sakbay nga umuli ti karison?
Ania ti napasamak idi
daldaliasaten wenno
balballasiwenda diay karayan?

Iladawnyo ti rupa ni Karla a Group III


sumurot diay taltalon, ti The different faces of Karla in the
panagluganna ti karison, iti story
pannakatingnag diay karayan

Ania ngata ti simmaruno a Group IV


napasamak idi timmapuak ni Karla New ending, give the possible
manipud iti karison? ending of the story

D. Read the Story Using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Read with automaticity, accuracy and prosody (intonation, expressions,
and punctuation cues)

DAY 3
Developing Language Competencies

A. Preparatory Activities
1. Iladawan ni Nanang (naanus)
2. Iladawan ni Karla (naragsak)
3. Ania ti makunayo ken tatang Piring? (nagaget)
4. Iladawan ni manong Karlo (natulnog)

B. Lesson Proper
1. Presentation Lesson
a. Naanus ni nanangna.
b. Naragsak nga ubing ni Karla.
c. Nagaget ni tatang Piring.
d. Natulnog ni manong Karlo.
2. Oral practice
a. Iti umuna nga sentences, ania dagiti balikas nga mangiladawan ken
nanang?
b. Iti maikadua a sentence, ania dagiti balikas nga mangiladawan ken
karla?
c. Iti maikatlo sa sentence, ania dagiti balikas a mangiladawan ken
tatang pring?

480
d. Iti maikapat a sentence, ania dagiti balikas a mangiladawan ken
manong karlo?
3. Generalization
What were used to describe the character in the story?
4. Guided practices
Game: find a new friend/present a friend.
Group the pupil into four. Let each pupil describe the friend/new found
friend.
5. Independent Practice
a. Game: describe and tell
Distribute picture of person with names below them. Let them
describe and tell the picture they are holding.
b. Poem

Maysa nga Ubbing

Ti ubbing a natulnog
Kasla sabong a nabanglo
Ti ubbing a nadayaw
Kalsa naraniag a silaw
Ti ubbing a nagaget
Bumaknangto met
Ngem ti ubing a nasadut
Uray balitok dinanto mapidut.

Siasino ti nagakem ti daniw?


Ania dagiti balikas a mangiladawan ti ubing?

6. Application

481
C. Evaluation

DAY 4
Hand writing and spelling

A. Preparatory Activities
Riddle : Pugtuannak!

Adda kabaliok a putot


Dina kayat ti ruot
Ngem ti kayatna ket sabsabot.

Siasinoak?

Ania ti kurtasurat wenno “punctuation mark” a makita kadagiti ungto ti patang


wenno sentence.

B. Writing activity
1. Modeling by the teacher
2. Guided practice
3. Independent practice

482
C. Application

D. Evaluation

E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate descriptive words from the previous lesson. Let them write it on
their slate and on their paper.

483
3. Dictate 3-5 sentences containing previously learned words. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
work.

DAY 5
Assessment

APPENDICES

Ti Panagluganko iti Karison


Sarita ni Beverly S. Cordero

Nasapa a nagriing ni Karla ta kayatna ti sumurot a mapan idiay away.


Gagarna I nakalugan iti karison. Agpagapasda ngamin idiay San Pedro.
“Tulungam ni nanangmo, anakko a mangirubuat ‘tay balontayon” kuna ni
Tatang Piring kenni Karla.
“Wen, tatang,” insungbat ni Karla a siraragsak.
“Isaganam met dagitay sako a pagyanan ti irik, Karlo,” kinuna ni tatangna
kenni manongna.
“Wen, tatang,” kuna met ni karlo a nagdardaras a nangisagana kadagiti
sako.
“Innak alaen ‘tay karison ken nuang diay igid iti waig kinuna ni tatang
Piring.
“Nanang, intayon a ket magagarannak nga agluganen iti karison,”
impukkaw ni Karla.
“Wen, anakko, iyuraytayo laeng ni tatangyo,” insungbat ti naanus a
nanangda.
“Agan-annadka nga sumagpa,” impalagip ni tatangna.
Sinakayan ni tatang Piring ‘tay nagaget ken nalukmeg a nuangna.
Nainayad ‘tay nuang a nangguyod ti karison. Agdaliasatkami iti nalawa a
karayan sakaminto makasang-at diay ayan ti talonmi. Addakamin iti tengnga
ti karayan idi adda napilidan ti karison a dakkel a bato. Nakigtot ti nuang
kasta met kenni Karla!
“Nanang!” Naibbatanna ti kapetna.
“Nanang, arayatennak. Nabasanakon!” impukkaw ni Karla.
Dagus a tim’puak ni manongna a Karlo tapno arayatenna ni adingna.
“Ala, annako, agsukatkanton, uray ta adda naitugotko a badom,” kuna ti
nadunggo nga inana.
Nakadanonda ti talonda a siraragsak. Nalangto ken nabagas dagiti
pagayda.
Nagan-annaden ni Karla a bimmaba ti karison.

484
Lesson Guide in Grade 1 - Ilokano: Week 37

I. Objectives
1. Predict what the news story is based on context clues.
2. Tell their own news article, advertisement, community and school events.
3. State the meaning of some environmental signs.
4. Show love for reading by listening attentively during story reading and making
comments.
5. Use culturally appropriate expressions in hypothesizing (giving possible
outcomes, results of story, events, activity, action and situation)
6. Read stories, legends, essay, news articles, blogs, etc. containing high
frequency words and words studied.
7. Read grade one level text with an accurate rate of 95-100%.
8. Read grade one level text in four to five word phrases with appropriate
intonation, expression and punctuations cues.
9. Write essay, news articles, events story or advertisement observing correct
punctuation mark, capitalization and indention and format.
10. Correctly spell previously learned words.
11. Correctly spell adverbs as it is used in the sentence.
12. Observe proper spacing between words, punctuation marks and
capitalization in writing essay, news article, story, fable, etc.
13. Identify the adverbs used in the sentence.
14. Use the adverb correctly in construction own sentences.

II. Subject Matter

A. Damag: Nagdalus ti YES-O Idiay Baybay

B. Focus Skills:
1. Oral Language
Use culturally appropriate expressions in hypothesizing (giving
possible outcomes/results of story, events, activity, actions and
situations heard )
2. Word Recognition
Read stories legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
3. Fluency
a. Read grade one level text with an accuracy rate of 95-100%.
b. Read grade one level text in four to five word phrases with appropriate
intonation, expression and punctuation cues.
4. Spelling
a. Correctly Spelled previously learned words.
b. Correctly spell environmental prints being learned. (e.g. Traffic safety)
5. Handwriting
Observe proper spacing between words, punctuation marks and
capitalization in writing essay, news article, story, fable, etc.

485
6. Composing
Write essay, news article, events, story or advertisement observing
correct punctuation mark, capitalization, indention and format.
7. Grammar
a. Identify the adverb used in sentence.
b. Use the adverb correctly in constructing own sentences.
8. Vocabulary
Understand that the language used in school is more formal than the
language used at home and with friends.
9. Reading comprehension
a. Predict what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
b. Tell their own stories and legends as an output of their research.
c. Tell their own news article, advertisement, community and school
events, etc. as an output of their research work.
d. State the meaning of some environmental signs (e.g. traffic safety,
warning signs).
e. Show love for reading by listening attentively during story reading and
making comments.

C. References : K to 12 Basic Education Curriculum Guide

D. Theme: Helping My Community - Keeping our community clean


(e.g. throwing our garbage in the right places, recycling,
segregating garbage, re-using)

E. Materials: Pictures, Bigbook, Flashcards / Word Cards,


Worksheets

F. Strategies: Read Aloud, Shared Reading, Predicting Events


in the Story, Acting Out, Songs/ Rhymes, Drawing

III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Motivation
a. Napadasanyo kadin ti napan idiay baybay?
b. Ania ti makunayo? Nadalus wenno narugit?
2. Unlocking of Difficult Words
adviser - (context clue)
YES-O - (context clue)
nagkaiwara - (context clue)
damag - (picture)
3. Previewing
a. Present the news article “NAGDALUS TI YES-O IDIAY BAYBAY”
b. Talk about the news writer

486
c. Ania ngata ti napintas a damag?
4. Motive Question
a. Ipakita ti ladawan.
b. Ania ngata ti ub-obraen dagiti ubbing idiay igid ti baybay?

B. Reading of the Story


1. First Reading: Read the news article.
2. Second reading: Read the news story again. This time use a pointer as
you show the sentences. Ask questions as you finish reading a
paragraph. Before proceeding to the next paragraph, let pupils make
inferences about what will happen.

C. Post Reading Activities


1. Answer the motive questions
2. Group Activity
Group the pupils into four.
Have do the following activities
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.

Comprehension Questions Engagement Activities


(discussion of the Story) (Small group activities)
Maipapan iti ania iti damag? Dumngek kayo ti damag!
Siasino dagiti naseknan ken dayta
a damag? Ipadamag dagiti ubbing dagiti
Manglagip kayo man iti padasyo a padasda
kasta iti inaramid dagiti ubbing
ditoy damag?
Sadino ti pagadalan dagitoy nga
ubbing?
Kaanoda a napan nagdalus? Role play
Sadino a barangay ti Ikakita dagiti ubbing dagiti
nagdalusanda? naaramid iti igid iti baybay
Siasino ti nagidaulo kadagiti
ubbing?
Siasino ti daklen daytoy nga
organisasion?
Ania dagiti inikkatda idiay igid ti
baybay ti Punta ken San Antonio?
Ania ti kayatyo nga ibaga kadagiti Pakdaar!
taga Punta ken San Antonio? Pagtalinaedentayo iti Kinadalus
Ania ngata ti sumaruno a Giving the possible ending of the
mapasamak kalpasan ti story.
panagdalusda?
No dakayo dagiti ubbing iti damag,
aramidenyo kadi met ti
inaramidda? Apay?

487
D. Read the Story Using the Reading Plan
1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Read with automaticity, accuracy and prosody (intonation, expressions,
and punctuation cues)

DAY 3
Developing language Competencies

A. Preparatory Activity
Lagipem dagidiay balita a nabasa da idi kalman
1. Siasino ti nagakem ti damag?
2. Ania nga organisasyon ti sinalian dagiti ubbing?
3. Ania nga aldaw ti panagdalus?

B. Lesson Proper
1. Presentation Lesson
a. Napan dagiti ubbing idiay baybay idi Hulyo 7, 2012.
b. Nagdalusda iti bigat ti sabado.
c. Malem idi nalpasda a nagdalus.
d. Nagnagna dagiti ubbing iti dayta a rabii.
e. Idi Lunes, naladaw a nagawidda Ana ken Tony.
2. Oral Practice
a. Iti umuna a sentence, ania a balikas ti mangibagbaga no ania nga
aldaw? Hulyo 7, 2012
b. Kaano a nagdalus dagiti ubbing? Bigat ti Sabado
c. Ania met a balikas ti manginbagbaga no ania nga oras a nalpas ti
panagdalusda? Malem
d. Kaano nga nagnag
e. na dagiti ubbing? Rabii
f. Ania a balikas ti mangibagbaga ti aldaw ti panagawid da Ana ken
Tony? Idi Lunes
3. Generalization
Ania a balikas a mangibagbaga ti adverb of time wenno mangiladawan ti
tignay-panawen?
4. Guided Practice
Mangted ti adverb of time santo aramaten daytoy ti patang wenno
sentence.(Call pupils at random)
5. Independent Practice
Game:Tell when?
Distribute pictures. Let them say a sentence with adverb of time.

488
6. Application

C. Evaluation

DAY 4
Hand Writing and Spelling

A. Preparatory Activities
1. Ibagam no kaano?
2. Ania dagiti aldaw a mapanka idiay eskuela?
3. Ania a bulan ti pangrambak ti Paskua?
4. Ania a bulan ti piesta ti inammatay?

489
B. Writing Activity
1. Modelling by the Teacher
Present flashcards of adverb of time in the pocket chart. Ask them to read
all the words. Let them use the words in sentences. Write the sentences
on the board, following the three straight lines on the board. Let them
observe how you write the sentences.
Discuss how each of the sentences is written. Emphasize the use of
capital letter at the beginning and period at the end.
2. Guided Practice
The pupils are made to copy the first three paragraphs of the story. The
teacher mills around to assist the pupils.

3. Independent Practice
The pupils are asked to copy the rest of the paragraphs of the story.

490
C. Application

D. Evaluation

491
E. Spelling
1. Dictate previously learned words. Let the pupils write the word on their
slate and then on their paper.
2. Dictate adverbs from the previous lesson. Let them write it on their slate
and on their paper.
3. Dictate 3-5 sentences containing previously learned word. Let the pupils
write each word on their paper. Check their work.
4. Write the spelling words clearly in the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity. Check their
works.

DAY 5
Assessment

APPENDICES

DAMAG : Nagdalus Ti YES-O Idiay Baybay


Insurat da: Gina Fe Tesoro ken Natividad Bautista

Nagdalus idiay ti baybay dagiti Young Environmentalist for School


Organization (YES-O) iti Aparri East Central School (AECS) idi Sabado,Hulyo
7, 2012 iti bigat idiay Barangay Punta ken San Antonio ditoy ili ti Aparri.

Indauluan da Miss Thelma Andres nga isu ti Adviser ti YES-O ken ni


Shane dela Cruz nga isu ti pangulo ti panagdalus. Naikkat amin dagiti
nakaiwara a bislak ken dagiti basura nga inbelleng dagiti taga Punta ken San
Antonio.

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Lesson Guide in Grade 1 - Ilokano: Week 38

I. Objectives
1. Predict events that happen in the story based on context clues.
2. Give the possible endings of a story, essay, legends and etc.
3. Respond to the story through the following the following engagement
activities
a. Group 1 – Draw and Tell
b. Group 2 – Tell Me
c. Group 3 – Throw Me
d. Group 4 – Role Play
4. Show love for reading by listening attentively during story reading and making
comments
5. Use clues from context to figure out what the words mean
6. Use culturally appropriate expressions in giving opinion, ideas, views, etc. in
a given situation/issues news and events
7. Read grade one level text with an accuracy 95 – 100%
8. Read grade one level text in favour to five word phrase with appropriate
intonation, expression and punctuation cues
9. Write essay, news articles, events, story or advertisement observing correct
punctuation marks, and capitalization, indention and format.
10. Read stories, news articles, essays, events or story containing high
frequency words and words studied
11. Correctly spell environmental prints being learned
12. Observe proper spacing between words, punctuation marks, capitalization in
essay and story writing
13. Identify the adverb correctly in constructing own sentence

II. Subject Matter

A. Story: Ti Nadalus A Pagadalan


Sarita da: Gina Fe SP. Tesoro
Natividad A. Bautista

B. Focus Skills:
1. Oral Language
Using culturally appropriate expressions in hypothesizing (giving
possible outcomes/results of story, events, activity, actions and
situations heard.
2. Word Recognition
Reading stories, legends, essays, news articles, blogs, etc. containing
high frequency words and words studied.
3. Fluency
a. Reading grade one level text with an accuracy rate of 95 – 100%.
b. Reading grade one level text in four to five word phrases with
appropriate intonation, expression and punctuation cues…

493
4. Spelling
a. Correctly Spelled previously learned words.
b. Correctly spell environmental prints being learned (e.g. Traffic safety).
5. Handwriting
Observing proper spacing between words, punctuation marks, and
capitalization, indention and format.
6. Composing
Writing essay, news articles, events, story or advertisement observing
correct punctuation mark, capitalization, indention and format.
7. Grammar
a. Identify the adverbs used in the sentence.
b. Use the adverb correctly in constructing own sentences.
8. Vocabulary:
Understand that the language used in school is more formal than the
language used at home and with friends.
9. Reading Comprehension:
a. Predicting what the story, school and community events, situations,
activity, legends, blogs, etc. based on context clues.
b. Telling their own stories and legends as an output of their research.
c. Telling their own news article, advertisement, community and school
events, etc. as an output of their research work.
d. Stating the meaning of some environmental signs (e.g. traffic safety,
warning signs)
e. Showing love for reading by listening attentively during story reading
and making comments.

C. References: K to 12 Basic Education Curriculum Guide

D. Materials: Pictures, Big Book, Flashcards/Word Cards,


Worksheets

E. Strategies: Read aloud, Shared Reading, Predicting Events


in the Story, Acting Out, Songs/Rhymes, Drawing

III. Procedure

DAY 1 & 2
A. Pre-reading Activities
1. Motivation
a. Ania ti makunam iti pagadalanyo?
b. Napintas kadi daytoy?
c. Nadalus kadi?
d. Tumultulongka kadi met laeng a mangdalus ken mangpapintas
kadaytoy?
2. Unlocking of Difficult Words
a. pagadalan (picture)
b. nadlaw (context clue)

494
c. maris (picture)
d. impalawag (context clue)
e. malungsot (context clue)
f. panangdaydayaw (context clue)
3. Previewing
a. Present the big book
“Ti Nadalus A Pagadalan”
b. Talk about the title, author and illustrator. Have them look at the cover
of the book showing boys and girls standing in front of a clean school.
Ask: Ania ngata ti ibagbaga ti sarita? Apay ngata nga adda dagiti
ubbing ditoy?
4. Motive Question
Have them look at the first page of the book showing visitors getting
inside the room of Teacher Gina:
Ania ngata ti makita wenno madlaw dagiti bisita?

B. Reading of the Story:


1. First Reading – Read the story using the big book
2. Second Reading – Read the again. This time use a pointer as you show
the sentences in each page
Ask questions as you finish a page. Before proceeding to the next page, let
pupils make inferences about what will happen next.

C. Post Reading Activities:


1. Answer the motive question
2. Group Activity
Group pupils into four
Have them do the following activities.
3. Discussion/ Presentation
Let pupils answer the comprehension questions and present their
outputs.

Comprehension Questions Engagement Activities


Discussion of the Story Small Group Activities
Sadino ti nakapasamakanna ti Group I
sarita? Draw and Tell
Ania nga aldaw a napasamak? (Draw a classroom with teacher
Ania ti ub-ubraen ni Maestra Gina? Gina teaching)

Siasino dagiti simmangpet? Group 2


Siasino ni Emerson? Tell Me
Ania iti nadlawna? -Ibaga no mano a lata ken no ania
Mano a lata ti nakitana? dagiti marisda
Ania dagiti marisda?

Apay ngata nadumaduma dagiti Group 3


maris dagiti lata? Throw Me
Ania dagiti maiparbeng a Ibelleng didiay umno a maris ti lata
mabbelleng ti kada lata?

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Comprehension Questions Engagement Activities
Discussion of the Story Small Group Activities
Dagitoy dagiti nadumaduma a
basura. Kitaenyo man no ania
kadagitoy ti maibelleng diay maris
berde, amarillo, nalabaga ken asul.
ukis ti saba plastik a baso
ukis ti mais daan a bateria
Bungon ti kendi garapon

Tumultulongkayo kadi met a Group 4


mangpadalus ti pagadalanyo? Role Playing
Ania ti aramidem no adda makitam
a basura?
Ania ti pagsayaatan no nadalus ti
pagdyanam?
Ania ngarud ti dapat nga
aramidenyo tapno agnanayon a
nadalus ti pagadalan ken ti
pagtaengantayo?

D. Read the story using the Reading Plan


1. Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
2. Read with appropriate intonation, expression and punctuation cues…

DAY 3
Developing Language Competencies

A. Preparatory Activities
1. Sadino ti pagadalan?
Sungbat: idiay Aparri
2. Sadino ti pappapanam ti aldaw ti Domingo?
Sungbat: idiay simbaan
3. Paggatgatangan ni Nanangmo kadagiti natnateng?
Sungbat: idiay dapon
4. Nagpasiaram idi Sabado?
Sungbat: idiay dapon

B. Lesson Proper
1. Presentation of the Lesson
a. Agad-adalak idiay Aparri.
b. Mapmapanak idiay simbaan ti kada Domingo.
c. Gimmatang ti nateng ni Nanang idiay dapon.
d. Nagpasiar kami nga agkakabsat idiay parke.

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2. Oral Practice
a. Iti umuna a sentence, ania dagiti balikas a mangibagbaga ti maysa a
lugar?
b. Iti maikaddua a sentence, ania dagiti balikas a mangibagbaga no
sadino ti papapanam ti Domingo?
c. Iti ma