WEEK 5

I. Objectives

A. Participate actively during story reading by making comments and asking

questions
B. Express love for reading by browsing the story books read to them and asking to
be read more stories
C. Give/ Produce the beginning sound of letter in a given word.
D. Orally segment a two to three syllable word into its syllabic part
E. Make one-to-one correspondence between written and spoken words
F. Give the letter that begins the name of a given object/picture
G. Identify specific letters in the alphabet
H. Blend specific letters (n,a,i,g,o) to form words
I. Understand that there is a correct way to spell words.
J. Write upper and lower case letters in print using proper proportion
K. Write syllables and words correctly
L. Use names of person, places and things appropriately in sentences
M. Develop and use vocabulary of words that begin with the target letters (Gg and
Oo)
N. Predict what the story is about on what one knows about character, setting and
events
O. Recall important details in stories, events, situation to personal experiences

II. Subject Matter

A. Skills:
1. Participating actively during story reading by making comments and
asking questions
2. Expressing love for reading by browsing the story books read to them and
asking to be read more stories
3. Giving/ producing the beginning sound of letter in a given word.
4. Segmenting orally a two to three syllable word into its syllabic part
5. Making one-to-one correspondence between written and spoken words
6. Giving the letter that begins the name of a given object/picture
7. Identifying specific letters in the alphabet
8. Blending specific letters (n,a,i,g,o) to form words
9. Understanding that there is a correct way to spell words.
10. Writing upper and lower case letters in print using proper proportion
11. Writing syllables and words correctly
12. Using names of person, places and things appropriately in sentences
13. Developing and using vocabulary of words that begin with the target
letters (Gg and Oo)
14. Predicting what the story is about on what one knows about character,
setting and events
15. Recalling important details in stories, events, situation to personal
experiences
 B. Selection: Experience Story
Si Oti
Sinurat ni: Merriam Z. Tanog
C. Reference: K+12 Curriculun
MTB-MLE Indicators
D. Materials: box, ball, pictures, letter cards, meta cards, story
E. Theme: My Favorite Animals and Plants
F. Value: Sportsmanship

III. Procedure

Day 1

A. Experience Story
1. Motivation:
a. “What am I?”
 Teacher presents a small box with a ball inside it.
“Can you guess what’s inside me?” said the box.
 Listen as I give you my clues.
“The one who can guess what’s inside will own me.”
Clues: I am round,
I roll around,
I can be big or small.
Kids love to play with me.
What am I?

b. After a pupil guesses what’s inside the box, teacher shows it to

the class and asks.
What do you usually do with a ball?
What game can we play with a ball?
Do you like to play with this ball?

2. Presentation
a. Do the experience together “Shoot That Ball”
 Teacher introduces a new game to the pupils.
 Group the pupils into four.
 Pupils in a group form line and each one shoots the ball into
the box.
 The team/group with more balls shoots will be declared as
winner.
  Teacher guides pupils in setting rules on how to play ball.

b. Ask the following questions:

 How did you find the game?
 Did you like the game we played today? Why or why not?
 Whose group won in the game?
 What did you feel when you won the game?
 How did you feel when your team lost in the game?

Value:
What attitude should winners show to the losers?
What attitude should losers show to the winners?
If you lost in the game, what should you do so that next
time you’ll win the game?

c. Talk about the experience.

 Teacher encourages the pupils to share their experiences
during the game.

d. Create a story.
 Teacher writes on the board the pupils’ experiences sentence
by sentence.
 Teacher reads the experience then asks the pupil who told the
experience if he/she is sure about it.
 Ask pupils to check or rearrange the sentences in the story.

e. Give a title to the story.

 Teacher guides the pupils in giving appropriate title to the story
created.

f. Read the whole story following the reading guide/plan.

 Teacher reads story.
 Teacher reads with the pupils.
 Call a pupil-volunteer to read the story. One, pair, group and
entire class read the story.

Day 2

A. Review
 What game did we play yesterday?
 Did you like the game?
 Which group won in the game?

B. Presentation
 What other objects begin with Gg?
  Teacher presents picture with initial /g/.

Picture of Picture of
goose cotton

ganso gapas gulay garapon

 What sound do you hear at the beginning of the word?
 What is the initial letter of the set of pictures?

C. Modeling:
1. Producing letter sound of Gg.
 Teacher shows letter card with Gg.
 Tell the pupils that it gives the sound /g/.
 Teacher produces the sound three times while pupils follow. /g/
… ganso
/g/… gapas
/g/… garapon
/g/… gulay

D. Primer Track Lesson (Key Letter Gg)

1. Present the Key Picture and Key Word: gana
Ipahiling an tampok na ritrato asin an tampok na tataramon.

gana
 What does the picture tell?
Ano an ipinapahiling sa ritrato?

 This is a picture of a_________.

Ini an ritrato kan____________.
 Teacher points to the key word.
Ituturo kan paratukdo an tampok na tataramon.
 This is how we write the key word.
Arog kaini an pagsurat kan tampok na tataramon.
 Write the key word inside the box below the key picture.
Isusurat kan paratukdo an tampok na tataramon sa laog kan
kahon sa baba kan tampok na ritrato.
 Read the key word 2-3 times with the pupils.
Babasahon an tampok na tataramon nin nagkapirang beses
kasabay an mga aki.
2. Syllable Box
 Teacher points to the key word and reads it at normal speed.

gana
Ini an tampok na tataramon. An pagbasa kaini gana.

 Point to each syllable as teacher reads each syllable distinctly.

ga na

Ini an mga silaba na nagbibilog kan tampok na tataramon.

Babasahon ko an kada silaba, ga na.

 Read each syllable again, clapping once for each syllable. Do this
again and have the pupils clap with the teacher.
Babasahon ko giraray an mga silaba asin sasabayan
nindo ako sa pagpakpak mantang pigbabasa an kada
silaba.

3. Word Breaking
 Teacher writes the key word on the left side under the syllable box.
Read it to and then with the pupils.
 Teacher writes the new letter directly under the new letter above.
Read it to then with the pupils.
 Teacher continues writing each smaller part of the word and reading it
to and with the pupils.
 Teacher writes the new letter directly under the new letter above.
Read the new letter to and with the pupils.
 Teacher reads the whole Break-the-Word column with the pupils.

gana

gana

ga

4. Word Making
 Teacher writes the new letter to the right of the Break-the-Word
column and reads the new letter with the pupils.
  Teacher writes the part of the word with the new letter so the new
letters are in a straight column, then, reads the parts of the word with
the pupils.
 Follow the pattern using as many steps as in the Break-the-Word
Activity.
 Finally, write the entire word so the new letters are in a straight
column and read the word with the pupils.
 Pupils read the key word, syllable box, break the word and make the
word together. Volunteers read alone.

gana

gana g

ga ga

g gana

5. Big Box

g n i ag

a ga gi nag

na ni an ig

 Pupils read letters/syllables as teacher points to each box.

 First, move the pointer across each row of the Big Box as pupils read.
 Then, move the pointer down each column as they read.
 Next, point to different letters or syllables randomly.
 Volunteers read each letter or syllable as teacher points to it.
 Teacher makes necessary corrections, if mistakes are committed.

6. Finding the words in the Big Box

 Pupils generate other words using letters and syllables in the Big Box.
 These may be words they previously learned or other words they have
not learned/introduced by the teacher.
 Read the words with the pupils as they identify them.
 Ask the pupils, “Is the word correct?” If yes, read it with the pupils. If
not, another pupil points to the correct letters.
 Write each new word on the chalkboard.
 Pupils read all the generated words in the word list together.

na ga nag Ana

ni gi gana gaga

ini gaga Gigi Aga

ani ina Naga naaga

nag-agi nag-aga nag-aagi nagana

 Teacher chooses from among the generated words a word that he/she
may use in a sentence.

nag-agi
7. Sentence Breaking

gana
gana g

ga ga

g gana

g n I ag

a ga gi nag

na ni an ig

nag-agi

An gana nag-agi.

An gana

An
  Teacher writes the Sentence Making Word (nag-agi). Points to it and
reads it with the pupils. Tell the pupils that the word will be used to
make a sentence.
 Teacher writes the whole sentence under the Big Box on the left side.
 Teacher moves the pointer under the sentence as he/she reads it with
the pupils.
 Teacher writes the part of the sentence with the sentence-making
words directly under the same word above.
 Teacher uses the pointer and reads every part of the sentence with
the pupils.
 Teacher writes the next smaller part of the sentence.
Teacher uses the pointer and reads every part of the sentence with
the pupils.
 Teacher writes the sentence-making word directly under the same
words in the rows above and reads it with the pupils.

8. Sentence Making

gana
gana g

ga ga

g gana

g n I ag

a ga gi nag

na ni an ig

nag-agi

An gana nag-agi. An

An gana An gana

An An gana nag-agi.

 Teacher tells the pupils, “Now, we will make the sentence again.”
 Teacher writes the sentence-making word under the Big Box on the
right side.
 Teacher points to the word as he/she reads it with the pupils.
 Teacher writes the next biggest part of the sentence under the
sentence-making word above.
  Teacher uses the pointer and reads the part of the sentence with the
pupils.
 Now, teacher writes the entire sentence so that the sentence-making
word is just under the same word above.
 Teacher uses the pointer and reads the sentence with the pupils.

E. Guided Practice
 Pupils read the words, phrases and sentences from key word, syllable box,
word-breaking, word-making, big box, new word, sentence-breaking and
sentence-making.
 Call volunteers, pairs/dyads, rows, groups, and the entire class to read.

gana

gana g

ga ga

g gana

g n I ag

a ga gi nag

na ni an ig

nag-agi

An gana nag-agi. An

An gana An gana

An An gana nag-agi.
 Day 3

A. Review:
 Show letter card with Gg. Give the sound of the letter then associate it with
the pictures that begin with letter Gg.

Picture of Picture of
cotton goose

gana gapas ganso

garapon gulay gapo

B. Introducing Letter Gg.

 Teacher shows letter cards with big and small Gg.
Gg represent the sound /g/.
These are Mama G and Baby g. They both sound /g/.

C. Modeling: Writing letter Gg.

 Teacher shows the proper hand strokes in writing letter Gg.
Count the stroke while pupils follow.
Write letter Gg on the air, palm, back of the classmate, and on the desk.

D. Guided Practice
1. “Time to Write” Trace broken lines to form picture of object that begins
with Gg.

Let pupils say something about the picture.

Gibuhon 1
Talaon an putol-putol na linya tanganing makabilog nin ritrato na
nagpupuon sa letrang Gg.

Picture of
gapo

Gibuhon 2
Talaon an mga putol-putol na linya tanganing makabilog nin letrang Gg.
Gibuhon 3
 Pagkabiton an mga tuldok tanganing makabilog nin letrang Gg.

Gibuhon 4
Isurat an dakula asin sadit na letrang Gg.

2. “Letter Box” Teacher points to the letter one at a time and asks pupils if
it gives the sound /g/. Say ‘Hep! Hep!’ if the letter sound is /g/ and say
‘Hooray!’ if not.

N g G I a A G
G g O n I G g
3. Show the syllable box. Help pupils form new words from the given
syllables.

g n I ag

a ga gi nag

na ni an ig

gana
ga na

a ga aga

agi
a gi
 Do the same with the other generated words (nag, naaga, nag-agi,
nag-ani, naga)
 Guide pupils in reading the generated words from the letters learned
(n, a,i,g)
 Teacher gives the meaning of the new words.

E. Independent Practice
  Teacher shows phrases and sentences from the generated word. Teacher
reads with the pupils then pupils read alone or in pair.

an ina nag-ani an ina

naaga an ina nag-agi an ina

An ina nag-agi.
Naaga an ina sa Naga.
Nag-ani an ina sa Naga.
Nag-agi an ina sa Naga.

 Teacher asks the following questions:

1. Siisay an nag-agi?
2. Sain naaga an ina?
3. Nag-ano an ina sa Naga?
4. Sain nag- agi an ina?

F. Post Assessment
1. Teacher presents the story “Si Nana Ana”.

Si Nana Ana
Gana an ina ni Aga.
Nag-agi na an ina ni Aga.
Na-aga an agi ni Nana Ana na ina ni Aga.
Aga-aga nag-aagi an ina ni Aga ta nag-aani sa Naga.

 Answer the following:

a. Siisay an nanggana?
b. Ano an ginibo kan ina ni Aga?
c. Kasuarin nag-aagi si Nana Ana na ina ni Aga?
d. Pasain si Nana Ana?
e. Nata aga-aga nag-aagi an ina ni Aga?

2. Spelling
1. agi
2. aga
3. gana
4. Naga
5. nag-ani

Day 4
A. Prereading activities
1. Unlocking of Difficulties (through pictures and context clues)

Picture of Picture of a
a well girl looking
for her lost
wallet

turtle well
a. bau-o b. bubon c. handal
*Nahandal siJudith
kan nawara an
saiyang pitaka.

2. Motivation
 Teacher prepares puzzle of turtle, rabbit and dragonfly.
 What animals are formed? Tell something about the pictures.
 Where can you see these animals?
 Who among you experienced being lost in a strange place?
How did you feel?
How were you able to find your place?

3. Book Orientation
 What is in the cover of the book?
 Can you tell/predict what the story is about?
 Pupils describe the cover, ask question about the story, and predict
what the story is all about.
 Teacher introduces the writer and illustrator.

4. Motive Questions
 What happened to Oti?

B. Reading the story

Read Aloud
Interactive Reading: Teacher reads the story “Si Oti” while pupils listen.
Teacher stops for a while then ask question. Pupils predict what will happen
next. Then, teacher continues reading the story.

Si Oti
Sinurat ni: Meriam Z. Tandog

Si Oti sarong sadit na bau-o. Nakaistar siya sa irarom kan sarong

dakulang gapo. Sarong aldaw, nagduman siya sa dagat para magpasyar.
Nakahiling si Oti nin sarong dakulang alibangbang. Nagayunan si Oti digdi ta
naiiba man an saiyang paglakaw.

“Maray pa siya, sa itaas naglalakaw,” sabi ni oti sa sadiri. Pigsunod ni

 Oti an alibangbang sagkod makaabot siya sa harayong lugar.

“Dai niya nariparo na nawawara na palan siya. Dai niya aram kun
pano siya makakapuli. Handal na marhay si oti.

Naglakaw pa si Oti, may nasabat siyang duwang kuneho.

“Ako palan si Oro, ini an tugang kong si Ora,” an sabi kan sarong
kuneho.

“Tano ta naghihibi ka?” sabay na hapot ni Oro asin Ora.

“Dai ko kaya aram an dalan papuli samo. Puwede nindo akong ihatod
samo?” hapot ni Oti.

“An duwang kuneho nawawara man palan. “Dai mi nakukua an dalan

paluwas digdi,” an sabi kan duwang kuneho.

Sarabay na naglakaw an tulo. Kan madali na sinda makaabot sa may

kakahuyan, nahulog sindang tulo sa sarong hararom na bubon.

Pagmata ninda, sarong magayunon na lugar an saindang nahiling.

Nakahiling sinda nin sadit na ulod. Hinapot sinda.

“Ako si Oma. Ini an samong lugar. An apod kaini, Oklan,” an sabi ni

Oma.

“Magayon an lugar nindo,” sabi kan tulo.

“Iyo, ta bawal mag-apon nin ati kun sain-sain sana. An mga basura,
inaapon mi sa tamang lugar,” an sabi ni Oma.

“Gabos kami digdi nagtatarabang sa pagtanom nin mga masitas asin

mga kahoy. Ginigibo mi an gabos para maging magayon asin malinig an
samong lugar,” sabi ni Oma.

Nangako an tulo na gigibuhon man ninda an mga bagay na ginibo kan

mga pag-iriba ni Oma.

Nin huli sa kapagalan, sindang tulo nangaturog. Pagmata ninda, yaon

na sinda sa saindang lugar.

Ginibo ni Oti, Oro, asin Ora na mapagayon asin mapalinig an

saindang lugar.

C. Post Reading
1. Interactive Questions (Questions asked during reading)
1. Ano an nangyari ki Oti kan siya nawara?
2. Ano si Oti?
3. Sain nagpasyar si Oti?
4. Ano an narisa niyang pagkakaiba ki alibangbang?
5. Ano an nangyari sa kasusunod niya ki alibangbang?
 6. Siirisay an saiyang nasabat sa saiyang paglakaw kan siya
nawawara?
7. Ano an nangyari saindang tulo?
8. Ano an pangaran kan ulod?
9. Ano an nanudan ninda ki Oma?
10. Ano kaya an gigibuhon ninda pag nakabalik sinda sa sadiring
lugar?

2. Post Reading Questions (Questions asked after reading)

a. Pano mo aatamanon an kapalibutan?
b. Ano an magigibo mo tanganing ipahiling an saimong pagmakulog
sa kapalibutan?
c. Anong adal an saimong napurot sa istoryang nadangog?

D. Literary Extender
 “It’s Show Time” Group pupils into three. Teacher gives situation for each
group to act out in front of the class.

Group 1 - Namamasyar si Oti sa may dagat kan mahiling niya si

Alibangbang.
Group 2 - Nahandal si Oti kan marisa niyang nawawara na siya nin
huli sa kasusunod ki Alibangbang.
Group 3 - Nabisto ni Oro, Ora asin Oti si Oma sa sarong
magayunon na lugar.

Day 5
A. Review
 What are the names of the animals in the story?

Oti Oro Ora Oma

 What is the beginning letter of the names in the story?

 What other object/word begins with letter Oo. Teacher shows pictures of
object that begins with Oo.

Picture of Picture of
clock a bishop

okra orasan obispo

 In what sound does the name of the pictures begin? /o/

B. Modeling
 “Show Me” Teacher shows letter card with big and small Oo and introduces
its sound /o/.
  Teacher produces the sound three times as pupils follow.
 As teacher raises letter card, pupils produce the sound /o/.

C. PRIMER LESSON (Key Letter Oo)

1. Present the Key Picture and Key Word: Onin
Ipahiling an tampok na ritrato asin an tampok na tataramon.

Picture of Onin (a boy

with his name Onin
printed on his shirt)

Onin

 What does the picture tell?

Ano an ipinapahiling sa ritrato?
 This is a picture of a_________.
Ini an ritrato kan____________.
 Teacher points to the key word.
Ituturo kan paratukdo an tampok na tataramon.
 This is how we write the key word.
Arog kaini an pagsurat kan tampok na tataramon.
 Write the key word inside the box below the key picture.
Isusurat kan paratukdo an tampok na tataramon sa laog kan
kahon sa baba kan tampok na ritrato.
 Read the key word 2-3 times with the pupils.
Babasahon an tampok na tataramon nin nagkapirang beses
kasabay an mga aki.

2. Syllable Box
 Teacher points to the key word and reads it at normal speed.

Onin
Ini an susing tataramon. An pagbasa kaini Onin.

 Point to each syllable as teacher reads it distinctly.

O nin
Ini an mga silaba na nagbibilog kan susing tataramon.
Babasahon ko an kada silaba. O nin.

 Read each syllable again, clapping once for each syllable. Do this
again and have the pupils clap with the teacher.
Babasahon ko giraray an mga silaba asin sasabayan
 nindo ako sa pagpakpak mantang pigbabasa an kada
silaba.

3. Word Breaking
 Teacher writes the key word on the left side under the syllable box.
Read it to and then with the pupils.
 Teacher writes the new letter directly under the new letter above.
Read it to then with the pupils.
 Teacher continues writing each smaller part of the word and reading it
to and with the pupils.
 Teacher writes the new letter directly under the new letter above.
Read the new letter to and with the pupils.
 Teacher reads the whole Break-the-Word column with the pupils.

Picture of

Onin

Onin
Onin

On

4. Word Making
 Teacher writes the new letter to the right of the Break-the-Word
column and reads the new letter with the pupils.
 Teacher writes the part of the word with the new letter so the new
letters are in a straight column, then, reads the parts of the word with
the pupils.
 Follow the pattern using as many steps as in the Break-the-Word
Activity.
 Finally, write the entire word so the new letters are in a straight
column and read the word with the pupils.
 Pupils read the key word, syllable box, break the word and make the
word together. Volunteers read alone.

Picture of

Onin

Onin
Onin O

On On
 O Onin

5. Big Box

o no go og

nog ga gi nag

a g in no

 Pupils read letters/syllables as teacher points to each box.

 First, move the pointer across each row of the Big Box as pupils read.
 Then, move the pointer down each column as they read.
 Next, point to different letters or syllables randomly.
 Volunteers read each letter or syllable as teacher points to it.
 Teacher makes necessary corrections, if mistakes are committed.

6. Finding the words in the Big Box

 Pupils generate other words using letters and syllables in the Big Box.
 These may be words they previously learned or other words they have
not learned/introduced by the teacher.
 Read the words with the pupils as they identify them.
 Ask the pupils, “Is the word correct?” If yes, read it with the pupils. If
not, another pupil points to the correct letters.
 Write each new word on the chalkboard.
Pupils read all the generated words in the word list together.

Sample list of generated words

n
Naga igo gona

nagi nigo Nognog

 Teacher chooses from among the generated words, a word that

he/she may use in a sentence.

nigo
7. Sentence Breaking

Picture of

Onin
 Onin

Onin O

On On

O Onin

o no go og

nog ga gi nag

a g in no

nigo

Ini an nigo ni Aga.

Ini an nigo ni

Ini an nigo

Ini an

Ini

 Teacher writes the Sentence Making Word (nigo). Points to it and

reads it with the pupils. Tell the pupils that the word will be used to
make a sentence.
 Teacher writes the whole sentence under the Big Box on the left side.
 Teacher moves the pointer under the sentence as he/she reads it with
the pupils.
 Teacher writes the part of the sentence with the sentence-making
words directly under the same word above.
 Teacher uses the pointer and reads every part of the sentence with
the pupils.
 Teacher writes the next smaller part of the sentence.
Teacher uses the pointer and reads every part of the sentence with
the pupils.
 Teacher writes the sentence-making word by itself so it is directly
under the same words in the rows above and reads it with the pupils.

8. Sentence Making

Picture of

Onin
 Onin

Onin O

On On

O Onin

o no go og

nog ga gi nag

a g in no

nigo

Ini an nigo ni Aga. Ini

Ini an nigo ni Ini an

Ini an nigo Ini an nigo

Ini an Ini an nigo ni

Ini Ini an nigo ni Aga.

 Teacher tells the pupils, “Now, we will make the sentence again.”
 Teacher writes the sentence-making word under the Big Box on the
right side.
 Teacher points to the word as he/she reads it with the pupils.
 Teacher writes the next biggest part of the sentence under the
sentence-making word above.
 Teacher uses the pointer and reads the part of the sentence with the
pupils.
 Now, teacher writes the entire sentence so that the sentence-making
word is just under the same word above.
 Teacher uses the pointer and reads the sentence with the pupils.

D. Guided Practice
 Pupils read the words, phrases and sentences from key word, syllable box,
word-breaking, word-making, big box, new word, sentence-breaking and
sentence-making.
 Call volunteers, pairs/dyads, rows, groups, and the entire class to read.

Picture of

Onin
 Onin
Onin O

On On

O Onin

o no go og

nog ga gi nag

a g in no

nigo

Ini an nigo ni Aga. Ini

Ini an nigo ni Ini an

Ini an nigo Ini an nigo

Ini an Ini an nigo ni

Ini Ini an nigo ni Aga.