vthe word | BEGINNING READING g Reading -PSA Approach Second Rating Petiod DAY 4 1h day) Recognize, produce, and wrt letter M correct - Subject Matter: Letter M sounded as in MOM Materials: Pictures, Letter cards Value: Neainess| é _ Procedure: A. Listening Comprehension: Listening to a Song : | see the moon and the moon sees me The moon sees somebody | want to see God bless the moon and God bless me God bless that somebody | want to see. What do | see? ‘What does the moon see? What does God bless? B. Lesson Proper: 1. Presentation: ‘A. Name and sound ofetter M. 4, Thisis upper case M. What letter is this® 2 Tes of this letter is /nv. What's the sound ft tr? Road the 3. ‘nis lower case 4 Wat's the sound ofthis letter? Read the letier . 8. pineal ‘ We write upper case M this way. (Show how to write on the board, Count 1,234 (Mi) 2. We write lower case /n/ in this way. Count 42,3, » 3. Letus trace all ietter M's on the board. All ‘on their seats will write onthe ait. 4, Write upper case and lower case M on your paper 5 times. 2 —— i several upper case and lover case Ms on Your papet "Several pupisae caled to wit ltr Mon the. boar Activity 3 Pups sing the song *! see the Moon? Evaluation: Oral Pupils are asked to read letter M Whiter: 4. Wete the upper case M on your paper 5 times. 2. Write the lower case m on your paper 5 times. fon: Guide siow pupis to produce and write letter M correctly. Memorize the song “I see the Moon” Second Rating Period DAY 2&3 days) Objectives: Recognize, produce, and write ister O correctly. Read, write words and sentences with letter O. ya Subject Matter: Letter O sounded /of as in OX, BOX, FOX Materials: flashcards, pictures of TOM letter cards Value: it Procedure: A. Listening Comprehension Jazz Chant ‘Mom loves Tom ‘Who loves Tom? Mom loves Tom Who's hes -on? Tom is her son Tomis her son Do you fove your Mom, too? Why? Why not? B. Review: Letier M. C. New Lesson: 1. Presentation: ‘A. Name and sound of letter O. This is letter O. The sound of the letter is /o/ Follow steps 1-4 in naming and sounding letter Mre B. Blends: MO and OM 4. Les team how to blend the sounds we have learned. 4,2.3,4)AMh | and 2/0). Mis underlined while saying MMi, underlined white saying /O/. Say (M/ and /O/ make /MO/ Do the same =~. with other blends. 2. Read several blends on the board. 3, Read the bland from the flash cards. 1. Lef’s put together the blends we have learned. 4.2.3.4 MI, 1 and 2 (OV; 1,2,3,4,W. (Mis undertined while saying fm; Odis underlined while saying OM. Say AM and /OM/ make MOM) Do the same with other words g 2, Read several MOM's on the board 3. Read the word from flash cards. 2. Exercises: Activity 1: (Flashoards Dri) (0, MO, MON whole class, groups indviduat pupits Activity 2: (Game) Pupils form the blends MO, OM and the word MOM withthe use of cards. Activity 2: Talk about your MOM. 3, Wting : A. Letter © 4. Wewrite upper case 0 this way: 4 and 2/0/ 2. We write lower case/ o this way: 1 and 2 fof 3. Letus trace aif letter O's on the board. Allon their seats wil the alr. 4, Write upper case and lower case O on your paper 5 times B. Write the Blends-MO and MOM C. Write the word-MOM D. Write sentences 1¥, Evaluation: Directions: ‘A. Oral- Read the biends and whole words leamed. B, Written-Write from dictation: 1.0 2.M0 3.0M 4.MOM ML 1.0. Remediation: Dictate 0, MO, and MOM Enrichment: Make flashcards with O, MO, and ; let the child read them.canes Second Rating Period DAY4&5 days) Objectives: Recognize, produce, and write later P correct. Read, write words and sentences with letter P. Subject Matter: Letter P sounded /p/ as in PUT, PASS, PUP (soft biow sound) Materials: lashoards, chars, pctures, piclsr> of father, pop cola Value: Helpfulness) Procedure: ‘A. Listening Comprehension: Jazz Chant Peter picks a pepper What does Peter pick? Peter picks a pan What does Peter play ? Peter picks a pepper and a pan Why does he run with the pepper and the pan? And off he runs 8. Review: Flashcards- M,O and MOM ©. New Lesson: . 1. Presentation . ‘A. Name and sound of letter P, 4. This is letter P. The sound of the letter is /P/ 2. Follow steps 1-4 in neming and souncing letter Mm B. Blends: PO, OP Follow steps 1-3 in developing MO to develop the blends, . Words : POP, MOP, POM-POM Follow steps 1-4 in developing MOM to develop the words, 2 Exercises: (Sentences for reading should be written on the blackboard.) A. Pre—Reading 1. Unlocking of cifficultes using real objects and pictures. POP, MOP, POM-POM. 2. Motivation: (Show a picture of three children mopping the floor) What do they do? Do you mop the floor, 100? Aactvty 1: Flashcard dril on words leamed. 2: Form the following words using letter cards: POP, MOP, POM-POM (The group who finishes frst wins.) Activity 3: Framing words, phrases, sentences on the board 4 Matching words, phrases, sentences on the board using lasheards. Activity 5: Building sentences on the pocket chart, (Note tothe teacher: Pupils should master the words before going to reading stage) eePop wil mo ‘Mom will mop. Procedure in reating sentences/poams/ thymas/ story fines. ‘Teacher models the reading. 2. Teacher reads the sentences; whole class repzats 3. Teacher reads the sentences, grovs, repeat 4. Individual pupil read, C. Post Reading Ansiver the following questions What wil Pop do ? What will Mom do? Who do you think could help Pop mop? ‘Who do you think could help Morn mop’? Would you help Mom and Pop mop? Why? Why not? 3. Writing fetter P, blends, words, and sentences A.Letter P. Be 1. We write upper case P this way: 1 and 2 /p/ 2. We write lower case p this way: 1 and 2 ip! 3. We write lower case p this way: 1 and 2 /p/ 4. Letus trace all letter Ps on the board Alton their seats will write on the ai. 5. Write upper case and lower case p on your paper § times Wit: B, Blends - PO and OP . Words - POP,.MOP, POM-POM D, Sentences ~ Pop will mop. Mom vail mop. E. Practice writing words and sentences on the board and on your paper as. ‘dictated by the teacher. Nv. Evaluation: i Oral: Read the words and sentences: As ” 2 MOP & 3. POMPOM 4. Pop will mop. 5. Mom will mop. \Witlen : Wite the words and sentences as dictated by the teacher. POP, MOP, POM-POM Pop will mop. ‘Mom will mop. ML. ‘0 Remediation: Connect upper case words with lower case words: MOP pom POP pop POM pop POP mop MOP pop meee Enrichment: Recite the Jaz Chant eas porridge hot Peas portidge cold Peas porridge inthe pot Nine days old.paper as Second Rating Period! —DAY6&7 2 days) Objectives: Recognize, produce, and write letter T correctly. Read, write words and sentences with letter T. ‘Subject Matte: Letter T sounded fv as in TO-TOT-TOM Materials: Picture story, letter cards, reo ‘sjects pot and top, picture of Tom Value: Procedure: A Listening Comprehension: Picture Story Tomis a tot He has a top, The top is in the pot. Whois a tot? Do you have atop ? ‘What does he have? What do you do with a top? ‘Where's the top? Point to Tom, the top, the pot. Flashcards ~ POP,|MOP, POMPOM ©. New Lesson: 41. Presentation: A. Name and sound of letter T. 4. Thisis letter T. The sound ofthe letter is fv 2. Follow steps 1-4 in ‘naming and sounding letter Mm 8. Blends OT, TO Follow steps 1-3,in developing MO to develop the biends, €. Words: TOT, TOM, TOP, and POT Follow steps 1-3, in developing MOM to develop the words. 2. Exercises: A. Pre-Reading: 41. Unlocking of cifficulies using real objects and iMetures ~ TOT, TOM, TOP and POT. Activity 1: Flashcard diilgon words learned. Activity 2: Framing words, phrases and sentences on the board. vity 3: B. Reading words, phrases and sentences on the board, Activity 4: ‘Matching words, phrases and sentence carts with sentences on the board. Activity 5: Building sentences on the pocket chart, with leer P_ page 21 eee tear cere emarmermmmre B. Reading : Motivation: (Show a picture ofa litte boy with a top inside a pot) Tel the picture story. TOT, TOM, TOP, and POTFollow procedure in reading sentences with eter P.p page 21, Tomis atot. He has a top, The top is inthe pot ©. Post Reading: ~ Answer the folowing questions: Who is a tot? What other names could tots have ? What does he have ? Where is the top ? Why is the top in the pot? ‘What wil happen fo the top in the pot? Should atop be placed in a pot ? Why? Why not ? Where should we keep a top? 3. Witting: Follow procedure in writing letter Pp, blends, words and sentences. p 21. Latter T—1 and 2 fy Blends- TO, OT Words- TOM, TOP, POT, TOT Sentences used for reading Practice wring words and sentences on the board and on your papers as dicta the teacher. moo 'V. Evaluation. Directions: Listen to the words that iam going to say: Write the words that you hear 1. TOM 2 TOP 3. POT 4. TOT Remediation: « - \Wite the words observing neainess in your work. TOP TOT POT TOM top tot pot tom Enrichment: * Recite the lines of the Jazz Chant. Tot has got a top, top Top, top,mop, mop Tot, has got atop Tom has gota mop ‘Sing the song : Twinkle, Twinkle Lite Star. Objectives: ‘ Recognize, produce, and write letter S correctly: Read, write words and sentences with letter S. ‘Matter: Letter S sounded /s/ as in SIS-MISS-KISS Materials: Flashcards, chart, pictures , real objects. Value: Cleanlines~ Procedure: ' A. Listening Comprehension: | (Picture Story) i On, Sail on my paper Sail on, move fast, please glide and flow. - i ‘My litle boat, so cute so dear. How does the paper boat move? \What can you say about the boat? ; Whois watching the boat sai? 8. Review: * Flashcards with TOT, TOM, POT ©. New Lesson: 4. Presentation: A. Name and sound ofletter $ 4. Thisis letter S. The sound of the let is. 2. Follow steps 1-4 in naming and ‘sounding letter Mm. B. Blends: ST SP Follow steps 1-3n developing MO to develop the blends. ba ©. Words: SPOT, STOP, TOPS, MOPS Follow steps 1-3 in developing MOM fo develop the words.« 2. Brercises: a> wictate, A. Pre-Reading: Uniocking of citfcuties using pictures and gestures, i STOP, MOPS, SPOT, POTS youhear Aclvity 1 as i Flashers dil on words learned vty 2 Framing words, phrases, sentences on the board ity 3 Matching words, phrases, sentences on the board. ity 4 Building sentences using the pocket chart ding : 8. Reading Follow procedure in reading sentences with P 21. C. Post — Reading Answer the folowing questions: Who stops Spot? What does Spat do ? Why did Tom stop Spot? What do the pots have? ‘Why do the pots have spot? What should we do with pots so they wil not have spots? ‘Writing: Follow procedure in writing letter Pp, blends, words, sentences p.21 ‘ A. Letier Ss ‘A. Biends- SA, SA, SP, ST B. Words- SPOT, STOP, POTS, MOPS €. Sentencas used for reading ._ Practice writing words and sentences on the board and on your paper as dictated by iu hookerW.. Eyadetadbion © Directions: Write the words I'm going to dictate. 4. SPOT 3. TOPS & POTS 2. STOP 4, MOPS ML 1D Remediation: ‘Connect upper case words with lower case words by drawing aline, then read the words. 1. SPOTS tops 2. STOPS’ mops 3. TOPS pots 4, MOPS spot 5. POTS stop Enrichment: Memorize and recite the story “Sail On” Second Rating DAY 10 (iday) ‘SECOND RATING PERIOD ‘SUMMATIVE TEST NO. 4 (DAY t-Day 9) TABLE OF SPECIFICATION OBJECTIVES: No. of Days % No. of tems Item No. Recognize, produce and rte letter M,0,P,,S 4 50 8 18 Read, Write words and 4 50 7 915 sentences with P,T, S TOTALS = 8 100 15 45 Directions: Listen to the words that I'm going to say. Identify the initial sound. Write the letter only. 4.TOP, TANK, TIP A ipl BA C. int 2. SAT, SAIL, SELL AM B.fpi Cuts! 3. PAN, PAIR, PAI Att Bilal Cit 4. OX, ON, OVER Alul B. Jol C. lal Directions : Listen to the questions carefully. Choose the correct answer. Write the letter only. 5. Which word starts with letter P? A. PAST B.STOP ©. SPOT 6. Which picture begins with is? A a BE 7. Which word has the /M/ sound. A. MOM B.POP c.TOP 8. Which picture begins with Ww? A ,@ c @ Directions: ate group ofwords carefully. Choose the correct lower case forin of the word insid x. > 1 9. STOP A stop B.spot_, _C. pops 10. MOI A. spot B.mom ‘| C, mop 11. PA Apat Bian C. mat 12. A. mop B map C.tep \Dirgotions: White the word that il dictate, 13. TOP 14, STOP 15. SAT" Second Rating Period DAY 11 & 12 (2 days) Objectives: Recognize, produce, and write later A. correcty. : Read, write words and sentences with letter A Subject Matter: : Letter A. sounded /ae/ as in AT-BAT-ASK Materials: flashcards, pictures, real objects, ‘etter card. Value: Procedure: A. Listening Comprehension (Picture Story) ‘There's a map on the mat. 1. Whats the mat? ‘Sam sits on the mat. 2. Who sits on the mat? Sam looks atthe map. | 3. Would you like to sit on the mat with Samm? # iS 3. Dri Review: MO, TOP, TOT ©. New Lesson: 4. Presentation A. Name and sound of ietter A. 4. Class this is letter A. The sound of the letter is fal. 2. Follow steps 1-4 in naming and sounding lettor Mime words. tam No. B. Blends: AT, AM, AP Follow steps 1-3 in developing MO to develop the blend 18 C. Words: MAP, SAP, PAM, STAMP, MAT 915 Follow steps in developing MOM to develop the words. 5 F 5 A. Pre-Reading: ‘Unlocking of dificuties using real objects/ pictures MAP, MAT, STAMP,PAM ity 1 Readitiy words from flashcards. Activity 2 ‘Matching words, phrases, sentences on the board, Activity 3 only. Framing words, phrases and sentences on the board. B. Reading : rs Follow procedure in reading sentences with letter P. page 21 Mom sat on a mat The mat has a map. ‘The mat has a stamp, too ‘The stamp is Pam's ‘word insid C. Post — Reading Read and answer the following questions: 1. Who sat on the mat ? Why do you think did she sit on the met? Where do you think was Mom? What does the mat have ? What do we see on a map?What else is on the map? Why ee stamp on fhe map? ‘Whose stamp was ‘What do you think Pom do with the stamp? What do we use a stamp for? Where could we get a stamp? 3. Writing: Follow procedure in wring letter Pp, ble’ words, sentences page 21 ‘A. Letter A1,2,3fael, 1 and 2 fal Blends: AT,AM, AP C. Words: MAT, MAP, STAM,PAM D. Sentences used for reading , Practice writing words ‘and sentences on the board and ‘on paper as dictated! the teacher. N. Evaiuation: Write words and sentences as dictated, @ 4.SAM 2. PAT 3, PAM 4, MAP 5, STAMP Mom sat on a mat. The mat has @ map. “The mat has a stamp. ML 1D. Remediation: Read words and sentences from flashcards. Enrichment Paste pictures of the folowing on the flashcards. MAT, MOM, POP, SPOT |, Objective: Foow sinplg one step directions heard 11, Subject Matter: Simple one step-directions. Reference: TX Communicating is Fun pp. 192-198 Materials: Stips of cards with direcfons, pictures Ve oe Obedience ill. Procedure: A. Review: Heo, Goodbye. B. Lesson Proper: + Unlocking of diiceles though gestweshictres. Pictures Gestures ‘hands set erect desk stand straight 2. Motivation: ‘Do you always follow what your: ‘parentsiteachers say? Let us. ‘find out how are in following directions. 3. Presentation (Songs) A. Thisis the way Tris isthe way 4.Lwas my face (3x) This is the way | wash my face, so early in the morning.2. comb my hair 3. Brush my teeth B. |have to hands 4, Comprehension check-up: 1. What actions did we do class? 2. Show your left hand, right hand 3. ISit good to follow what your p> 4, What kind of children are you i ~ntsiteacher say? Why? u follow or obey your parents? : 5.’ Generalization E What do we do when we hear or fead directions? E 6. Practice Exercises: ' Activity 1 ~ Round Robin a Foto te deta led on Exes" ; icating is Fun p. 192, i Activity Hs inside-Outside Circle: inside Circle gives siple . directions outside circle follows, then vice-versa, MP E Activity 3 ~ Think-Pait-Share s Do Activity A in TX Communicating is Fun p. 192. 5 Activity 4~Group: List down one-step directions. p As a group perform each. valuation: (Oral) ~ = Teacher gives directions. Observe pupils who cannot execute the command correctly, 4. stand up 2. tum around 3, raise your left hand 4, put your hands on the desk 5. sitdown rd Rati oe Oral) ' Tall he deetons: ) 1. Draw acc. 2. Colorit blue 3. Below it, write your name. 4. Under the name, write your Grade and Section, 5. Atthe bottom, draw your house, a it Sing the Song: "Put Your Right Hand In” Second Rating Period DAY 14 (tay) Objective: Give commands) directions. Subject Matter: Short Commands/ Directions Communicating is Fun Reference: PELC, TM CIF page-192 Materials: Eraser, bedroom, coconut husks, plates Value: Procedure: Z A. Review: Boi iowa Pupils executes the commands glven by the teacher. ‘Stand up class ‘Shake: your hands... Greet me. Say good morning to me. Clap. your hands... ~ Greet your classmates, Turn around, Sit down. Song- ‘Heel & Toes”Pupils place their bags, book pencil & umbrella on the desks. The class ‘the commands given by the teacher. B. Lesson Proper: 1. Unlocking the following words through actions ‘skip right low 2, Presentation by means of a rhy2 ~ Skip high | Skip low / : Doi right | OF down you go! 3. Comprehension Check-Up: What did you do? How do you skip? What directions/ commands do you follow? What does the poem tell you to do? Did you foiow it? 4. Practice Exercises: Activiy 1: Inside-Outside Circe, inside circle gives the short comma Outside circle does command (vice-versa) 4. Stand—up. Row 1 2. Putyour righthand up. 3. Put your left hand up. 4. Putyour hand down, 5. Sit down, please. Activity 2. Pair Role Play Give and follow each other's command. IV. Evaluation: Choose the correct command for each situations: 1. kis hot, mother asks you to open the window. 2. Open the windows. b. Go outof the window. 6. Break the window. 1 Objectives: Recognize, produce, and writs letter G correctly. Rad, write words and sentences with letter G. Subject Matter: Letter G sounded fa! as in GUM Materials: lasheards, chart, pictures, letter cards or plastic letters. blend cards, sentence cards. ; Value: (Bafaly Conscious * M—— Provedure: A. Listening Comprehension: Poam using pictures av Whend Grow Up Birdie: when I grow up, Iba very gay. And sing you prety songs al day (Chick: When | grow up, 1) be a hen, And lay eggs for Gils and Glenn, Kitty: When | grow up, 'f be a cat, And each day kil a greedy rat.\What wil Birdie be when it grows up? ‘What wil Crick be when it grows ub? What wl Kity be when it grows ub? Review ‘STOP, SPOT, MOM, TOPS 4. Presentation ‘A. Name and sound of eter 6. 4. Class, this is letier G. The ‘sound of this is /g/. 2. Follow steps 1-4in naming and sounding eter Mm. B. Blonds: 0G, GO, AS | Follow steps #-3in developing MO to develop the blends. ©, Words: TAG, GOT, GAS, GAP, TOG Follow steps 1-3in daveloping MOM to develop the words. 2. Exercises: “A. Pre-Reacing: ‘Unlocking of ficulties using ploturesgestures TAG, GAS,GA?,GOT Activity 1 Each pupills given a card witha blend, Lien to the word 'm going to ay, Find the blend that can forma word, Come upfront and pit together ‘the blends to form the word | have said Activity 2 ‘Complete the following words with the letter G and read the word. TA. P TO AS _oT iy3 ‘Matching words and sentenogs on flashcards and on the board Activity 4 Framing words, phrasas and sentences on the board, 8. READING: Follow the procedure in reading sentences with letter P on page 21 ©. POST READING: Read and answer the folowing questions: \Whatis onthe gas? ‘What do you think is wtten on the tag? \What other things are found on a tag? Who got the tag? ‘Why do you think Sam got the tag? ‘Where wi he plans the tag? Who got the gas? . _ What wit Pop do withthe gas? ‘What wil Mom do with the o2s? ‘Should we play with gas? Why? Why not? 3, WRITING: Follow the procedure in writing letter Pp. words, blends, sarfsnoas, p21 Loller Gg 1,2.3/6/ 1 and 2a! Blends- 08, GO, AG Words- TAG, GOT, GAS, GAP ‘Sentences used for reading Practice wting words and sentences with G on the board and on paper as dictated by the teacher. moop>vw Faluotion: DreFons * Waite the werals br centenees Tin going bolickre, TAG 0-GoT Gor 2, GAS 4,106 e 8 1. Thegashas atag. 2, Pop got the gas. ‘3. Sam got he tag. Remediation: Read the sentences and answer the questions that follow, Thisis Smog Who tags And this is Too. ‘Tog gat some gas. ‘Smog tags Tag. Enrichment: Recite the poern-—When | Grow Up Seconal Day SECOND RATING PERIOD SUMMATIVE TEST NO.2 (Day jg- Day 16) TABLE OF SPECIFICATION OBJECTIVES = No.ofDays % —No.cfltems tem No. * Recognize, produce and ghey 5 78 its eter A * Follow simple one-step directions heard 1 oo. 2) as * Give short commends! drecons 1 2 1012 * Recognize, produce and wit lelterG. 1497 3 18 * Read, write words and sentences with G a. 3 TOTALS 6 100 6 15 Directions: Listen to the questions carefully. Choose the correct answer. Write the letters only. 1, Which pigture begins with /o/? pe a oe 2. What letter does the picture begin with? AG BM cP 3. Which words has fg/ sound ? Alot B. gas ©. tad 4. Which_word has /g/ sound? Gor, ATAG BGOT C.LOG 5.WWrite the word that 'm going to dictate. GAS 6 We th sptencs at Fim gla § ttn Grab the 7. Which picture | ai go Jai sound? A. boy C. dog 8. Which picture begins wath fal sound ? A B. c. @ 9. Write 4 ifthe word begins with ay Aats B. elephant C.catB10 You want the faucst fo be closed. What wil you say to your brother? A. Open the faucet 8. tumn-on-the lights. C. Close the faucet 2, You want your sister fo pick up her toys. What wil you say to her? A. Pick up yourloys. B. Arrange your toys C. Putyour toys in the can, __ Directions : Follow the direction tht say. Weite the answer on your paper, "18 Draw a ball ‘1% Write your favorite color why Oraar a ball. Colon “4 ays 18. weite. Yeu rome on the bilan), ee ee Second Rating Period DAY 18 & 19 (2days) Recognize, produce, and wrt latier D correct s Read, write words and sentances with later D. ‘Subject Matter: Letter D sounded fd as in DOES , DAD Materiais: flashoards, char, sentence cards. o Value: [Sod Study Habit Proved ture: >. Listening Comprehension : Jazz Chant Drip, Drip, Drip What came down dripping? | Down came the ran, ‘Where is the rain chizzing down? | Dip, Dip, rip Drizaling down the pane. eon Fashoard drill on GO, GAS, TOG, TAG, GAP - New Lesson: 4. Presentation: A Name and sound of ter ©. 1. Class, this is letter D. The sound ofthis etter is fi, 2. Follow steps 1-4 in naming and sounding letier Mm. B. Blends: AD, OD, D0, DA Follow steps 1-3 in developing MO to develop the blends, . Words: MAD, MOD, 80D, SAD, DAD Follow steps 1-3 in developing MOM to develop the words, 2 Exercises: A. PREREADING Unlocking of ciffculles using pioturesigestures MAD, SAD, ADD DAD Activity 1 Framing words, phrases, sentences, on the board. Aativity 2 Forming many words with the blends. AD and OD using letter cards Activity 3 Matching sentenoss on the board with sentences cards bly 4 Building words and sentences in the pocket chart B, READING: Follow procedure in reading sentences / poms’ story lines p. 24 Pam bsp Tom ord gam dee tad©, POST READING: What can Tom not do? What can Pam not do? How does Dad feel ai Sam and Pam? \What other things can make Dad mad? Why can't Tom and Pam add? Gan you ax? Why? Why not? you were Dad, would you feet mas «i Tom and Pam, too? Why? Why not? How does Tom and Pam feel? Do you feel sad when Dad is mad, too? Why? Why not? ‘What should Pam and Torn do so that Dad would net be mad? Would you do the same? Why? Why not? 3. Writing: Letier Dd, 4, and 2H. 24 Follow procedure in wring Pp, page 24 = ‘Blends -AD, DA, OD , Words- DAD, SAD, MAD, ADD, MOD Sentences used for reading. Practice wring words and sentences on the board and on paper as dtated by the teacher. mooe > 1, EVALUATION: Dictate words and santenoas with letier Dd me MAD, SAD, MAD, ADD Remediation: Game - Fruit Picking (Group Work) >» ‘Materials: Drawing of a tree with cutout fruits and fetters attached to i, ‘baskels withthe folowing blends. MA-AD- GO-OD , DA, SABA, FA Directions: Pick leters from the tee and form as many words as you can ‘withthe blends in the basket. The group wh the most number of words formed wins. Enrichment Reole the Jazz Chant : DRIP, DRIP, DRIP z ‘Second Rating DAY 20 & @deys) S 1. Objective: Recognize produce, and write letter L correctly. Read, write wolds and sentences with later L. I, Subject Matter: Letter L sounded fas in LAMP, DOLL Materials: flashcards, chart, pictures, and real objects blends cards, sentence cards Value: Sharing with Others} Procedure: A. Listening Comprehension: Loves a.good word. \Whatis a good word? Jesus ioves everyone. Who loves everyone? Does Jesus love you? B. Review: Flashcard rl on DOG, DOT, MOD, SAD, MAD, ADD C. New Lesson: 4. Presentation: A. Name of sound of letter L. 1. Class, this is loter L. The sound of this letter i 2. Follow steps 14 in naming and sounding letter Mm. wat R Blends: LALO.PL >Follow steps 1-3 in developing MO to develop the blends ©. Words PLOT, GLAD; SLAP, SALAD Follow steps 1-3 in developing MOM to develop the words. 2. Exercises: A. Pre-Reading: Unlocking of dificutties through gestures, pictures GLAD, SALAD, GLASS, LAD Activity 4 Matching words, phrases & s Whatdo you tink was the color of the cap? é Do you have a cap? When do you use it? Do you have a cat? leitbad? Why? Why not? How do you take care of cats and obher animais? 3. Writing: sooner ea letter P blends, words and sentences page 21 Letter Co, - 1 and 2/0! Blends ~CA, CO, SC, CL Words- CAMP, CAP, COP, CAT, CLAP Sentences used in reading Pranic wing werds and sentanoss on the board and or paper ‘ciated by the teacher, moopE IV. Evaluation: ‘Written —Wirit the words t'm going to dictate. ML D Remediation: Pupils vite the folowing dictated words on their prepared flashoards, CLAP ‘CAP CLAM cor cor Enrichment Resi the Jazz ChantSecond Rating Period DAY 26 (day) {Day 18-Day 25) TABLE SPECIFICATION ‘OBIECTIVES: No.ofDays % — No.ofitems tem No, | Recognize produce ent wt ters 4 50% a8 18 “DAL, H,andC, corte ead, ite words an seo%snces 4 50% 7 98 vith LH, and TOTALS 8 100 6 6 6 Directions : Listen toe vers that tm going fo say. Identity the inal sound, Write the leter oni. Ah Ba Cr I, HAT, HOP. Ald BLA C. ih CAP, CAT Ali Bd Cai iL. , DIP A fo/ 8. C. ipl tons carefully. Choose the correct answer. Wife the letter only. B.GIRL C. TAIL ALEG 7. Whict pleture begins with Akt oY 3 wh a A. 8 “s ae, 8. Which word begins with Ja ALAD B. DAN. MAD 139 of words carefully. Choose the correct iower case form of the word 8B. dam Chad B. tale C pale Bhat © hat B.cap C cotsete mere I DoS eal Mh ine ‘ oke ue dine pine coke drove fine shine joke roe fine thine poke stove nine vine woke ‘ie nine wine yoke B. Lesson Proper: 1. identification Exercise: Using cut-out pictures and reat object placed on the flannei board and on the table, pupils identify the following objects. airplane bird eggplant flower envelop globe ice cream hat orange ier ube ite 4, Motivation: What are the things you see around the classroom? Name them. 2. resentation through @ Guessing Game = “Wheat am!" | am red and juicy Tong and yellow. | em cold and sweet, saten on a cone. Tsay meow, meow, meow___ 3, Comprehension Check-up Who can guess the answer? Column A ‘Column B an apple abanana an ice cream acat an elephant aiiogRead all the answers on the board. What word is found before airplane, ice, cream , etc? ‘What word is found before banana. cat, and dog? ‘What are the underlined letters in column A? in colurnn B? What do we cail letters a, i, ¢, and u? What do we call ~letters b,c,d,? ‘How should we answer the teac! ors questions ? Show your classmates how to d- ‘D. Generalization: ‘When de we use an in naming object? How about a. 7 (Communicating is Fun pp. 122-124) €. Practices Exercises: Activity 1 - Think ~Pair —Share Angwer exercises A in TX Communicating fs Fun 123 Activity 2 Brainstorming ‘Answer exercises “Write itin TX English |, page 36. Activity 3 Think ~ Pair- Share ‘Answer exercises TX Fun in English, page 128 Evaluation: Supply caren near ach sates, 1. aa ate tearing sendio ad lass of juice, please. 3. You need___envelop and__piece of paper. |. Cupid brings__arrow. He gave me flower. a ae Name 5 objects using a and 6 objects using an. 4, Mother buys (a, an.) egg for us. 2. My sister drinks (a, an) glass of milk everyday. . 3. [have (a, an, ) colorful ribbon. a 4, Father picks (a, an) papaya for mother. 5. This (@, an) octopus. - Listen to your teacher say each word. Use aor an before each word Td arm pees ann Uer: (> as aS og pease Shorea ant — ot ee EE AS star eText Communigating is Fun, pages 125 - 127 ais: Pictures, real objects, album, crayons Neatness BeIii, Procedure: ‘A. Oi: Blond sets ace ake ame Face bake dame Lace lake fame Race cake game Pace make lame B. Review: Teacher distibutes cards with aricles a and an, Raise the correct card with the article for each noun. 4. git 6. {igloo 2. boy 7. octopus 3. child 8. umbrella 4, ax 8. ow! 5, eagle 40. bottle . Lesson Proper: ® 2 4. Identfication Exercise: Look at the picture on page 125 ofthe text Commmuniceting is Eun. Lister fo the children are talking about onthe playground. 2. Presentation by means ofa dialogue, Communicating is Fun, 9. 125 3. Comprehension Check up: 1. Look atthe fist dialog, whats the object held by the git? \Whet does she say? What is the boy pointing at? What does he say? 2. Look athe second dialog. Whats the rst boy pointing at? What doas he say? {Teacher writes the responses on the board in two columns.) A B Thisis a stone ‘Thatis a rock 3 Thisis my house Thatis my house 3, Look at the diferent sentences writen on the board. Which of the seid object is near the person taking? (Teacher underines the name of object) 4, Which is far from the person talking? (Teacher undertines the name of the object) 5. What phrase did we use for pointing out near objects? How about for far objects? (Teacher underlines twice the phrases used before each noun.) 4, Generalization: Wien do we use This is? That is? 5, Practice Exercises: Activity 1 Whole class (Group Activity) Name as many objets as you can, using this is, thatis. Activity 2 Round Robin Each mamber takes an abject and uses This is. Another chid poi an object using That is and so on until everybody has recited. 36at does he . Evaluation: ‘Supply Thisis , om is correctly, aS _—— ee) ssignment: Activity 3 Think Pair Share ates, an umbrella, Maich the pictures with he comect sentences: a. Thisis my car. b. This is a balloon, . Thatis my house, 4, Thisis my son. e. Thatis my school. toe { mm @ of anew dress. Q SINE soc Ts ot eoner droves urn Det How will you weite your entences?Remediation: Fin the bens with Tass end Th at is. a person. 2 aruler, 3. astick, Enrichment: ‘A, Make a picture book. Write sentences using this is and that is. B. Do Actty 1 p. 14 of text Fun in Enlish Second Rating ae DAY 29 ren pe (i day) |. Objective: ~ ‘Assocate name of objects with ther printed symbols. il, Subject Matter: AA. Associating names of objects/pictures with thelr printad symbols, B. Chart where riddle, exercises and evaluation are writen, fash cards of \cy words, real objects, pictures of things mentioned below or real things like ball, fans etc. Text page 29. c Ordertiness: a Ml. Procedure: ‘A. Dill Dolch Basic Sight Words. their ‘his that round small B, Lesson Proper: 1. Maiivation: Can you name those pictures? 2. Presentation through a rhymes. Directions: Read the words on the box then identify the pictures in the rhyme. birds stars clouds flowers: ers Look at the up in the sky The litle ai that sing and fyLook at the river and the seas ‘The pretty & B Be and the trees Look atthe ( ( so very bright 3. Discussion: And alt the $ rg ‘there tonight. ‘What objects are mentioned in the rhyme? Read the printed symbols on the card. \Who can put the printed symbol on the picture? What activity did we do, class? (We matched/associated printed symbols with pictures). Now, et us see if you know how to associate pictures with printed 4, Practice Exercises: . Activity 1 - Teams Consult ‘Match Column A with Column B B cap bird Activity 2 * Round Table Write the printed symbols of pictures on page 29 of Text cating is Fun,= Activity 3- Think Pair Share Encircle the word that tells about the picture. drum, dog, duck pot, pan, pen bag, bat, boat train, top, toad bell, ball, box IV. Evaluation: Directions: Wit the letter of the wor that matches the picture on the left tk a. fan 2 b. book ee . clock 4, 4. table 5 e. stars f. bell Remediation: ‘Connect the picture withthe right word. vase : pencil chair so 3Enrichment ‘Choose from the words in the box. ° ¥ Five on ‘the wt of the ey - Mother Ss brings — —~ © Assoonasthe __ <>SOSO hatch, and whenher Ge eggs worms bid tee wings sky branches | . ‘Second Rating DAY 30 {1 day) iw questions based on stimuli presented: composite pictures. & Subject Matter: perenne questions basee ‘on stimuli presented. Fun pp. 146-154-154 pictures. Play help Mother big brother floor store dishes. & Motivation: What do you do during Saturdays and Sundays? Do you help mother at home? What do you do? Fats find out the diferent wavs of helping mother st home. ‘Read the story below and fillin the blanks with the comect printed words for the pictures. j oa JemSoe 3. Guided Oral Reading *ABusy Day’, Communicating is Fun, pp. 151-154. 4, Discussion: Discuss each picture. Picture 4 -Look at the picture What do you sea in the picture? What is the girl doing? Do you help also your mother? What time of the daj Picture 2 -Whatis the boy doing? Wat fine ofthe day is it? ‘What do you think will happen to the plants? How does the boy feel? Picture 3 -Who are in the picture? What are they doing? What do you think they are? Who help mother do her work? Is it ood to be helpful? Why? ‘What do all the pistures show? 5, Practice Exercises: Activity 1 - Think - Pair - Share Use the pictures on pp. 146 - 148, Communicating is Fun 1 Answer the questions that follow. Activity 2- Team Confer ‘Members of the group examine the pictures and answer wh- questions. (Pictures provided by the teacher) Activity 3 - Team Matas Consuit Each group is provided with pictures with wh- questions then they answer the questions correctly. IV. Evaluation: Directions: Look at the picture and answer the questions. Write the le'ter only. Picture ofthe family working together at home, 1. Who is cooking? A. mother B. father ©. sister 2. Whats the boy doing? ‘A. wiping the table —-B. sweeping the floor C. cleaning the room 3, Where is father? Hes ...... A atthe office B. inthe school C. inthe house 4, What day is it? ‘A Monday B. Fridey ©. Saturday 5, Who is wiping the table? A. brother B. sister C. father ML iD Remediation: i Teacher shows pictures and then ask question. Pupiis answer the questions. Enrichment: Children bring pictures to school. They asks and answer queston based on the pict .DAY 31 & 32 Quays) Objectives : Recognize, produce and write later B correctly. Read, write words and sentences with letter B. ject Matter: Letter B sounded /b/ as in BACK, BAT, BALL Materials: flashcards, pictures, real objects. Value: Friendliness! Procedure: #* Listening: Comprehension (80g BINGO) ‘A big black dos sat on the porch, and Bingo was his name. B-N-G-0(3x) and Bingo was his name Who satin the porch? » What's his name? ‘A. Name and sound of etter B. Zz 1. This letter B tho sound ofthe letters b/ 2. Follow steps 1-4in naming and sounding leer Men. 8, Blends: BA, BO, AB Follow steps 1-3 in developing MO to develop the blends. iS . Words: BAD, BAT, SOB, BOB, CAB i Follow steps 1-3in developing MOM to develop the words j 2 Exercises: A. Pre- Reading: Uniocking of eifculies using pictures’ gestures CAB, BOB, BAT, BAM, SOB Activity 1. Forming words fom lees blends Activity 2 : ‘Matching words in upper case from with lower equivalent & a ity 3: Flashcard dril on words learned. z ty 4: Assoclatirg words with pictures (Game-Groupwwork) = __ Framing / Matching words, phrases, sentences on the board, Building santences on the pooket chert ‘Tom and Ben are in the cab. Stop the cab Ben. There's Bob with a bat. Bam got the bat. Bob sobs. Poor BoblB. Post Reading: - Read and answer the following questions: t 1. ‘Who are in the cab? i Where do you think are they going? i ‘Who will stop the cab? ‘i ‘Why will Ben stop. he cab? g Who did Tom and Bam see? What does Bob have? \What will Bob do with the bat? What did Bob do? Why do you think did he sob? ‘Do you sob too? Why ? What kind of boy was Bam ? | fyouwere Bob, would you sob too? Why? Why not Is. it good to get somebody's bat? Why? Why not? 3. Whiting: i Follow procedure in writing Pp. Page 21 & a. Letler Bb -1,2,3 V1 and 5. Blends: BA, AB, BO, OB i 3. Wrods: CAB, BOB, SOB, BAT, BAM i 4, Practice writing words and sentences on the board and an paper: ie by the teacher. & i if be \V. Evaluation: (Oral) A Directions : Read the sentences from the sentence cards- Letier B fe ‘Tom and Ben are in the cab ie Ben got the bat. fi i ‘Stop the cab Ben, i Bob sobs. Ee; ML 1D . me Remedidion: Pupils write the folowing words on the prepared flashcards. BAG, BAD, STAB. BOB, SOB Enrichment ‘Draw and color: BALL, CAB, BAT, BEN ‘Second Re _.DAY 33 (t day) SECOND RATING PERIOD ‘SUMMATIVE TEST NO. 4 (Day 27 ~ Day 32) TABLE OF SPECIFICATION OBJECTIVES No.ofDays % No. of items Name objects using a/an 1 7 3 Name objects using This is / That is 4 7 3 Associate name of objects! pictures 1 7 312 Why n hy not? i their printed symbol, __ Answer wi- questions based on stimu 1 7 3 i resented: composite pictures Recognize , produce and wit letter B correct. 1 16 2 Read, write words and sentences with B. 4 16 2 i TOTALS 8 100 15 | Directions: Listen fo the questions carefuly. Choose the comect answer. Vite the ltr ‘only. 1. Which picture begins with ib’? >, S A Bf Ge 2. Which word begins with ib? | A.pepper B.batlloon four } 3. Which words is the same from the word in the box? A. Hat B. Sat C. Bat 4, Which word is the different from the word inthe box? i Bal A Bai B. Halt C. Bail Directions: Read each item Carefully. Choose the correct, ‘answer. White the lettar only. §.The gitfhas___batioor. “eS Aa B. an C. the 6. The boy has _.2Faser. Aa Ban C. the meee & Athe Bian Ca e 7. Mom is holding a @ ager Ltasays*________anapiane” A. This. 8. That C. Those is a flower. B. That. Those isa house. B. This C. That B. chair C. door B. doll C. box Bball C. yoyo aN tltDirections: Look at the picture carefully. Answer the questions correctly. Write the letter oniy. 14. What are the children doing? A. They are planting. 8. They are swimming. ©. They are playing, 15. Where are the children playing? Ain the plaza B, under the free C. in the park. Recognize, produce, and vite fetter F correctly. Read, write words and sentences with ieterF. I ‘Subject Matter: Letter F sounded /tf as in fish, fan Materials: flashcards, word cards, sentence cards Value: Neainess| : Wl Procedure: : ‘A. Listening Comprehension: Rhyme Four ft fish How many fishes are there? Four fat ish Who found them all? Fred found them all. ‘Where can you find them? Ina big fish bow. What kind of fishes are they? Review: ‘ Flashcards—-- BOB, STAB, BAD, BAG, SOB \_ ©. Lesson Proper:. Presentation A. Name and sound of letter =. ia 1. This is letter F. The sound of the letter is 2. Follow steps 1-4 in developing tetier Mm. B. Blends: FA, FO, FL Follow steps in deveioning MO to develop the blends C. Words: FAT, FLAT, FLAG, FAST Follow steps 1-3 in developing MOM to develop the words. | 2 Exercises: A. Pre-Reading Unlocking of diffcues though pictures and actions FAT, FAST, FLAT, FLAG, FLAPS haar i Reading words or the hoard. FOG, FAT, FLAGSOFT, OFF Activity 2 ‘Matching upper case sentences with lower case sentences, Activity 3 Matching words with pictures. _ Activity 4 & Framing words, phrases and sentences on chalkboard. Activity 5 i Building sentences on the pocket chart. : B. Reading: ‘Motivation: 1 What can a hog do? Let’ find out how the hog in the story can do the iy ‘same things, 4 j } Follow procedure in reading sentence with letter Pp. 21 The fat eg nuns fast. itruns tothe sof grass. terans to the flat and, The flag on the fat land ©. Post Reading: | Answer the foliowing questions: / ‘What.can the hog do? What kind of hog ist? i ‘Where did itrun? Why? : How does the grass feel? ‘Why do you think he grass is sof? Why do you think chere is’ a flag on the flat land? How do you think Joes it look?. ‘What other things flap? Can you flap? Wry? Why not? ile remeh i te Ppage 2 ‘ A Letter FE —1,2.3 if B. Blends: FO, C. Words: FAT. FLAT, FLAG, FAST 1 D. Sentences used for reeing s : i E, Practice writing words & sentences on the board on paper as. ; dictated by the teacher. 47i 1V. Evaluation: (Oral) i Directions: Read the sentences from the sentence cards (Wtiten) \Wiite the wards and sentences I'm going o dictate. 4.FLAG 2 FAT 3. FLAG 4.FLATS. FLAPS 4. The fat hog runs fast 2. ttruns to the soft grass. ML 1D Remediation: Pupils write the folowing words on the board and then on the fasheards. FLAG FLAT FAT FLAP Enrichment: Letthe pupils recite the rhyme ~ |. Objectives: Recognize, produce, and write letter U correctly. Read , wite words anc! sentences wit letter U. 1. Subject Matter: Letter U sounded /u! 2s in UP, CUP, UMBRELLA Materials: Word cards, sentences cards. pictures Value: A. (Jazz Chant) isa PUP. tis @ PUP it PUP who gotthe cup. Oh no! The cup isin the hut é ‘The cup is in the hut Who got the cup? bs Where is the cup? B. Review: Flashoards- SOFT, FAT, FOG, FLAT, FLAG ‘A. Name and sound of letter U. 4. Thisis letter U. The sound of the letier is Au 2. Follow steps 1-4in naming and sounding letter Mm. B. Blends: UT, UP, U8, UD Follow steps 1-3 in developing MO to develop the blends 2. Exercises : . A. Pre-Reading . Unlocking of dificulties using the real objects and pistures. ‘SUDS, HUT, TUB, PUP ity 1: Framing words, phrases, sentences with those on the board. ity 2: ‘Matching upper case sentences with lower case sentences. fity 3: ‘Matching sentence cards with sentences on the board. Writing words and sentences as dictated. HUT CUP DULL TUB UP vity 4: : ‘Matching pictures with words on the board. & Building sentences on the pocket chart& Reading: Motivation: * £0 Doyou have a pup? What does crink? Let's see what this pup drank? ) Follow procedure in reading sentences wit letter Pp 21. Read the sentences: ‘Apup isin the hut ‘There's a tut: in the hut. The tub is up with suds, Poor pup! ‘drank the suds in the tub, C. Post Reading: Whatis in the hut? What else? Whatis in the tub? Where do suds come from? ‘Who do you think put the suds in the tub? ‘What did the oup do? Have you drank suds? Is it geod to drinks suds? Why? Why not? How can we avoid it? Follow procedure in writing leer Pp 21, blends, words sentences. Letter U u—1 and 2 ful . Blends: UT, UP, UB, UD . Words: CUP, BUT, CUB, BUD Sentences: used for reading Practice wing words and sentences on the boar anon papa as cited by te teacher. moom> a g alion : Directions: Write the words and sentences I'm going to dictate, BUS MUD PUFF MUST BULL 4. Samgota cut 2. ‘The pup is in the hut. Pupils write the following words on the prepared flashcards. CLUB ‘SUM PUPS cup HUT s read the chart. ‘Second Rating Pertod DAY 38 & 37 (2 days) Recognie, produce, and write letter R correctly. Read, write words and sentennes with latter R. ‘Matter: Letter R sounded fu/ as in RUN, FUN, Materials: flashcards, sentense cards, pictures Value: Cleanliness & Beautlicatoae cernmarmiesetgamage tee eee i 5 i ) : Ting aving Soc ‘What the pockat full of? A pocket full of roses, How many roses are there? ‘One, two three, four ‘What happened? ‘They ail tumble down, B. Review: Flashcards CLUB, SUM PUPS, CUP, HiT, UP, PUT. C. Lesson Proper: 4., Presentation “ A. Name and sound of letter R. 1. This is letter R. The sound of the ieiter is //. 2. Follow steps 1-4n developing leltor Mm B, Blends: GR,CR,DR,FR” Follow steps 1-3 in developing MO to develop the blonds ° Words: GRAB, CRAB, FROG, RAT, RUN Follow steps 1-3 in developing MOM to develop the words. Exercises: A PreReading . Unlocking of eifficules using real objects actors. DRUM, RAT, RUN, CRAB 1 Putting blends together to form words, z Framing words phrases/sentences on the boar. Activity 3 Writing and reading sentences on the board Activity 4 ‘Maiching words, phrases, sentences on the board. ity 5 Activity Activity, Building sentences on the pocket chart Activity 6 + Saying the Jazz Chant with the childien What's that? What's that? A crab and a frog, A crab and a frog. What's that? What's that? A crab and a rod, A crab and a rod. ‘What's that? What's that? A crab and a frog, A crab and a frog. B. Reading: Motivation : What do we place in rash beg? Find out f the same things are found in the rash bag on the sentences. ‘Aral, a fog and a crab are in the trash bag. ‘The fat rat runs to the drum, “The frog hops on the grass, Rup, Rob, run, (Grab the crab in the trash bag. C. Reading: Answer the following questions What aren the trash bag? What did the rat 63? Who is asked to run? Whats he tld to do? Why do you think a ra, frog and a crab are in he bag? What other things do we putin a trash bag? ‘What do you think vil happen to Rob if he grabs thé crab?Follow procedure in writing eter P P page 21 A. Letter Rr— 12.3.1 1 and 2.) B. Blends: GR, CR, DR, FR . Words: DRUM, CRAB, GRAB, RAT, RUN D. Sentences used for reading Practice writing words and senfences on the board and cn paper as dictated by the teacher. ctions: White the words and setences I'm going to dictate. RAT, FROG, CRAB, RUN GRAB 4. The Fatrat runs to the drum. 2. Grab the Crab . jiation: Pupils bring cut-outs or draw the following on their notebooks/Lebel the drawing. DRUM, BRASS, FROG, RAT, ROD, CRAB e chment Reeling the Jazz Chant. Rating Period DAY 40841 (days) Recognize, produce, and writ latter N correct. Read, write words and sentences wih letter N corecty. ‘Matier: Letter N sounded /n/ as in NUT, NUN, NAN ‘Materials: flashcards, sentence card, pictures , blend cards. value: Health Education) ‘Who rus for fun? Where does she run? ‘Do you like to run under the hot sun? Why? Why not? ae. ‘Review © Flashcards ~ GRASS, CRCP, FROG, DROP, TRASH ‘New Lesson: 1. Presentation: ‘A.Name and sound of letter N 4, This is letter N. The sound of letier is /nv 2. Follow steps ‘fin naming and sounding fetter Mm, B. Blends: SN, ON, AN, NA, NO Follow steps 1-3 ir developing MO to develop the words: Exercises: A. Pre-Reading: 4. Unlocking of difficulties using actions, real objects, piowres FUN RUN ZzActivity 1: (Contest) Game: Forming es many words as you can from the par blends. _ : atiiy 2: E Reading from the flashcards Activity 3: Matching words, phrases , sentences on the board, Activity 4: (Contest) : Form as many words as you can using letter N. Activity § Building sentences on the pocket chert. ‘i B. Reading: Motivation: When do you take a nap’? Can you take a nap when somebody is running. Let's find outif Ann can, {Follow procedure in reading sentences with letter Pp 21.) ‘tis fund Itis fun! pe {tis fun to run. Do not run, said Mom Do not snap the gun. Ann is on a nap. ©. Post Reading Answer the following questions Whatis fun? Is itreally fun to run? Why? Why not? What other things are fun? Why ? : What does mother say? To whom do you think is mother speaking? 4, ' Why is mother speaking to them? i Who is on a nap? i Wht time do you think i ite Do you take ana), too? Why? Why not ? What will nappén to Ann because she takes anap ? : Do you think Ann enjoys taking a nap? = 3. wating: i "Foto stops in wring letter Pp page 21 : A. Letter Nn- 1,2,3)N/ 4 and 2 fn! B. Blends: ON, AN, NA, NO C. Sentences used for reading D. Practice writing sentences on the board and on paper as dirtated by the teacher. Nv. Evaluation: Directions: Read the sentences from the sentence cards. ‘Write the words and sentences | am going to dictate. 1. SUN 4. ttis fun to run, 2. SAND 2. Do notsnap the gun. 2 3, FUN 3, Annis on a nap. 4, CAN ML ‘D s Remediation: Pupiis write the following dictated words on ther prepared flashcards. NAN, HAND, BURN, SNAP 52Second Rating Periot! _DAY 42 A day) a SECOND RATING PERIOD ‘SUMMATIVE TEST NO. 5 (Day 34-41) TABLE SPECIFIGATION Bi MES No.ofDays % — No.ofltems —_ item No. Y produce and write letters F,L, R, correctly 4 50 8 18 words and sentences with Rand N 4 80 7 O15 TOTALS 8 100 18° is: Listen to the words that I'm going to say. Identify the initial sound. Write the letter only. a OAD, Alt Bid C.inl > ©2 FAT, FISH, FOUR Aint Bay Ct NET, NAP, NICE Add Bt Cin ita Listen to the questions carefully. Choose the correct answer. Wit the letter only. ‘Which word has /u/ sound? A rat B hut ©. four Which picture begins with f72 C. sun mos; Read the group of words careiuly. Which word is the lower case of the word at the loft ? correct answer. Virite the correct answer, Write the letter. & RAN Amun B. ran C.man cur Acot Bout C.cat Pu FAN * Afan B fan C.fat 12. NAP A. nut B sap C.nap ss: Write the word/ phrase and the sentence I'l dictate. 13. CUP. 14, Man runs for fun. 15. Four fatfish.Follow procedure in reading sentences with letter Pp 21. Jan just gat a pup. The pup can jump. Jump, Pup, jump. The pup junped. tt got the jam in the ju ©. Post Reading: ‘Who just got a pup? What can the pup do? ‘Do you think the pup can jump high? ‘What did the pup get? Who do you think put the jam in the jug? What do you think did the pup do withthe jam? “A Letter Jj —~1 and 2 ff and 2 4) Follow procedure in writing letter Pp, page.__ B. Blends: SU, JAM C. Words: Jan, Jam, Jump Jug. D. Sentences used in reading. E. Practice wrting words and sentences on the board and on paper as dictated by the teacher. Directions: Write the words and sentences I'm going to dictate. JUMP, JAM, JUST, JOB, JOG Sertences: Jump, Jan The jam sin the jug. Jan got a pup eating lines on the board, Jamel, apple and ple “jake Johnny, Jeanny and Jane Recite the poem: .iil likes Jelly. ‘Second Rating Period » DAY 45 & 46 (days) eS Recognize, produce, and write letter! correcty, Read, write words and sentences with letter | Matter: Letier I sounded fi as init stip Materials: word cards, plastic lettar or etter cards Value: Accuracy in wring! Procedure: A Listening Comprehension (Picture Story) {Look at the picture) This is apig, What's this? itis pink, Whatis its color? = i 4 ‘i ocalamse \ B. Review: Flashcards JUMP, JUST JOG, JAM, JAR A. Name and sound of etter |. 4, This is letter |, The sound of the letter is 2. Follow steps 1-4 in naming and sounding eter Mm B. Blends: 1, 1G,!C, IS IM Follow steps 1-3 in developing MO to develop the blends C. Words: PIT, BIG, HIS Follow steps 1-3 in developing MOM to develop the words. 2. Brercises: A Pre-Reading Unlocking of dificulies using pictures, reat object. PIT, BIG, HILL, Activity 4 ‘Matching blends to form words. 2 Forming werds using eter cards. 3 ” Matching sentence cards with sentences on the board. cal Reading sentences from sentence cards. Activity 5 < Building seittences on the pocket chart B. Reading: Motivation Have you gone to apicnic? Where did you go? ‘What did you do there? Let read abouttwo boys who went on @ pice? Follow procedure in reading sentences wi letter Pp. 21 Tim and Jim has a picnic. ‘They run up the hil. ‘They saw a big ait, Sit stil, Jim. Fill the pit, Tim. C. Post Reading: ‘Answer the followin questions: Who went on a picnic? Where did they go? What did they see there? Whatis Jim told to co? Who is speaking to Jim? Why do you think Jimis told to sit tit? What is Tim toid to do? Why do you think Tim is told too fil the pit? What do your think is inside the pit ? Do you think the bors enjoyed the picnic? Why? Why not? 3. Writing a Follow procedure in wring latter Pp, blends, words, sentences 9. a A Letter 1,231 B, Blends: IT, 1G, 1C, 1S iM C. Words: TIM, JIM, PIT; BIG, PICNIC D. Sentences used for reading E, Practice writing words ard sentences on the board and on paper as dictated by the teacher. = 56on: ireofons: Read sentences fom the sentence cards, Wie the words and sentences I'm going dct, SIT, GIFT, HIM, PIG, FT 4, Sitstit Jim. 2. Fillthe pit Tin. 3, They run up the bill TM BIG PICNIC ‘Then ack each child to read the words, ‘site the folowing words onthe prepared faseards. JM PIT ; “Reet the hyme. ‘To market, market To buy a fatpig. Home again, honie again. digidyg se Second Rating Period _.DAY 47 & 48 aay) Recognize, produce, and write eter K corect: Read, wite words and sentences with fetter K. sot Matter ‘etter K Sounded Mk! asin KIT;KICK, KID Heterials: word cards, sentence cards, pictures Value: Reoyeling Material ure: Listening Comprehension (Picture Story) (Look at the pictur) The Kid has ake Who has a Kit? inthe itis a glase ofr. | Whats in the it? What do you think will the ‘kid to with the glass of milk? Review: Flashcards—— LIFT, Hil, STIR, GIFT ‘Lesson Proper: 4, Presentation ‘A. Name and sound of etter K- : 4. Thisis letter k. “The sound of the letter is Wd. - 2. Follow steps 1-4 in naming and sounding letter Mir. B Blends: CK, SK, LK solo stops '-3in developing MO to develop the bend ©. Words: PACK, ASK, MILK. Follow steps 1-3 in developing MOM to develop the words. 2. Exercises: A Pre-Reading: Unlocking of difficulties through pictures. actions Kid, Kit, Mik Sack, Kicks Activity 1: Matching upper case with lower case for. Aafia 9° tActivity 3: Matching sentence cards with sentences on the board. 4: Checking and underiining the sentences dictated. vty 5 1 Building sentences on the pocket chart B, Reading: Motivation: Do you bring a kit to school? Whatis inside your Kit? Let's find out whats inside Nick's Kit Follow procedure in reading sentences w/ etter Pp. 21 T Nickis a kid with a kit 1 | Thereis acan of mikinthe kit | | Thereisasackinthekit,too. | 1 Nick drinks the milk 1 ‘Then, he kicks the can. C. Post Reading: ‘Answer the following questions: Who is a kid? What does he have? ‘Whats in the Kit? ‘What did he do with the milk? What else can we place inside the Kit? Where can you bring a kit? ‘What other containers are used for milk? ‘Why do you think Nick xioks the can? Do you also play with cans? Do you also play with cans? in what ways can you usefplay with cans? 3, Writing Follow procedure in wring letter Pp, blends, words sentences p 21. A LetierKk = --1,2,3/K B, Blends: CK, Sk, LK C. Words: NICK, KIO, KIT, MILK, SACK, KICKS D. Sentences used for reading E. Practice wring worts and sentences on the board and or: paper as dictaled by the teacher. 1 Evaluation: Directions: Read sentences from the sentence cards. ite the words and sentences fm going to dictate. MILK, KICK, SILK, STICK, BLACK 4, Nick drinks the milk. 2, He kicks the can. 3. They run up the bill ML D Re tion: Pupils read the words found in the pocket chert KICK, BLACK, MILK, SACK, ASK, LICK Enrict Recite the rhyme.iow: Flasheards——- JUMP, JUST JOG, JAM, JAR ‘Lesson Proper. 4 1, Presentation A.Name and sound of letter |. 4, This is letter L.. The sound of the letter is 1 2. Follow steps 1-4 in naming and sounding leter Mm B Blends: IT, 1G, IC, SIM Follow steps 1-3 in developing !40 to develop the blends C. Words: PIT, BIG, HIS Follow steps 1-3 in developing MOM to develop the words. A: Pre-Reading Unlocking of difficulties using pictures, real objact. PIT, BIG, HILL, ivity 1 Matching blends to form words, 2 Forming words using letier cards. ity 3 Matching sentence cards with sentences on the board. Aaciviy 4 sag setumceos secs cot ‘uling sentences on the pocket chart B, Reading: fon ’ Have you gone to a pionic? Where did vou go? What did you do there? Let; read about two boys who went on a ic? Fallow procedure in reading sentences w/ letter Pp. 21 Tim and im has @ picnic. ‘They run up the hill ‘They saw a hig pit ‘Sit stilt: Jim. Fill the pit, Tim. C. Post Reading: Answer the following questions: ‘Who went on a picnio? Where did they go? What did trey see there? Whatis Jim told to do? ‘Who is speaking to Jim? Why do you think Jim is told to sit stil? Whats Tim told to do? Why do ycu think Tir is told too ft the pit? What do your think is inside the pit ? ‘Do you think the boys enjoyed the picnic? Why? Why not? 3. Writing : Follow procedure in writing letter Pp, blends, words, senlences p21 A Letter 1,231 B, Blends: {T, 1G, 1G, ISIN C. Words: TIM, JIM, PIT; BIG, PICNIC D. Sentences used for reading E. Practice writing words and sentences on the board end on paper as Aintofed hy tha tear; ____ Dayar = v4 SECOND RATING PERIOD ‘SUMMATIVE TEST NO. 6 (Day 43.48) TABLE OF SPECIFICATION OBJECTIVES No.ofDays % No. of tems Recognize, produce and writs letters 2 % 5 J and | correctly, 5 Recognize, produce and write letter K 2 33° g Read, write words and |, K 2 #4 s TOTALS 6 100 5 45 Directions: Listen ote questons caetuly. Choose the corec answ, Wo the letters only. 1. Which picture begins with 72 Cee £ Which word begins with A? A. inn B.ice a Wich word bogie with? A,jet Bday ©. gate 4 nich word fs sound? mice B. Koh Calight 5. Which word Prenat sound? Ait C. jeep 6. Which blend eae white blend inthe box? GU Awa: BO CU 7.UAM_ JA JOB B.JOG C.JAM 8. Which ‘word is different with the word in the box? [St] a sar 8.SIT C.S0B - 9. Which is the tower case of the word in the box Kio a kid B. kioe ©. sick 10. Which is the upper case of the werd in the box? INK A. ICE BASLE CINK Directions: Write the words and sentences that fll dictate. 11 Kid 12 jump 13. Dan had a jam 14. hithim 18, Kick the can,‘Third Rating Period DAY1&2 el (@days} Recognize, produce, and write latter V corecty. Read, wre words and sentences wit ter. Subject Matter: Letter V sounded /v/ as in VAT, VIM, VIGOR Materials:_pictures, wore cards, sentence cards Value: coon torah Procedure: ‘A. Listening Comprehension: Jazz Chant Where's Vic? He'siin the vat. He's in the vat. “That's where Vic is, That's where Vic is. Where's Vic? B. Review: Flashcards- KICK , BLACK, MILK C. New Lesson: 4, Presentation: ‘A. Name and sound of letter V. 4. Thisis letter V. The sound of the etier is WI « 2. Follow steps 1-4 in naming and sounding letter Wim B. Blends: VI, VA Follow steps 1-3 in developing MO to develop the blends. © Words: - VIN, VAN, VISIT, VIGOR, VAST Follow steps 1-3 in developing MOM to develop the words. 2 Exercises: A. Pre-Reading: 4. Unlocking of dificuttes through pictures, actions: VAN, VAST, VIM , VIGOR Activity 1: Matching upper case words with Iower case forms. ett 2: ‘Matching words wit pictures, vty 3 ‘Writing words on the board 4 ‘Matching words, phrases , and senterces on the board Activity § Building sentences on the pocket chart B. Reading: Follow procedure in reading sentences with latter P~p. 21 Dan ridas the van. He visit Tim. Tim lives in a vast land. ‘Tim has vim and vigor. He can run with the van‘Answer the following questions Where does Dan ride? ‘What will he do? \Why do you think he wil visit Tim? ‘Where does Tim five? Do you lve in a vast and, 00? How will Tim feel when Dan visits him? Do you fed happy when someone vss you? Why’? Why not? \What does Tim have? she strong? Why? Why 0%? Have you seen a man run as fast asthe van? Can you run with the van,too? Why? Why not? 3. Waiting : Follow steps in writing letter P p,biens , words, and sentences page a AL Letter W- 1,and 2V;, 1 and 2! B. Blends: VI, VA C. Words: VAN, VISIT, VAST, Vib, VIGOR iB : E Sentences used for reading Practice wrting words and sentences on the board and on paper a8 dictated by the teacher. \v. Evaluation: si Directions: Read the sentences from the sentence cards. Write: = ‘the words and sentences ! am going to dictate 1. VAN 1, Dan rides the van. 2. VAST 2, He can run with the van. 3. VIM 4, VICTIM 5. MISIT ML 1D Vv. Remediation: * Pupiis read the words and write the folowing words on the flashcards visit, VICTIM VAST VALID VAN Mi. Enrichment: Recite the poemirhyme “Airplane, Airplane in the Sky" + pieptane, Airplane in the Sky" ny! Airplane, Airplane in the Sky nna Fiying, flying of so high Iv “Take re with you when you fy ne! Up, up therein the sky. Hptsaetencoieg‘Objectives: Recognize, produce, and write letter W correctly, Read, write words and sentences with letter W. Subject Matter: Letier W sounded Aw/ as in WAY, WING, WORM Materiais:_letter cards, sentence cards, pictures, flashcards Value: [Love for Farni Procedure: A. Listening Comprehension (Rhyme) Swing and swim, Swing and swim. Boys and girls have to win, “Twist this way, and twist that way. Wish they will win. What will boys and gins do? Why do they have to swim and swing? B Review: Flasheards—-—- VAT, VIM, VISIT, VAST c Lesson Proper: 2. Presentation B. Name and sound ofletter W . ‘1. Thisis letter W. The sound ofthe letter is Aw. 2. Follow steps 1-4 in naming and sounding later Win B. Blends: SW, Wi, WA, TW Follow steps 1-3 in developing MO to develop the tlands. €. Words: WIN, SWIM, TWIN Follow sieps 1-3 in developing MOM to develop the words, 3. Exercises: A. Pre-Reading Unlocking of dificulties through pictures, actiors ‘SWIM, WIN, TWIN Activity 4 Matching upper case words/ sentences with lovrer case forms. Activity 2 Finding your pair. Pupils are given blends. They find their pair to fo-m words. Activity 3 Reading words from flashcards. Activity 4 : Reading ftom sentence cards. Activity 5 Framing words, phrases and sentences on the board. Activity 6 Matching words, phrases and sentences on the board. _ 8, Reading: Motivation: Do twins look the same? How do you-tll one from the other? Follow procedure in reading sentences w/ letter Pp. 21 S‘ Follow procedure in reading sentences with letter P p.21 Will and Bill are twins, The twins can swirt. They swim fo win. Which is ‘wit? Which is Bil? ‘Which is Bill? Ifyou can tell, you win C. Post Reading: ‘Answer the folowing questions: ‘Who are twins? What can they do? Why do they swir!? ‘Do the twins look the same? Do you think they like to sw’? Do you lke fo swim, too? Why ? Why not? Do you know twins who look the same? Are there twins algo who do not look the same? How can you tl a brother from his twin ? ‘Would you like to have twin? Why? Why not? ‘How will you show your ‘Jove for your brother? 3, Writing Follow procedure in wring tier Pp, blends, words and sentences | Px A Latter Ww 12,3, 4 8. Blends: SW, WITW C. Words: SWIM , WIN, TWIN D. Sentences used for reading . Practice weting words and sentences on the board end on paper as dictated by the teacher. IV Evaluation: Directions: Select the word 'm going to dictate. Write only the later 4 A. Words: (Swit) +.A SWAT 8. SWIM C.WIN, wit) 2A WIT B.WIN ¢. SWIM (Twist) ZA TWIST B.WRIST C. SWAT (SWAT) AASWIM — B.WRIST C. SWAT (WIN) 5. AWIT B.WIN Cc. SWIM B, Sentences: ‘Wil and Bill are twins. The twins can swim. ML 1D V_ Remediation: Pupils write the folowing words on the prepared flashoerds. WIT, WISH, WIN, SWIM, TWIST, TWINEnrichment: Recite the poem. The Star ‘Twinkie, twinkle litte star How! wonder what you are Up above the world so high Like a diamond in the sky Twinkde, twinkle litle star How | wonder what you are! Third Rating Period ~2t DAYSES (2days) Objectives: Recognize, produce, and write letter X correctly. Read, wite words and sentences with letter X Subject Matter: - Letter X sounded /x/ as in COX, , BOX, FIX Materials: Pictures, objects, sentence cards, flashcarés Value: |_Cooperation | Procedure: > A. Listening Comprehension (Picture Story) The fox is in the box. Who is inthe box? = op and Pip mix and fix his food. What dd Pop and Pip do? ‘The fox eats them alt Why do you think the fox eat? 8. Review: Flashcards and sentence cards on W. ©, Lesson Proper: 4, Presentation C. Name and sound of etter X 1. Thisis letlerX. The sound of the letters ks. 2. Follow steps 1-4 in naming and sounding letter Nn “ B, Blends: AX, IX, OX * Follow steps ‘-3 in developing MO to develop the blends. g C. Words: TAX, SIX, BOX 2 Follow steps 1-3 in developing MOM to develop the words 3. Exercises: 8. Pre-Reading ¢ Unlocking of cificultes through piotures, real cbjects, gestures, FOX, BOX, FIX, SIX, Activity 4 Matching upper case with lower case form, 2 Contest: Each group form as many words with X). Activity 3 ‘Contest: Pair the blends and form as many werds as you can. Activity 4 Game-FruitPicking Time: Pick as many words as you can, and read them. POX, FOX, BOX, MAX, TAX, LAX MIX, FIX, SIX, FAX, MIX Activity 5 Matching sentence cards with sentences on the board. Dan has six tops. ‘The tops are in the box, Let's fix the box,Recite the poem. The Star Twinkle, twinkle litte star How! vender what you are Up above the world so high Like a diamond in the sky Twinkle, twinde litle star How I wonder what you are! ‘Third Rating Period DAY5&6 (days) ‘Objectives: Recognize, produce, and write letter X correctly. Read, write words and sentences with letier X. _ Subject Matter: Letter X sounded /x/ as in COX, , BOX, FIX Materials: Pictures, objects, sentence cards, flashcards Value: |_Cooperation _| cedure: Listening Comprehension (Picture Story) * The fox isin the box. Whois in the box? op and Pip mix and fx his food. What did Pop and Pip: do? The fox eats them all Why do you think the fax eat? Review: Flashcards and sentence cards on W. Lesson Proper: 4, Presentation . Name and sound of letier X 1. Thisis letter X. The sound of the letter is /ks/. 2. Follow steps 1-4 in naming and sounding letler Kim B. Blends: AX, IX, OX Pa Follow steps ‘-3 in developing MO to develop the biends, ©. Words: TAX, SIX, BOX Follow steps 1-3 in developing MOM to develop the words. 3. Exercises: Fre Reading Unlocking of dffculies through pictures, real cbjects, gestures. FOX, BOX, FIX, SIX, 1 ‘Matching upper case with lower case form. ity 2 Contest: (Each group form as many words with X). Activity 3 ‘Contest: Pair the blends and form as many werds as you can, Activity 4 Game-Fruit Picking Time: Pick as many words as you can, and read them. POX, FOX, BOX, MAX, TAX, LAX MIX, FIX, SIX, FAX, MIX Activity § Matching sentence cards with sentences on the board. Dan has six tops. The tops are inthe box. Lets fix the box.B. Reading: Motivation (Show a box) What's this? What do we putin a box? Find out what Max putin the box. Follow procedure in reading sentences wi etier P_p.21 i The fox sat on the box. i The box fll. f Max wil fix the 00x. | i He will put six tops in the box. t C. Post Reading: Anwar the following questions: ‘What sat on the box? | What happened to it? ‘ Can you sit on a box, too? | ‘Where do you think the box felt? Ep What did Max do? - ‘What do you think he used to fix the box? b Can you fix a box? Why? Why not? { What did Max put in the box? e ‘Whose tops do you think are they? Do you have a top too? Where do you keep it? Why? | 3, Writing B Follow procedure in writing letter Pp, blends, words and sentences p.21 A Letter Xx =~ 1 and 2, ix! B, Blends: AX, IX, OX C. Words: BOX, FIX, SIX, FOX D. Sentences used for reading E. Practice writing words and sentences on the board and on paper as dictated by the teacher. Vv Evaluation: Directions: Read the sentences from sentence cards Write the words and sentences i'm going to dictate. MAX FOX, FIX, BOX, SIX ‘The box fell. Max wil fix the box. ML ‘0 V__ Remediation: Pupils write the dictated words on the flashcards and then read them, Enrichment: Jazz Chant ‘There's an ax in the box. ‘There's a wax in the box. What did you say? Who cares about an a? ‘What did you say? Afox or a wax? ‘There's a fox in the box. fthere are six, let's fix and mix. ‘What did you say? ‘Third Rating Pa __ DAY 78 * days) 1. Objectives: Recognize, produce, and write letter Z correctly. Read, write words and sentences with letter Z.Subject Mater: Letter Z sounded fa! as in ZAM, ZIP Materials: Pictures, letter cards, flashcards. Value: — Love of Ani Procedure: |A, Listening Comprehension (Poern) This is Zamboo. He's black all over. He lives in a 200. One day some bees cams by. Lister: Zoom! Buzzed ates Zoom! Zoom! Buzzed two bees ZzZzZ2 Swish went Zamboo's tall Who is black all over? ‘What was the sound of the bees? Where dogs he live? Why did the bees fly away? How many bees came? Review: Flashcards and sentence cards on X Lesson Proper: 4. Presentation = D. Name and sound of etter Z. B 4, Thisis letter Z. The sound of the letters i. 5. Follow steps 1-4 in narning and sounding letter Nin B. Blends: 1Z, UZ, ZA, ZI * Follow steps 1-3 in devetoping MO to develop the bends. ©. Words: Z00, ZOOM, ZAP, ZIP, BUZZ Follow steps 1-3 in developing MOM to develop the words. 2. Exercises: 4 Pre-Reating pct Unlocking of eificultes through pistures, gest.res 200, ZIGZAG, BUZZ, ZIP, ZAP, ZOOM ; Activity 1 ot Matching upper case words/sentences with lower case forms. Activity 2 : Pairing biends to form words 3 Activity Framing words, phrases, sentences on the boerd.. Activity 4 Matching sentence cards with sentences on the board. Activity 5 Building sentences on the pocket chart. Activity 6 Rhyme (Action-clap hands and fingers) Zar zip.zap zoom, zoor, (3x) tip, Zap, Zoom. B, Reading: Motivation: Have you gone to @ z00? What did you see there? 1 Find out f Liz saw the same. Third Rating DAY7Follow procedure in reading sentences w/ letter P p.at Lisa is atthe 200. “they way to the 200 zig-za9s Liza sees bees at the zoo. “The bees buzz. “The bees zip, zap and zoom ©. PostReading ‘Answer the following questons: Where is Ll2? ‘What kind of way was itto the 200? ‘What did Liz see there? ‘What do the bees do? Why do you think Liz is atthe 200? What other animals does she see there? Do you think Liz enjoys looking atthe bees? Is it safe 1o go near bees? Why? Why not? ‘Why do many children like to go 10 the 200? ‘Do you like to go to the 200, 400? Why? Why not? 3. Weting Follow procedure in wring etter Pp, blends, words and sentences p. 24 A Letter Zz —~1,2, dia B. Blends: 1Z, UZ, ZA, ZI C. Words: Z00, ZIGZAG, BUZZ, ZIP ZAP ZOOM D. Sentences used for reading E. Practice writing words and sentences on the board and on paper 2s dictated by the teacher. Directions: Read sentences from the sentence cards * ‘Write the words and sentences I'm going to dictate.. ‘ZIP, ZAP. ZOOM, ZIG-ZAGS, JAZZ ZOO, ZAM 4. Lizis at the 200. 2. The bees buzz. ML iD Vv. Remediation: Write the following dictated words on the flashcards: ‘ZOOM, ZOO, JAZZ, ZOOM, BUZZ Read the words written on the flasheards. Enrichment: Recite 2 poem: Buzzing Bee" Little busy, buzzing bee, Do not buzz so close to me. Do not buzz so near to my noée. Go and buzz or kiss a rose Lite busy, buzzing bee, Do not buzz so close to me Do not buzz and buzz and buzz All around the tee.‘Third Rating Period __DAY9& 10 ——_—— days) Objectives: Recognize produce, end write letter correctly. Read, write words and sentences with letter L. Subject Matter Letter L sounded fil as in tamp, doll | Materials: flashcards, chart, pictures, and real objects. Blends cards, sentence cards Procedure: A. Listening Comprehension: Love is a good word. Whatis a good word? Jesus loves everyone. ‘Who loves everyone? Does Jesus love you? Flashcard drill on DOG, DOT, MOD, SAD, MAD, ADD 1, Presentation: . ‘A. Name and sound offetter L. 4. Class, this is letter L. The sound of this letier is AV 2. Follow steps 1-4 in developing letter Mm. = B. Blends: LA,LO,PL Follow steps 1-3 in developing MO to develop the blends C.. Words PLOT, GLAD, SLAP, SALAD Follow steps 1-3 in developing MOM to develop the words. 2. Exercise: : A. Pre-Reading: Unlocking of difficulties through gestures, pictures GLAD, SALAD, GLASS, LAD 2 Framing words, phrases & sentences on the board. Activity 3 ‘Matching words, phrase & sentences on the board. ity 4 Building sentences in the pocket chart Motivation: Do you share what you have with your fends? Why? Why not? Find outif Pam does. Follow procedure in reading sentences with letter P,p 21 Pamis glad. Mom has salad ‘She puts itin a glass Pam gives ito the lad. “The fal is Pam's pal.NM. Evaluation: Write the words and sentences as dictated. LAD, SALAD,GLAD, GLASS 4. Pamis glad. 2. The LAD is Pam's pal. MI iD Remediation: Reading words from the flashcards. Enrichment: L ti C. PostReading: Who is glad? Why is she giad? What did Pam do with the salad? ve, Who is the tad? = Does your Mom have satad too? Why did Pam give salad tothe lad? Ifyou were Pam, would you also shere salad with him? Why? Why not? ‘What kind of chil shares what he hes with others? 3. Whiting: Follow procedure in writing letter P, blends, words & sentences p. 21 A Letter Lt =A and 2A) B. Blends: LO, LA, PL C. Words: LAD, GLAD, SALAD D. Sentences used for reading” E. Practice writing words and sentences on the board & on psaer a8 dictated by the teacher Prepare flashcards where the pupils wil write the folowing: PLOT, GLAD, LAST, LOST, LAD ” ‘Third Rating Pi _DAY 118 12 v @ days) ‘Objectives: Recognize , produce , and write letter E correctly. Read, write words and sentences wih leter E. Subject Matis: Letter E soundec /E/ as in ED, KELLY, SET Materials: Picturss, letter cards, plastic cards flashcards sentence card Value [Love of Nature! Procedure: A. Listening Comprehension (Picture Story) Henny Penny is a hen, Henny Penny is a red hen. Henny Penny is. Ben's red hen. 1, Whois Henny Penny? Who owns Henny Penny? 2. Whatis the coior of Henny Penny? 8. Review: Flashcards and sentence cards on Y. ©. Lesson Proper:SQUAT, QUACK SQUIRREL, SQUASH, Quit. | | ity 1: Framing words, phrases, sentences on the board. Activity 3: Group contest (Reading words from flashcards) Activity 4 B. Reading: ‘Motivation: Building sentences on the pocket chart. ‘What sound do ducks make? What sound do squirrels make? Do you like to hear their sound? Follow procedure in reading sentences with later Pp. 21 ‘The lads squat. The ducks quack. The mice squeak. The squrrels run. Quit thal and be quiet Sothey quit and eat squash. ©, Post- Read ‘Answer the following questions: What do the lads do? What do the mice do? What do the squirrel do? ‘Whhy do you think they make noise? Who do you thinlctlls them to quit? ‘What kind of chile obeys what he is to do? Why do you think they eat squash after maki ‘Writing: ‘ Follow procedure in writing letter pp. a A. Letter Qg- 4 and 2 /qi B, Blends: Qu, SQU C. words: QUIT QUACK, SQUAT, SQUASH D. Sentences used for reading. E. Practice writing words and sentences on the teacter. aluation: Directions: Read the sentences from the sentence | cards. Write the words and sentences I'm going to dictate. QUICK, SQUASH, QUIT, QUACK Sentences: 1. The ducks quack: 2. The mice squeak. Qu Do you alse stop when somebody tells ‘you to do so? Why? Why not? ort ing noise’ 7 Do you eat, too, ater running or making noise? Why? Why not? the board and in paper as dictated by