ther le My First Dayin School -« (Asking Sentences, Capitalization, and Punctuation) Pe _ What This Lesson Is About The first day of school may be fun for some pupils and scary for others. What about you? How did you feel during your first day in school? A child may have many questions in mind about his or her first day in school. Parents want to know how their children get through and feel about their first day in school. In this lesson, you will learn about how a boy feels on the first day of classes.In this section, you will learn to * identify asking sentences; * capitalize the beginning letter of the first word of a sentence; * use the correct end punctuation mark for an asking sentence; and * distinguish asking from telling sentences. Recognizing and Writing Asking Questions Did you hear the following sentences in the dialogue? . How was your first day in school? . Did you have fun? . What did you do? Who is your new friend? . Would you like to meet him? . Is he nice? The above sentences are asking sentences or interrogative Sentences. Anasking sentence begins with a capital letter and ends witha gestion mark (?). An asking sentence begins with words like How, What, Who, Did, Would, and Is. Ue we Other words used at the beginning of asking sentences are the 6. Am 11, Should 7. Are 12, Can 8. Was 13. May 9. Were 14. Will 10. Could‘ An asking sentence asks a question. It is also called an interrogative sentence. An asking sentence begins with a capital letter and ends with a question mark (?). Telling and asking sentences both begin with a capital letter. They differ in end punctuation marks. Telling sentences end with a period while asking sentences end with a question mark. 2 : Rewrite each asking sentence. Use correct capitalization and punctuation. Write the sentences in the space provided. 1. do you know what the body needs 2. what are they 3. does the body need food4. are camote, cassava, and bread go foods vw . will you eat grow foods like meat and eggs 6. are fruits and vegetables glow foods 7. do you eat go, grow, and glow foods ~ = . does the body need exercise jx 9. which of these foods do young children need most 10. why should you eat plenty of fruits and vegetablesWrite T in the space provided before each number if the sentence is a telling sentence. Write A if it is an asking sentence. Then rewrite the sentence correctly in the space provided. 1. our body needs nutritious food 2. there are three food groups 3. do you know what they are 4. they are go, grow, and glow foods 5. can we stay healthy without eating fruits and vegetables 6. do go foods give energy 7. do young children need go foods to make them strong 8. grow foods like fish and chicken make you grow tall 409. your body needs exercise e is he 10. your body needs rest Read each sentence. Put a check (Y) on the line before each number By if it is an asking sentence and a cross (X) if it is a telling sentence. Then rewrite each sentence correctly in the space provided. 1. what do you eat for breakfast 2. ieat ham and egg . are they grow foods — 4. i will drink milk = 5. milk is a complete food 6. what will you have for snacks 7. ilike ice cream 8. is it chocolate flavored9. its flavor is vanilla 10. how many scoops do you like In this section, you will learn to © share personal experiences through answering questions; and * observe correct intonation when reading. Sharing Personal Experience Through Answering Questions Find a partner. Read aloud together the dialogue with correct intonation. My First Day in School It was already 12 noon. The grade 1 class was dismissed. Grant met his mother at the gate. : Mama! Let us go home. : How was your first day in school? : Fine, Mama. : Did you have fun? : Idid. : What did you do? : We sang songs. We played some games. I met a new friend.Mama : Really? Who is your new friend? Grant : Richard. He sits next to me. Would you like to meet him? Mama : Of course. Is he nice? Grant : Yes, Mama. I enjoyed playing with him. Mama : That is good. Let us go. Share your personal experience by taking turns in answering the questions below. Observe correct intonation. © How was your first day in school? * Did you have fun? © What did you do? ¢ Who are your new friends? In this section, you will learn to * write about your personal experience. Writing a Paragraph About the First Day of School Read the sample paragraph below. Observe the proper way of writing the title. Observe the correct way of writing a paragraph. The first sentence should be indented. Use the correct margins. The First Day of School Can you still remember what happened on the first day of school? I do. I was very excited to go to school. My mother took me to our classroom. Do you know how I felt? I was so 43)nervous, but when the teacher led me to my chair, I felt at ease. I sat next to Mac and Gabriel. We became friends. We sang and played games. We really had fun. Get your writing paper. Write your own paragraph about your first day in school. Let the following questions be your guide. * Who took you to school on the first day of classes? * How did you feel? * Where did you sit? * Who became your friends? * What did you do? © How did you feel at the end of the day? Read your paragraph silently. Take note of your own mistakes. The following questions will help you identify your mistakes. * Did you write your title at the center? * Did you use capital letters for important words in your title? * Did you begin your sentences with capital letters and end them with the correct punctuation marks? * Did you indent the beginning sentence of your paragraph? Did you use correct margins? Wher Find a partner. Ask him or her to read your work. If there are still corrections to be made, do them and rewrite your paragraph.Read your paragraph to your partner. Be ready to read it to the whole class. Submit it to your teacher. Then keep it in your writing portfolio when he or she returns it. first In this section, you will learn to * spell words with the long e sound spelled as ea; and * spell words related to Science and Health. Words with the Long e Sound Spelled as ea A. Form a group with ten members each. Your teacher will give the meaning of a word. Your group will spell the word, with one pupil writing a letter on each card. Start with a different pupil for every word to be spelled. B. Rearrange the jumbled letters before each number. Look at the picture beside the letters as your guide. Write the correct word in the blank to complete each sentence. The first letter is given as your clue. == (habec) 1. We go to the b. to swim and to have a picnic. Hill a (sabet) 2. Alionisa b.(cerma) 3. (madre) 4. (faste) 5. (macres) 6. (pekas) 7. We put c. in coffee. We d. when we sleep. The £, of the town’s patron saint is in January. To s means to shout. Theys__ sto. me in a soft. voice.e. (mates) 8. There is s‘ from the cooking pot. leep. (atles) 9. Tos. means to take another's property without permission. V's is a small river. Sut. (fusrit) 11. Mangoes, oranges, and bananas are soft (siecrexe)12. We need to e every day to make our body strong.(worg) (lowg) (geevateslb) 13. 15. We need eight hours of sleep every day to g. tall. Can you give me an example ofa g, food? Pechay, ampalaya, and eggplant are v. feP le 2 LESSON 4 Getting Ready for School ‘ (Commanding and Requesting Sentences) What This Lesson Is About Look at each picture, What is the child doing? Where do you think she is going? Who is helping her? What about you? What are the things you do to get ready for school? Who helps you get ready? Getting ready for school is something a child like you has to do. A grade one pupil like you cannot get ready for school by yourself. Your mother or father has to tell you what to do and help you along. You will learn how to get ready for school in this lesson. (4gUIn this section, you will learn to * identify commanding and requesting sentences; * distinguish between commanding and requesting sentences; and * write and say commanding and requesting sentences for a given situation. Recognizing and Responding to Commands and Requests Read the following sentences. 1. Wake up, Reju. 2. Drink your chocolate milk. 3. Dry and comb your hair. 4. Drink plenty of water. These sentences express commands or orders. They tell things that need to be done. They are called commanding sentences. They begin with a capital letter and end with a period. Read the following sentences. 1. Mom, may I sleep with you tonight? 2. Will you please hand me my towel? 3. Please bring me a glass of water. ‘These sentences ask permissions or make requests. They politely ask for things to be done. They are called requesting sentences. They end with a period or a question mark. The words may, please, and will are used in requesting sentences.‘ A commanding sentence expresses command or order. It begins with a capital letter and ends with a period. A requesting sentence asks for permission or politely makes a request for something to be done. It begins with a capital letter and ends with a period or a question mark. The words may, please, and will are used in requesting sentences. Exercise 1 Read each sentence. Write C in the space before each number if the sentence is a commanding sentence and R if it is a requesting sentence. 1. Eat a good breakfast. 2. Please do not forget to wash your hands.3. Drink your milk. 4. May Ijoin you for breakfast? 5. Will you join us for dinner? 6. Go to bed early. 7. Please get a storybook. 8. Read it by yourself. 9. Turn off the light, please. 10. Pray before you sleep. Ba Read each sentence. Write C in the space before each number if the sentence is a command and R if it is a request. Then put a period or question mark in the box at the end of each sentence. May I drink coffee CO . Read in a well-lighted room . Will you please stop eating candies . Wash your hands before eating . Brush your teeth regularly . May I take a shower now . Drink fruit juices instead of soft drinks 1. 2. 3. 4. 5. Please take a bath daily 6. 7. 8. 9 . You should exercise daily J 10. Will you please chew your food wellGive a commanding sentence (C) and a requesting sentence (R) for each picture. Write your answers in the space provided. 1, Your mom sees that your feet are dirty. What will she tell you to do? c R: ‘ t ’ 2. Your older brother sees you eating candies. What willhe tell you to do? GS é i a ie; ; R: © < 54or ? do? In this section, you will learn to * give commands and say requests with the correct intonation. Giving Commands and Saying Requests Form groups of five. Prepare a list of commands or requests, whichever your teacher tells you. Let one of you give the command or request to another group. The other group is expected to respond to the command or request. Be sure to give the commands or requests with the correct intonation. Do this in round-robin style or such that every group meets every other group until all the groups shall have given their commands or requests. In this section, you will learn to * write directions or instructions. Writing Directions or Instructions Read the paragraph on page 56 which gives directions or instructions on how to prepare a glass of juice. Giving instructions is like giving commands. In writing instructions, be sure to begin your sentence with a capital letter and end it with the correct punctuation mark.Preparing a Glass of Juice Get a drinking glass. Pour cold water into the glass. Get a tablespoon. Put two tablespoons of powdered juice into the glass. Stir gently. Stir the mixture until it is mixed well. Get your writing paper. Write instructions on how to prepare a glass of cold powdered milk drink. Read your work. Did you give commands when you wrote your instructions in preparing your glass of milk? Read your work again. Did you begin your sentence with a capital letter? Did you end it with a period? Did you indent the beginning sentence of your paragraph? Did you write with appropriate margins? Find a partner and ask him or her to read your paragraph. Let him or her give corrections if there are any. Rewrite your paragraph. Read your paragraph to your partner. Submit it to your teacher. Then put it in your writing portfolio when he or she returns it.In this section, you will learn to * spell words with the long e sound spelled as ee; and * spell words related to Science and Health. Words with the Long e Sound Spelled as ee A. Look for the following spelling words in the puzzle. Circle each word. It may be written left to right, top to bottom, or diagonally (/). The first word has been done for you. sleep queen breeze street early eal sweet screen sneeze daily —_juice green squeeze freeze candies water ins? s{h{b{rjeje|zje|ki{qlils $5|20=|=f=|=0-|=k=|=1 [x ajojuj{r{n him r[s{rlofs\w|ftirlele|zle eldixiellly}|s|ijuje|tie elwlaijtjelr}|fly|minjo|z t{ijujnje|nje|mis|ujije x}h}gie ajdjujwj|!l{ikjq JE Us |r| |= 2 |_U=|=C-|=Z-|=e =| ma|-b—| =F RE [== 20=1=%e|=0-|-C=|=U-|-6-|=6-|=2=|=0-|=1- iluleihjalo|yir{t}ie;ijp cla|nidjije|s|z|x|ujolr eli lt{[hl[alo{klafalililyB. Look at each picture. Identify the name of each picture. Write the missing letters in the boxes. A letter of the word is given as clue. ‘ 7, .[b &.C. Complete each sentence by writing the correct word in the blank. The words are related to Science and Health. Use the pictures as guide. ‘ 1. Children should brush their teeth after eating _2. Drink instead of soft drinks. 3. To be healthy, you should 4. Eat daily. 5. You must drink six to eight glasses of every day.“esson 5 A Trip to the Zoo ‘ (Exclaiming Sentences) COO ES SSS SoS _ What This Lesson Is Children your age love to go on field trips. Such field trips are educational. Children learn many things from them. During field Sips, children visit many places of interest—factories, beautiful spots, Sistorical places, museums, and zoos. In this lesson, you will listen to an exciting experience a group of children had in a zoo 61.ened ng ach B. Think about your own trip to the zoo or about an adventure trip that you had experienced with your family. How did you feel about it? Did you feel the same way as the chatacters in the story? Write your answer in the space provided. In this section, you will learn to identify exclaiming sentences; and write exclaiming sentences correctly by capitalizing the beginning letter of the first word in the sentence and using an exclamation point at the end Recognizing Exclaiming Sentences You heard the sentences in the story that your teacher read to you. Read them with the proper expression. ie DAARWN Hurray! Hurry! We are late for the animal show. Ouch! That is painful. . Help! The lion is coming. . Gosh! They were so colorful. . Tt was fun! These sentences are exclaiming or exclamatory sentences. They express strong feelings like happiness, hurt, fright, sadness, and worry.‘ An exclaiming or exclamatory sentence shows a strong feeling. It begins with a capital letter and ends with an exclamation point (!) or a period (.). Identify the exclaiming sentences. Put a check (/) in the space before each number if it is an exclaiming sentence. Put a cross (X) if it is not. . Help! The lion is out of its cage. . Hurry, call the lion tamer! ____ 3. Ouch! An ant bit me. . The tigers look hungry. . They are being fed by the trainer. . I cannot believe it. . Wow! The elephant is so huge. . Oh boy! That is scary. PRN YO NE . The lion might wake up. Ss . Hurray! We are safe.Look at each picture. Write in the space provided an exclaiming sentence about it.; = Hen In this section, you will learn to * say exclaiming sentences with the correct facial expressions and feelings.us Saying Exelaiming Sentences Form groups of five. Listen as your teacher gives or explains a situation. Decide what exclaiming sentence you will say about it. Write it on a strip of cartolina. As a group, say the sentence while showing it to the others. The group who says the sentence with correct facial expression and feeling gets a point. In this section, you will learn to * write about a personal experience. Writing a Paragraph About an Exciting Trip Recall the story your teacher read to you. Think of another exciting trip or experience you might have had—a trip to the city, a farm, a museum, a park, or any other place. Do a fast-write. On a piece of paper write phrases about your trip: where you went, when you had it, who were with you, why you went on the trip, what you saw or did, and how you felt. Get your writing paper. Write the interesting details of your trip in an orderly manner. Make your sentences exciting and colorful. Use exclaiming sentences. Come up with an interesting title. 67)Read your paragraph again. ‘ Is your title interesting? Is it written in the upper center of the paper? Did you use capital letters for the important words of the title? Did you indent the first sentence of your paragraph? Did you capitalize the beginning letters of the sentences and put the correct end punctuation marks? Did you write within the margins? Did you use exclaiming sentences? When You Ghec! Vine her Form groups of three members. Ask your group mates to read your paragraph for correction. If there are many corrections to be made, rewrite your paragraph. Read your paragraph to your group. Submit it to your teacher, then file it in your writing portfolio after he or she returns it. In this section, you will learn to * spell words with the long i sound spelled as i_e; and © spell words related to Mathematics.le? your then Words with the Long i Sound Spelled asi_e A. Group yourselves into ten members each. Your teacher will give the meaning of a word. Your group will spell the word, with each pupil writing a letter on a card. Start with a different pupil for every word to be spelled. . Complete each sentence by writing the letters of the name of the picture in the boxes. The first letter is given as your clue. 1. The woman who is to get married is a b 2. The players threw the d to start the game.3. The winner got a wonderful 4. The p of the dress is too expensive. 5. Pepper isa Ss that makes the food tasty. 6. Please give me a Ss of your cake. "I & °7. We watch the beautiful Ss at the beach. 98 & Write your name + or three times. » 4 9. Read the sentence two times or is a woody 11. John is (12th) 12th | in the line.12. Jack comes after John so he is (13th) in the line. 13. Today, Cielo is 18 years old. It is her (18th) e birthday. 14. Cielo is now 18 years old. Next year, she will celebrate her (19th) n birthday. 15. After next year, it will be her (20th) birthday. +My Talents Are God’s Gifts (Using Different Kinds of Sentences) Sth) irthday. God gave you talents for you to use to make others happy. Some can sing, some can dance, and some can recite poems. If you have a ‘alent in singing or dancing, you can show it to your family and friends to make them happy. If you have a talent in writing or reciting a poem, you can also do this to make others happy. Sharing God’s gift to others is a way to thank God for the gifts we receive from Him. In this lesson, you may be able to discover and show your talents to others.In this section, you will learn to * answer how and why questions about a story listened to; and * relate events to one’s own experience. Listening to a Story te Relate Events to One’s Own Experience Look at the picture on page 73. What is the girl doing? Do you think she has a good voice? What made you say so? Listen as your teacher reads a story. Answer the following questions with the help of your teacher. 1. If you were Sally, wouldn’t you change your mind and sing with the group? . What gift did Sally receive from God? Do you have her gifts too? . Why do you think Sally wouldn’t want to sing in front of people? . Are you sometimes like Sally? In what way? . Why do you think God gave Sally a beautiful voice? . How should she thank God for this gift? CH ie Ga KS un me om 2. 3. 4 5, 6. In this section, you will learn to * recall the different types of sentences; and * use each sentence properly in relating a similar experience.Using Different Kinds of Sentences to Improve a Story In the story that your teacher read, you heard different kinds of sentences. They made the storytelling interesting. Can you identify them? Can you read each sentence with correct expression? Sally loves singing. (telling or declarative sentence) Will you sing for us, dear? (requesting sentence) I can’t do it! (exclaiming or exclamatory sentence) Who wants to join in the singing? (asking or interrogative sentence) Participate in the program for our guests next month (commanding sentence) gore You have learned the different kinds of sentences. A telling or a declarative sentence tells something. It always ends with a period (.). An asking or interrogative sentence asks a question. It always ends with a question mark (?). A commanding sentence expresses an order or a command. It ends with a period (.). Arequesting sentence asks for permission or politely makes a request for something to be done. Words may, please, and will are usually used to make requests. An exclaiming or exclamatory sentence shows a strong feeling. It ends with an exclamation point (!) or a period (.). Every sentence starts with a capital letter.Read each sentence and tell what kind of sentente it is. Write in the space before each number T if the sentence is a telling sentence, A if itis asking, C if it is commanding, R if it is requesting, or E if it is exclaiming. Put the correct end punctuation inside the box. 1. She sings while under the shower 2. We are going to show them our talents in singing, dancing, and reciting 3. Who wants to dance with a group 4. Oh my goodness, I left my wallet 5. At last it rained Study each picture below and write a sentence about it. Use the given kind of sentence for each number. (commanding or requesting sentence)v 2, (exclaiming sentence) itis 3. (telling or declarative sentence) a ie 4. he (exclaiming sentence) ae ne we (asking sentence)Study the picture below and write a story aboutit in five (5) sentences. Use different kinds of sentences to make your story interesting. =e oc =< he In this section, you will learn to * practice saying different kinds of sentences with different kinds of expressions such as sadness, happiness, surprise, and wonder. Saying Different Kinds of Sentences with Different Kinds of Expressions Read silently the story you made in Exercise 3. Then read it aloud to your partner. Your partner will do the same. Listen and thank him or her after reading. nee oO OF oS 8 oe oeIn this section, you will learn to © write about a personal experience. Writing a Paragraph About One's Hidden Talent Recall the story read by your teacher about Sally. What was the hidden talent of Sally? Do you think Sally changed her mind and joined her classmates in singing? How about you? What is your hidden talent? What can you do with it? How will you improve your talent? Get your writing paper. Write something about your hidden talent. Tell what you can do and how you can improve it. With your talent, tell what you want to do in the future. Give a good title for your paragraph. Read your paragraph. Is your title interesting? Did you write in complete sentences? Did you start your sentences with capital letters? Did you put the correct punctuation mark in each sentence? Read your paragraph aloud to your partner. Ask your partner to heck your paragraph for correction. Rewrite your paragraph if there any mistakes.Form a group with four members. Read your paragraph aloud to them. Say thank you for listening. Submit your work to the teacher. In this section, you will learn to « spell words with long and short u sound spelled as 00; and * spell words related to MAPEH. Words with Long and Short u Sound Spelled as 00 ‘A. Identify each picture and complete each word.8. 00, “ 10S eum ool . Unscramble the word in parentheses to complete each sentence. Write the correct spelling of the word in the space provided. (gesrin) 1 (aerdnc) 2 (uaitgr) 3. (tsgae) 4. (riatts) 5, Sarah Geronimo is a famous She is also a good She also plays the She looks good on Who is your favoriteESSON 1 Persons, Animals, Places, and Things (Nouns) What do you see around you? You see men and women, boys and girls. You see different kinds of animals like cats, dogs, horses, cows, and many others. You also see places like parks, zoos, and hospitals. You see things like chairs, tables, books, pencils, and more. In this lesson, you will learn about the names of persons, animals, places, or things in your surroundings. Psisand ows, itals. es, OF In this section, you will learn to e listen to a story to note details. Listening to a Story to Note Details Look at the pictures at the beginning of this lesson. What do you see? Can you tell what these pictures show? Listen carefully to the story that your teacher will read to you. Then answer the exercise that follows. In any order, list down some of the persons, animals, things, or places that children see or go to, according to the story you heard. 6. as 8. Os 10. wrwye th this section, you will learn to * identify names of persons, animals, places, and things; and * classify nouns that refer to persons, animals, places, and things.Recognizing Nouns Read the words below. Look how the words are grouped. Can you add more words under each column? A B Cc D father jeepne birds school mother bus. butterflies chuch teachers car dogs, hospital : |_pupils trees cats mall : janitors plants horse park Did you observe that words in column A are names of persons? How about the words in column B? How about in column C? How about in column D? Write the name of each group of words on the box below each column. We call all these name words nouns. Nouns are names of persons, places, things, and animals. Circle the noun or nouns in each sentence. 1. We will go to the airport. 2. There are airplanes there. UseThere are many passengers. . They wait at the lobby. The stewardesses and the pilots are ready to go. There are big bags and boxes. The cats and dogs are in pet carriers. O2rnaw-p w . Fruits with seeds are not allowed inside the airplane. 9. Tickets and passports are needed. 10. The pilot flies the airplane.Complete each sentence by writing the name ofthe picture in the 1. My mother went to last Sunday. 2. My and I went with her. 3. I wore anew 4, We rode ina f 5. Outside, there were men sellingay. Read each sentence and look for nouns. Underline them and write them under the correct heading in the chart below. . There are children in the park. . Plants and flowers are seen everywhere. . Caretakers water the plants. . Some animals live in the park. . Bees and butterflies stay near the flowers. . Cats and dogs play with the children. . There are sign posts and written reminders. . There is a souvenir store inside the park. . The janitors keep the ground clean. |. Food is allowed inside the park. Persons PlacesSpeaking In this section, you will learn to * say clearly and loudly what you can see in a given place; and ® recite a short poem with correct expression. Saying Clearly and Loudly What You See in a Given Place Exercise 1 Your teacher will divide you into three groups. Group 1 will say names of persons (like names of family members and friends); group 2, animals; and group 3, things. Assign a number to each member of the group depending on the number of members. Your teacher will say “I went to the circus (place) and I saw... (he or she will call on a member of the group).” The one called will answer, “We saw a clown/lion/ popcorn in the circus.” Then, all group members will repeat what the pupil had said. After this, the group will say “We went to the supermarket (place) and we saw... (the group will call a member of 5 another group to answer).” If a group cannot answer at the count of five, they are out of the game. In such case, your teacher will say a name of a place again (such as park, playground, bookstore, mall, library, church, and others). Remember to say the nouns clearly and loudly. Uso"Below is a poem titled “Down in the Meadow.” Your teacher will read the poem with correct expression. After that, your teacher will ask you to face your partner (seatmate). Assign partner A and partner B. Practice reading the poem with your partner. ; ‘After the teacher gives the signal, recite the poem as a class or group i with correct expression. Down in the Meadow Down in the meadow A garden I see, With butterflies of different hues, And scented roses and daffodils. 2, I see children everywhere. 3 With families, friends, and pets. What a beautiful day to spend, Down in the meadow. Up this section, you will learn to * write a paragraph about what you see around you. ting to Tell About What You See Around You it Read the paragraph that follows and name the things that the ster sees every morning.Everything I See In the morning when I wake up, I look out the window and I see the rising sun. I see the birds on the trees singing cheerfully. I see the beautiful flowers starting to bloom. I go out of my room and I see my loving father and mother smiling at me, greeting me merrily with the sweetest “Good morning, Child.” I thank God for everything I see. These are the things and people that I love dearly. He made them just for me. Get your writing pad and list down the things you see every morning on your way to school. Now you are ready to write your 0 paragraph. You may use the same title or have a different one. Read the paragraph you have written. Did you write about the things you saw on your way to school? Did you thank God that you have eyes to see them? If you need to add something more, you may rewrite your paragraph on another sheet of paper. Get a partner who will read and check your work. At the same time, get your partner’s work and check his or her work, too. Be guided by the questions below. 1. Did your partner indent his or her paragraph? If not, draw an arrow (+) before the first sentence. 2. Do all the sentences start with capital letters? If not, encircle the word and write cap to tell your partner to capitalize the word.own ou lay 3. Do all the telling sentences end with a period? If not, put a period () after each sentence. 4, Do you find some words misspelled? Underline the word and write sp on top of the word to tell your partner to spell the word correctly. Get back your work and rewrite your paragraph. Find another partner and take turns in reading your paragraphs. After reading your partner’s work, say, “Thank you. You did very well.” Post your work on the bulletin board and keep it later in your writing portfolio. In this section, you will learn to © spell words with blends correctly; and * spell words related to Mathematics. Words with L-Blends Complete each word with a consonant blend (bl-, l-, fl-, gl-, pl-, sl-). 1. These __ ates are clean.2. That _____ ag is on the pole. 3. The ____ind cannot see. 4. The crow isa___ ack bird. 5.Sheis____ad to get a prize. 6. ____ ease pass the rice.7.Put____ue on the paper. 8.Tony,____ug the TV set. @The____obe is a model of planet Earth. The sky is____ ue during sunny days.Words Used in Math Write the missing letters of each word you use in yqur Math lessons. 1. It means putting things together. d 2. They are the numbers to be added. 3. It is the answer in addition. ) 4, It is a sign that tells a number is added to another. 5. The number when added to this number remains the same. ZzHelpful Friends : (Proper and Common Nouns) ns. jat This Lesson Is About People make up a community. There are many different kinds of le in a community. You see them every day. They help you in rent ways. You talk to them and make friends with them. In this m, you will learn who they are.4. Who is the dentist? _— Dr. Locsin __ Dr. Santos ___ Dr. Mendoza 5. Where is their subdivision located? ___ Las Piitas _— Makati _— Manila in this section, you will learn to * identify proper and common nouns; * classify nouns into proper or common; * capitalize the beginning letter of proper nouns; and * say a proper noun for a given common noun.Using Proper and Common Nouns Read the nouns in each column. A doctor lawyer engineer market city B Dr. Teves Atty. Morales Engr. Sese Galas Wet Market Las Pifias In column A, the nouns are general names of persons and places. They begin with small letters. They are called common nouns. In column B, the nouns are specific names of persons and places. They begin with capital letters. They are called proper nouns. A common noun is a general name of a person, place, or thing, both living and nonliving. It begins with a small letter. A proper noun is a specific name of a person, place, or thing, both living and nonliving. It begins with a capital letter. Examples: Common Nouns pencil girl city Proper Nouns Mongol Carlo Manila Sto. Domingo ChurchLook for the proper and common nouns in each sentence. Underline the proper noun and circle the 1. The boy studies at Sta. Ana Ac my. 2. Miss Flores is his new teacher. 3. His best friend is Tom. 4, He lives in a busy street in Quezon City. hey 5. Chester is his favorite cat. hey Choose the proper noun and the common noun in each sentence. Write them under the correct column below. 1. Atty. Castillo is a lawyer. He has a new Honda Civic car. His family lives near the Diaz family. Linda is the name of his wife. Danilo is their youngest child. he wy vw Common Proper SoExercis A. Write in the space provided a common noun for each proper noun. 1. Dr. Valenzuela 2. Zest-O 3. Barbie 4. Snow White 5. SM Megamall B. Look at each picture. In the space provided beside the picture, write a proper noun. Then, write a sentence in the space provided below the picture using the proper noun. Sentence: 2. soft drink Sentence:vrite ow 3. teacher STA a Maw 3035 Sentence: 4, park Sentence: Sentence: this section, you will learn to * tell something about your community using proper and common nouns; and * speak clearly.Read your paragraph in a triad (group of three). Take turns reading your work aloud. After each turn say, “Thank you for sharing. It was a work well done.” Keep it in your writing portfolio afterward. In this section, you will learn to * spell words with r-blends correctly; and * spell words related to Mathematics. | | Words with R-Blends | A. Group yourselves into ten members each. Your teacher will give the meaning of a word. Your group will spell the word, with one pupil writing a letter on each card. Start with a different pupil for every word to be spelled.the pil B. Choose and circle the word that is spelled correctly. 1. bredd 2. breast 3. bridje 4. crown 5. frend 6. drink 7. graid 8. graceful 9. droasy 10. proud 11. subtruction 12. subtrahend 13, minuwend 14. deduck 15. deferens bread. brest bridg croun freand dreenk grade graseful drawsy prowd subtraction subtrahand minuend dedact difference breadd breest bridge crowne friend dreank graed gracefull drowsy pruod subtracion subtrehend minound deduct diferencehe vil B. Choose and circle the word that is spelled correctly. ir 10. 1. 12. 13, 14. 15. bredd . breast . bridje . crown . frend . drink . graid . graceful . droasy proud subtruction subtrahend minuwend deduck deferens bread brest bridg croun freand dreenk grade graseful drawsy prowd. subtraction subtrahand minuend dedact difference breadd breest bridge crowne friend dreank graed gracefull drowsy pruod subtracion subtrehend minound deduct diferenceAnimal Friends (Singular and Plural Nouns) Some children look forward to visiting their grandparents living in the province. Taking a long ride and seeing many animals along the way make the visit very enjoyable. In this lesson, you will learn about some animals found in the province and how they become friends wi the people in the farm.In this section, you will learn to * answer questions about a short story listened to; and * relate story events to an experience. Listening to a Short Story to Answer Questions and Relate Events to an Experience A. Listen carefully as your teacher reads the story. Choose and circle the letter of the correct answer. 1, Where did the family go? a. city b. province c. outside the country 2. What did they see along the road? a. greenfields b. trees and shrubs c. all of the above 3. Where did they ride? a. inan airplane b. ona bus c onatrain 4. What did they see on the hills? a. carabaos and pigs b. cows, goats, and ducks c. all of the aboveForming the Plural of Nouns Read the nouns in each column. ‘ A B animal animals carabao carabaos_ The nouns in column A are only one in number. They are singular nouns. Those in column B are more than one in number. They are plural nouns. Most singular nouns form their plural by simply adding -s. Anoun is singular when it refers to only one. A noun is plural when it refers to more than one. Add -s to most singular nouns to form their plural. Form the plural of each noun in parenthesis by adding -s. Write the word in the blank to complete each sentence. (animal) 1. We saw many in the farm. (duck) 2. We watched the in the pond. (carabao) 3. There were three wading in the mud. (goat) 4. Several were grazing on the field. (cow) 5. The farmer was milking the (chicken) 6. There were in the coop. (dog) 7. Twoblack______ were barking at the cat on the tree. (cat) 8. There were three more____up on the tree. | (bird) 9. The_____ on the tree flew away. (bee) 10. The birds disturbed the in their hive.Nrite ad. ie tree. Forming the-Plural of Nouns Ending in-s, -sh, -ch, and-x Read the nouns in column A. Study how each noun forms its plural in column B. dish + es = dishes @D @© &> patch + es = patches ae box + es = boxesSingular nouns ending in -s, -sh, -ch, and -x form their plural by adding -es. The -es is pronounced /iz/. Write the correct plural noun for each sentence. The pictures are your clues to the answers. Read the paragraph and pronounce the -es as /iz/ correctly. The Great Big Buses a shapes. Some buses look like buses have window buses don’t have seats. They only have inside.Form the plural of each noun by adding -es. Read the poem aloud and pronounce the -es as /iz/ correctly. My Favorite Things These are some of my favorite things. Peach__, sandwich__, and delicious dish___. Colorful watch___, Christmas box___ and pink hairbrush, Clean beach___, green bush___ and yellow school bus , Forming the Plural of Nouns Ending in -o by Adding -es 1, mango + es ==> mangoes ot ) 2. hero + es ==> heroes 3. echo + es ==> echoesA 4. volcano + es => volcanoes erm } 5. domino + es ==> dominoes wee 6. torpedo + es == torpedoes DY 7. cargo + es ==> cargoes 8. potato + es => potatoes & oO QO ieate 9. mosquito + es => mosquitoes ¥* 10. tomato + es ==> tomatoes e ®&How do these nouns that end in -o form their plural? Read the plural nouns in numbers 1 to 10 aloud and pronounce the -es as /z/. Forming the Plural of Nouns Ending in -0 by Adding -s WV pianos 2. carabaos 3. § ZOOS 4. kangaroos 5. EskimosFilipinos Ts ~:- pesos 8. videos photos 10. yo-yos How do the nouns ending in -o form their plural? Remember these nouns and form their plural correctly.Singular nouns ending in -o form their plural by adding -es Or -S Complete each sentence by writing the plural form of the noun in parentheses. Write your answer in the blank. 1. (Filipino) are very hospitable. 2. Our country is a land of many (hero) 3-4, (Peso) and (centavo) are Philippine currencies. 5. (Mango) are being exported to other countries. 6. I will mash the (potato) ‘ 7. (Carabao) are hardworking animals. 8. (Tomato) are good for the skin. 9. They turned their (radio) on to listen to the news. 10. (Volcano) throw out lava when they erupt. Forming the Plural of Nouns Ending in -f or -fe Read each sentence in the story and notice how each noun forms its plural, The little elf got lost. He couldn't find his friend elves. “I think Thave to cross the river by myself,” said the little elf. “Maybe they crossed the river by themselves,” he thought sadly. Then he saw ababy wolf stuck in a thicket. “Poor cub, your friend wolves might be looking for you now,” said the little elf. He got one knife from his pocket and tried to cut the thicket around its legs. But his knife was too small, so he got all three knives from his pockets and used them one by one. At last, the little wolf was freed How do these words ending in -f form their plural? Below are other words that form their plural by changing f or fe to v or ve and adding -es. 1. half- halves 4. calf - calves 2. loaf - loaves 5. knife — knives 3. leaf — leaves 6. life — lives However, there are some nouns ending in -f that form their plural by only adding -s like the nouns below. Change these nouns into their plural forms by adding -s. 1. roof 6. reef 2. chief 7. chef 3. dwarf 8. belief 4. belief 9. cliff 5. giraffe 10. giraffe i Some nouns ending in -f or -fe form their plural by adding “Ss. Some nouns ending in -f or -fe form their plural by changing f to v and adding -es.Complete each sentence by writing the plural form of the noun in the box. Write your answer in the blank. wife 1. The officers’ have parties every Saturday night. life 2. They make their happy. chef 3. The best in town cook their food. . | leaf 4. Sometimes they put the food on banana = loaf 5, They bake twenty of bread. | SEE half 6-7. The fruits are cut in, with sharp A | 8-9. They see that graze on the grass cliff on the giraffe 10. also eat grass there.Forming Plural Nouns Ending in -y Some nouns ending in -y form their plural by adding -s. Notice that vowel letters come before y. Read each pair of words and pronounce the -s as /z/. 1. boy - boys 6. chimney - chimneys E 2. key — keys 7. bay — bays - 3. toy — toys 8. day - days 4. monkey - monkeys 9. way — ways 5. donkey — donkeys 10. jay —jays However, other nouns ending in -y change their plural forms by first changing y to i then add -es. Notice that consonant letters come before y. Read each pair of words and pronounce the -es as /iz/. 1. baby i+ es = babies 6. penny i + es = pennies 2. lady i+ es = ladies 7. puppy i +es= puppies 3. body i + es = bodies 8. trophy i + es = trophies 4, lily i + es = lilies 9. story i+ es = stories 5. mummy i+es=mummies 10. city i+ es = cities Nouns ending in -y that come after a vowel form their plural by adding -s. Nouns ending in -y that come after a consonant form their plural by changing y toi and adding -es. Read the story on page 123 with your teacher. After reading, pick out the singular nouns and write them under the correct column. Then write their plural form on the opposite side. Jeepick 1. The Every afternoon, a boy goes to the valley on his trolley with his puppy. He watches a butterfly flying around the flowers. He picks a lily and a daisy. He eats a candy and a cherry along the way. He goes back to his family before it gets dark. Singular Plural bor boys Read each noun. Write its plural form in the space provided beside it. Then write a sentence using its plural form in the space provided below each word. The first one has been done for you. 1. library — libraries My sister likes visiting different libraries. 2. baby - 3. city -4, donkey - 5. toy - 6. monkey — 7. country — 8. cherry - 9. chimney — 10. story = — Forming the Plural of Special Nouns Read each noun. Singular Plural Singular Plural man men goose geese woman women foot feet child children tooth teeth mouse mice ox oxen louse lice Observe that these special nouns have a different way of forming their plural—their spellings are changed.Special nouns form their plural by changing their spellings. Complete each sentence by writing the plural form of the noun in parentheses. Write your answer in the blank. 1. (Man) wear pants and shirts. 2 (Woman) wear skirts and blouses. 3. The (mouse) helped Cinderella sew her gown. + Always wash your (foot) before going to bed. = Brush your (tooth) after eating. * Shampoo your hair so you will not have (louse) ~ There are (child) in the playground. The (goose) lay eggs. He has some (ox) in his farm. (Fireman) put out fires. “Sis section, you will learn to wecite rhymes.Plural Forms of Nouns A. Form a group with ten members each. Your teacher will give the meaning of a word. Your group will spell the word, with one pupil writing a letter on each card. Start with a different pupil for every word to be spelled. B. Complete each sentence with a plural noun. Write your answer in the blank. The first letter is given as your clue. . The b. of the tree hold the leaves to the trunk. . Brave men who die for their countries are called h. . Children go to school riding in b. The 1 of the plants make their own food. . Some dogs are afraid of w. NRO PON . The boys brought their r to the picnic so they could listen to music. 2 . The girls practice playing their p. for the recital. 9, The fairy godmother granted only two of her w. 10. The shy £, tricked the chickens. 11. The m. are fond of eating bananas. 12. O. are birds that have very long necks and legs. 13. K carry their babies in their pouches. 14. Animals that help the farmer plow the fields are the c ; 15. Baby rabbits are called b. . We sell good and delicious m, to other countries.upil Ty dk Lesson 4 What Are We? : (Articles a and an) _ What This Lesson Is About Have you been to the 200? What animals have you seen at the z00? “ave you seen an ostrich, a peacock, or an alligator? What about a Sengaroo, a rabbit, or an elephant? The zoo gives a safe place to your ==imal friends. In this lesson, you will know how to name your animal Sends correctly.In this section, you will learn to * use articles a and an correctly; and * use articles a and an correctly in writing sentences. Using the Articles a and an Say the name of each animal in each group with the article inside the circle. ett Notice the beginning letters of the names of animals on the left le. They all begin with consonant letters. How about the beginning letters of the names of animals on the t circle? They all begin with vowel letters. 131The article a or an is used before a noun that is only one in number. The article a is used before a word that begins with a consonant sound. The article an is used before a word that begins with a vowel sound. Tell the correct article for each word. Write a or an in the space provided. {..____ animal, 6. ____alligator 2.) goat 7. ____ penguin 3. _____ monkey 8. ____ earthworm 4, shark 9, ___insect 5, owl 10. ___s vulture Look at each picture. In the space provided, form a phrase using a or an correctly. The first one is done for you. 1. anostrich ostrich 132)carabao oyster y iguanaGo back to your group and share your work with your group mates. Post your work on the bulletin board. In this section, you will learn to * spell nouns starting in vowels; and * spell words related to Social Studies. Nouns That Start with a Vowel A. Read these sets of words below. Encircle the word with the correct spelling. 1. insect inssect innsect 2. emperss empres empress 3. antelop antelope antellop 4. egloo igloo iglo 5. umbrela umbrella ambrella 6. iguana eguana iguanna 7. owk oakk oak 8. enntry enttry entry 9. envelopp envelope envellop 10. anntler antlre antlerWords Used in Social Studies B. Look at the picture of each community helper. Then write his or her name in the boxes. eB ho 1.God Made Them All (Countable and Uncountable Nouns; This is, That is, These are, and Those are) What This Lesson Is About Do you know the story of God's creation? What are the things that God created? The first book in the Bible, Genesis, tells about God’s creations. God worked for six days, creating all the things that you are enjoying now. You will learn what some of these are as you listen to short selection which your teacher will read. 140,_ Grammar, In this section, you will learn to * identify countable and uncountable or mass nouns and * use demonstrative pronouns this is, these are, that is, and those are correctly. Recognizing Countable and Uncountable Nouns A B Name and count the things on Table A. Then write them in the space provided below. The first one has been done for you. 5 mangoes Can you count each of them? They are called count nouns. Can you name other count nouns in the room?Name the things on Table B. What do they have in common? Can you count each of them? How do you count them? We call them. uncountable nouns. Since they cannot be counted; you need counters such as a kilo of, a glass of, tablespoons of. Can you name other uncountable nouns in the room? in your kitchen? in your bathroom? Name each picture. In the space provided before each number, write countable or uncountable nouns.144)Underline the countable nouns and encircle the uncountable nouns in each sentence. The first one has been done for you. 1. My mother always buys fresh fruits and fresh iil) from the grocery store, She also tells me to eat a banana and drink a glass of lemonade every day. They make my eyes glow and my skin healthy. She also says that rice, bread, and corn are go foods. They keep me from being tired easily in school and in the playground. 6. She also teaches me to keep my body clean and healthy. use soap and water to keep away germs. ad Ure 8. [clean my hair with shampoo and water. 2. [brush my teeth and tongue after eating. 7. Lalso wash my hands before and after eating A countable noun is a noun that can be counted. It can be singular or plural. An uncountable noun is a noun that cannot be counted because it is too small or too much to be counted, or is in Lquid form. It is also called a mass noun.Using This is, That is, These are, and Those are Read each sentence inside the speech bubbles. + These are flowers for my teacher. Did you notice how this is, these are, that is, and those are are used by the speakers? You use this is and these are to show somethii or someone near or close to you. You use that is and those are when you point to something or someone far from you.Look at each picture. Write This is, That is, These are, or Those are on the first line then write the correct form of the noun on the second line. an a of juiceThis is is used for a singular noun that is near the speaker. These are is used for plural nouns that are near the speaker. That is is used for a singular noun that is far from the speaker. Those are is used for plural nouns that are far from the speaker.In this section, you will learn to * spell the plural forms of nouns correctly; and * spell words related to Science. Plural Forms of Nouns A. Look at each picture. Give the name of the picture then write it correctly in the space provided. The first letter is given as your clue.e \ 12. 13. p 14. W. 15. fi ‘Your class will be divided into two groups and each one will be seen a number. Your teacher will show you a card with jumbled ers. Your teacher will give you a clue. Say the word and use it in tence then call out a number. The member of the two groups that number will go to the board and write the correct word. one who spells the word correctly will be given a point. The p with the most number of points wins.