2009-09-11-08.56.22 by Vibal Publishing House

V English Series Across Borders Through Reading 1 Teacher’s Manual Second Edition ISBN 978-971-07-2550-2 Copyright 2009 by Vibal Publishing House, Inc. and Lydia P. Lalunio, Ph.D. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means—electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without permission in writing from the publisher and the author. Artwork belongs solely to Vibal Publishing House, Inc. Published and printed by Vibal Publishing House, Inc. Main Office: Cebu Office: Davao Office: Iloilo Office: Cagayan Office:

1253 Gregorio Araneta Avenue cor. Maria Clara Street, Quezon City, Philippines Unit 202 Cebu Holdings Center, Cebu Business Park, Cardinal Rosales Avenue, Cebu City, Philippines Kalamansi St. cor. 1st Avenue, Juna Subdivision, Matina, Davao City, Philippines Unit 6, 144 M. H del Pilar St., Molo, Iloilo, Philippines Bldg. A, Unit 4, Pride Rock Business Park, Gusa, Cagayan de Oro City, Philippines

Member: Philippine Educational Publishers’ Association; Book Development Association; Association of South East Asian Publishers; Graphic Arts Technical Foundation

Preface The VP English Series is a language and reading program that: •

reflects current trends and developments in language and reading instruction;

•

recognizes the interrelationships of the four components of the English program: listening, speaking, reading, and writing;

•

implements changes in English instruction as called for in the New Elementary Learning Competencies;

•

focuses on definite language and reading learning competencies attainable within specified and appropriate conditions and time;

•

develops language and reading skills in hierarchical and spiral fashion;

•

provides for learning and practice of specific language in meaningful and realistic communication situations;

•

relates language and reading to other subject areas in the curriculum;

•

Features of the Teacher’s Manual The Teacher’s Manual for the VP Reading series, Across Borders Through Reading 1-6, Second Edition, provides the classroom teacher with: 1) guidelines on how to use the worktext efficiently and 2) procedures and strategies that will result in more effective teaching. It offers: •

Integration of CD-ROM activities and web content enrichments A special feature of the series is the inclusion of Interactive Reading CD-ROMs. Two lessons in every unit incorporate animated presentations of the selection and post reading vocabulary exercises for grades three to six. The CD-ROM is easy to use. It will automatically run on Windows 98 PC with 256 MB RAM, 35 MB video card and 4X speed of CD-ROM or higher. The PC must have a compatible sound card and a working speaker. The CD-ROM will self-start a few moments after loading. Then, follow the instructions below to access the specific features of the CD-ROM: 1. Select the unit title of the ABRE textbook > screenshot

promotes desirable Filipino values and cultivates in the learner a deep sense of nationalism; and

•

recognizes individual differences in terms of motivation, interests, and learning style and provides varied activities to meet these differences. The Teacher’s Manual which accompanies the worktext, Across Borders Through Reading 1, Second Edition, has been prepared primarily to provide the classroom teacher guidelines on how to use the worktext efficiently. The material is divided into units which are in turn fleshed out into lessons with labels corresponding to the unit and lesson titles in the worktext. Each lesson in the Teacher’s Manual consists of the following: Objectives, Subject Matter, Materials, and Procedure. The activities under Procedure, arranged in the sequence they are taken up in the teaching process, come under the headings: Start with What You Know, Add to What You Know, Look and Say, Read, Share Your Ideas, Sharpen Your Reading Skills, Do What’s Right, Make Connections, and Spin Off. The Procedure suggests ways of carrying out the day’s activity to attain the lesson objectives effectively.

iii

2. Select the lesson.

3. Select an activity.

4. Read the instruction and do the activity.

There are also embedded web links in the Teacherâ&#x20AC;&#x2122;s Manuals. Activities for one of the two computer-assisted lessons of each unit are published online at www.vibalpublishing.com, including all the web links. On the Internet, one may directly access these through the iteach.vibalpublishing.com portal. To further help the teacher integrate educational technology in the teaching of Reading, a teaching exemplar is provided and can be accessed through the i-teach.vibalpublishing.com portal. A teaching exemplar is an expanded lesson plan or a teaching guide for a lesson that is treated special because of its many possibilities for technology integration. In thi sgrade level, the teaching exemplar is Lesson 7 (The Magic of a Smile) in Unit I. The instructions in this manual are given under the assumption that the English classroom is provided with multimedia equipment which the teacher operates. Alternatively, the English lesson can be conducted in a school facility where there are a number of personal computers which have CD-ROM drives or are Internet-capable. In the event that the pupils have access to computers, in their homes or elsewhere, all they have to do is to carry out the instructions in the CD-ROM box found on the first page of the lesson where there is e-learning integration. Pupils should be encouraged to run the CDROMs that go with their textbooks as a self-learning activity.The pupils can access the lessons through the i-learn.vibalpublishing.com portal. Once logged on at i-learn.vibalpublishing.com, they click ENGLISH on the MYSUBJECTS panel, then, do the following instructions to access the activities.

4. Read the instruction and do the activity > screenshot

1. Select grade of ABRE textbook.

•

Clearly defined lesson objectives The lesson objectives are stated in behavioral and communicative terms, identifying what the learners are expected to display after the learning experiences. Every lesson also provides for an objective focusing on the development of a desirable value or attitude. These values are identified in the Scope and Sequence Chart.

•

Explicit subject matter The lessons present a wide range of interesting reading materials in various genre: short stories, poems and verses, informative articles, legends and tales, plays, and many others which are rich in human and Christian values. In addition, each unit includes two or three skill lessons on specific target skills. This is to ensure concentration and mastery on the part of every learner.

•

Well-organized procedures for the day-to-day activities The procedure in each lesson suggests ways on how the activities should be carried out to attain the objectives set. It includes specific steps/instructions on strategies and techniques to employ, background information about the selections, and sample questions to start off discussion or elicit responses to some questions or exercises. However, the teacher is free to make modifications, revisions, or adaptations of the procedures as may be deemed necessary.

2. Select the unit and lesson.

3. Click activity.

The lesson parts in the Teacher’s Manual correspond to the lesson parts in the pupils’ textbook. The parts are as follows: A. Start with What You Know This is the first part of the lesson. It aims to activate the pupils’ prior knowledge or schema in different ways. The manual gives suggestions on how the schema is to be activated. B. Add to What You Know This part aims to provide the pupils with additional information that can assist them in better understanding the selection. The manual provides other information that the teacher can share with the pupils. C. Look and Say In this section, various decoding and meaning-getting strategies which pupils can use in working on the lexical items in their texts are suggested. D. Set a Goal for Reading In this section, suggestions are given on how the motive question found in the pupils’ text is to be taken up. E. Read Different techniques in taking up the reading selection are suggested in this section. In most lessons, the pupils silently read the selection. The teacher is free to determine how the selection is to be dealt with, that is, to be read orally or silently, at home or in school. In two lessons in every unit, animated presentations of the selections may be used through the Reading Interactive CD-ROM. F. Share Your Ideas In this section, a number of questions are listed for the purpose of checking the pupils’ general comprehension of theselection. Other questions are included as prompts for the pupils to demonstrate their higher order thinking skills. The questions also serve as springboards for large and small group discussions of topics of interest to pupils of a particular level.

G. Sharpen Your Reading Skills Various reading skills are taken up in this part of the lesson – vocabulary, comprehension, literary and/or study skills. This is a very important part of the lesson as it is here where the teacher teaches a particular skill through explicit direct instruction. Several exercises are provided where the teacher requires the pupils to apply the skill taught. H. Do What’s Right This is the values inculcation part of the lesson. Various strategies are suggested such as group discussions, role playing, interviewing resource persons, and doing library research. I. Make Connections Integration with the other areas in the curriculum is done in this section. Activities which can enhance the pupils’ cognitive, socioaffective, and affective competencies are suggested. J. Spin Off This section suggests various enrichment activities the pupils can engage in. Each unit ends with: • Linking Reading with Writing. This section provides opportunities for making the readingwriting connection. In grades three to six, the Genre-Process approach to teaching writing is used. The following are the steps in the approach: (1) Preparation, (2) Modeling and Reinforcing, (3) Planning, (4) Joint Constructing, (5) Independent Constructing, and (6) Revising. The Authors

Content and Objectives Outline Unit I Here and There

Lesson Number and Title

Reading Selection/ Text

Sharpen Your Reading Skills (Objectives)

Do What’s Right (Values)

Make Connections (Content Integration)

Spin Off (Enrichment Activities)

Lesson 1 A Happy Family

Meet My Family (Poem)

• Associate names of objects/pictures with their printed symbols • Develop visual discrimination skills • Recognize capital and small letters • Read highfrequency words at sight

• Show love and respect for the members of the family

• Counting numbers one to ten

• Answering questions about one’s family

Lesson 2 Worshipping Together

Good Little Ted (Short Story)

• Identify words that have the same ending sounds • Read and act out words, phrases, and sentences

• Show friendliness to others

• Telling the different ways people worship

• Acting out pictures and rhymes • Matching words with the same ending sounds • Writing the missing letters of number words

Lesson 3 My Pet Puppy

My Little Prince (Poem)

• Decode words at sight • Associate the names of objects/ pictures with their printed symbols

• Show love and care for animals

• Identifying animals and their young and the sounds they make

• Reading the poem See My Boat

vii

• Recall details in the text read Lesson 4 Our Beautiful World

God Made This World (Poem)

• Associate pictures with correct sentences • Arrange events as they happened in the story

• Show gratitude to God by being good to others

• Recognizing ordinal numbers

• Writing the names of the days of the week • Reading the poem God Made This World

Lesson 5 Riddles

What Is It? (Riddles)

• Decode words that have consonant blends • Infer what a person, animal, or thing does

• Show ways of spending time wisely

• Recognizing the kinds of weather

• Completing words that have consonant blends

Lesson 6 Keeping Healthy

Polite Little Seth (Dialogue)

• Classify words under appropriate headings • Increase one’s vocabulary • Recall details of a story read

• Use polite expressions when talking to others

• Identifying community helpers

• Identifying more community helpers

Lesson 7 The Magic of Smile

A Smile (Rhyme)

• Identify rhyming words • Identify the topic of a picture

• Show how to take care of books

• Acting out the poem How Do You Do?

• Identifying the main ideas of sentences

Linking Reading with Writing • Writing a Description of a Person

viii

Unit II School Is Fun Lesson Number and Title

Reading Selection/ Text

Sharpen Your Reading Skills (Objectives)

Do What’s Right (Values)

Make Connections (Content Integration)

Spin Off (Enrichment Activities)

Lesson 1 The Flag Ceremony

Respect Our Flag

• Associate words with pictures • Add words for Philippine symbols to one’s vocabulary • Note details in the selection read

• Show respect for our flag

• Looking at picture of other symbols of our country

• Completing words with medial vowels

Lesson 2 Be Careful

Parts of the Body (Song)

• Identify synonyms • Add words for parts of the body to one’s vocabulary • Identify the idea shown in a picture

• Show how to take good care of one’s body

• Identifying the parts of the body

• Writing sentences about pictures

Lesson 3 Let’s Go to School

Going to School Is Fun (Poem)

• Identify synonyms • Add words for means of transportation to one’s vocabulary • Answer specific questions about the selection

• Observing safety habits in crossing the street

• Recognizing different means of transportation

• Singing and acting out a rhyme • Writing the antonyms of selected words

Lesson 4 A Morning Chant

A Chant in the Morning (Chant)

• Arrange words in alphabetical order • Add more actions words and name words to one’s vocabulary

• Show how to keep things in order

• Singing a chant

• Naming pictures

• Recall details in the selection read Lesson 5 A Fish Tale

The Class Aquarium (Short Story)

• Associate pictures with the correct words • Add to one’s vocabulary the names of the parts of a fish • Determine the truth and falsity of statements

• Show love and concern for animals

• Identifying the parts of a fish

• Recognizing the parts of a fish • Recognizing ways of showing care and concern for animals • Rearranging letters to form words

Lesson 6 School Is for Everybody

The Animals Go to School (Short Story)

• Identify the number of syllables in a word • Putting sentences in their correct order

• Show politeness when speaking and listening

• Singing a song about animal sounds

• Dividing words into syllables • Recognizing the number of words in a syllable • Matching animals with the sounds they make

Lesson 7 Making Colors

Color Magic (Short Story)

• Decode frequently used words at sight • Add frequently used words to one’s vocabulary • Follow specific directions

• Show the importance of following directions

• Coloring a picture using different colors

• Following directions • Making new colors

Linking Reading with Writing • Writing a Description of a Place

Unit III Storytime Lesson Number and Title

Reading Selection/ Text

Sharpen Your Reading Skills (Objectives)

Do What’s Right (Values)

Make Connections (Content Integration)

Spin Off (Enrichment Activities)

Lesson 1 Dreams

Abby’s Dream (Playlet)

• Identify consonant blends • Recall the statements of the characters in a story

• Show obedience to one’s parents

• Saying a prayer to God

• Recognizing words that begin or end with consonant blends

Lesson 2 Life of a Flag

Frogs and Tadpoles (Informative Article)

• Identify the number of syllables in a word • Add to one’s vocabulary words related to the life of a frog • Note details in a picture or story

• Show concern for frogs

• Knowing the stages of a frog’s life

• Recognizing details in a selection • Recognizing the number of syllable in a word • Coloring pictures that show concern for frogs

Lesson 3 On a Farm

Little Red Hen (Short Story)

• Identifying antonyms • Noting details in a story

• Show how to take care of God’s creation

• Identifying animals

• Dramatizing the story The Little Red Hen • Writing missing words and antonyms • Recognizing names for pictures

Lesson 4 The Story of Noah

Noah and the Ark (Bible Story)

• Recognize words through pictures

• Show respect for life

• Writing a letter to God

• Recognizing pictures of family celebrations

• Select an appropriate heading for a set of words Lesson 5 Of Grasses and Trees

The Bamboo and the Mango Tree (Comic Strip)

• Identify the synonyms of words through configuration clues • Provide appropriate titles for paragraphs

• Show humility at all times

• Recognizing the parts of a tree and their uses

• Choosing the title that fits the paragraph • Recognizing the synonyms of words through configuration clues

Lesson 6 The Legend of the Firefly

Why Fireflies Carry Lights (Playlet)

• Read words with clear and correct pronunciation • Add to one’s vocabulary name words for insects • Arrange the events as they happened in the story

• Do good things daily

• Identifying insects

• Reading a choral presentation of Why Fireflies Carry Lights

Lesson 7 Animal Friends

The Carabao and the Hen (Comic Strip)

• Add to one’s vocabulary name words for insects • Arrange the events as they happened in the story • Add to one’s vocabulary words related to farms • Predict what will happen next • Arrange words in alphabetical order

• Show respect by asking permission before doing something

• Counting by fives

• Working on an anagram • Making inferences

Linking Reading with Writing • Writing the Summary of a Story

xii

Unit IV Holidays, Happy Days Lesson Number and Title

Reading Selection/ Text

Sharpen Your Reading Skills (Objectives)

Do What’s Right (Values)

Make Connections (Content Integration)

Spin Off (Enrichment Activities)

Lesson 1 Happy Birthday

Hannah’s Birthday (Short Story)

• Identify words by using their meanings as clues • Recognize courteous expressions used in specific situations • Recall details in a selection read • Recognize rhyming words

• Use polite expressions in appropriate situations

• Identifying special occasions through pictures

• Using polite expressions in specific situations • Supplying missing details

Lesson 2 The Town Fiesta

Pahiyas (Informative Article)

• Arrange words in alphabetical order • Recall details in a selection read

• Show respect for customs and traditions

• Naming fiestas in different places

• Writing a story about a fiesta • Naming different Philippine festivals

Lesson 3 Muslim Holiday

The Ramadan (Informative Article)

• Use configuration clues to identify the meanings of words • Determine the truth or falsity of statements

• Show respect for the practices and beliefs of other people

• Locating Luzon, Visayas, Mindanao on a map

• Identifying true and false statements • Supplying synonyms through configuration clues

Lesson 4 A Poem for Christmas

Away in a Manger (Poem)

• Add to one’s vocabulary words related to Christmas • Identify rhyming words in poems and verses

• Show love for the poor, the old, and the sick

• Identifying things seen in the sky during daytime and nighttime

• Recognizing rhyming words

xiii

• Inferring what has happened before an event Lesson 5 Flying Kites

All About Kites (Informative Article)

• Infer what is likely to happen in given situations • Add to one’s vocabulary words related to kite-flying • Get the meanings of words by using a dictionary • Recall details in a story

• Show pride in our local games

• Identifying games played indoors

• Using a dictionary to get the meanings of words • Supplying missing words in sentences • Writing what one can do in different weather conditions

Lesson 6 A National Hero

Rizal Day (Informative Article)

• Use configuration clues in identifying antonyms • Recall details in the selection read

• Honor heroes in different ways

• Writing about some Filipino heroes

• Using configuration clues to identify antonyms • Identifying details in a paragraph • Coloring pictures showing respect for Filipino heroes

Lesson 7 Filipino Games

Luksong Tinik (Informative Article)

• Identify synonyms of words • Answer whquestions based on pictures

• Show the importance of playing Filipino games

• Studying pictures of Filipino games

• Recognizing Filipino games in pictures

Linking Reading with Writing • Writing About a Filipino Festival

xiv

Table of Specifications (Pretest, Posttest) No. of Items

11. Add more action words and name words to oneâ&#x20AC;&#x2122;s vocabulary Item Placement

Pretest

Posttest

Part I: Listening Skills Evaluated 1. Identify the idea shown in a picture

2. Recall details in a selection read

3. Giving a possible title to a selection

Part II: Speaking

24, 25, 26

13. Identify the number of syllables in a word

32, 33, 34

2 3

13, 14 18, 19, 20

1. Infer what a person, animal, or thing does

30, 31

2. Classify words under appropriate heading

27, 28, 29

7. Arrange events as they happened

8. Predict what will happen next

35, 36, 37, 38 39

Total

14. Follow specific directions 15. Identify consonant blends 16. Identify antonyms 17. Recognize words through pictures

Part III: Reading

2. Recognize capital and small letters

8, 9

5. Associate the names of objects/ pictures with their printed symbol

10, 11, 12

6. Associate pictures with correct sentences

4. Decode words at sight

5, 6

3. Identify rhyming words 4. Identify the topic of a picture 5. Answer specific questions about the selection 6. Recall the statements of the character in a story

7. Decode words that have consonant blends 8. Associate words with pictures

2, 3, 4

9. Identify synonyms

3 3

15, 16, 17 21, 22, 23

10. Arrange words in alphabetical order

18. Recognize courteous expressions used in specific situations

1. Associate names of objects/ pictures

3. Identify the words that have the same ending sound

12. Determine the truth and falsity of statements

Pretest/Posttest

B. Sentences

I. Answer each number correctly. 1. What is the picture about?

a. market

a happy family

happy children

The two children play ball.

The girl drinks a glass of milk.

Draw a line to match the picture to the correct word or sentence. A. Words

house

7. Draw a line from the sentence to the correct word. Rita has a pet ______. â&#x20AC;˘ dog â&#x20AC;˘ barks Circle the two words that have the same ending sounds. 8. white write little 9. drive hide five Draw a line to match the picture of each animal with the sound it makes.

duck

10. 4.

xvi

mother

Tweet! Tweet! Tweet!

11.

12.

Cluck! Cluck! Cluck!

Meow! Meow! Meow!

Arrange the words in alphabetical order. Write numbers 1, 2, or 3 before the words. 21. ____ jump 23. ____ head ____ blue ____ get ____ nose ____ door 22. ____ room ____ cat ____ floor Read the story carefully. Write true if the statement is true according to the story. Write false if it is not. Oxygen in the water comes from green plants. The plants make food when the sun shines in the aquarium. They give off oxygen as they make food. The fish in the aquarium breathe in this oxygen.

Write the consonant blends found at the beginning of each group of words. ____ 13. drum drop drug dress ____ 14.

clouds clothes

clock

clay

Write the synonym of the underlined word. Choose your answer from the box. large

polite

little

quiet

15. My brother is courteous. 16. It is a big house. 17. She is a small girl. Draw a line from the word to its antonym. 18. long

•

rich

19. poor

•

cold

20. hot

•

short

____ 24. ____ 25. ____ 26.

The oxygen in the water comes from the plants. The fish makes the food when the sun shines in the aquarium. The fish in the aquarium breathe in the oxygen.

Read the pair of words. Draw a box around words that rhyme. 27. beauty flowers cry naughty box dry 28. here land soon done hand get 29. cake eyes pray bake face clean Read the sentences after each number. Answer the question that follows. Circle the picture for your answer. 30. They grow in the garden. They are red, pink, white, and yellow. They grow beautifully. Butterflies alight on them. What could they be?

xvii

31. It’s a useful animal. It provides us with milk and meat. It makes the sound, “Meeh! Meeh!” What could it be?

What is the best heading for each groups of words? Choose the heading in the box below. Write the heading on the blank. 41. __________________________ clapped

jumped

protect

called

42. __________________________ pretty Read the words slowly. Count the number of syllables in each word. Write the number on the blank of each word. 32. goldfish ____ 33. carry ____ 34. face ____ Read the story carefully. Number the events 1-4 as they happened in the story. Annie is a wishing girl. She wishes all the time. She wishes to be a princess. She wishes while sitting in the kitchen. The brush falls on the dish. The dish falls on the glass. The glass falls into the trash can. Crash! ____ ____ ____ ____

35. 36. 37. 38.

She wishes all the time. She wishes to be a princess. The dish falls on the glass. Annie is a wishing girl.

Study the two sentences. Then, guess what will happen next in the story. Which sentence shows your chosen ending? Write the letter only. ____ 39. a. The glass is broken. b. The plate is broken. ____ 40. What is the best title for the story? Write the letter only. a. The Wishing Kitchen c. The Wishing Glass b. The Wishing Girl

xviii

small tall

tiny

43. __________________________ fan

bed

leaf

stone

44. __________________________ plaza

market

Thing Action Words

park

yard

Words that Describe Places

45. Read each sentence. Do what each sentence tells you to do. a. Draw a tall tree. b. Draw a house under the tall tree. c. Draw father, mother, brother, sister, and baby brother outside the house. They are community helpers. Who are they? Write their names in the boxes.

46.

Key to Correction

47.

48.

Read the story carefully. “Drink this, and I’ll give you a lump of sugar to take the taste in your mouth,” said the fairy. “Where is the lump of sugar?” asked Pinocchio. “Here it is,” and the fairy gave him the sugar so he could take the medicine. “How nice it would be if sugar were medicine! I’ll take it everyday,” said Pinocchio.

Who said the following? Write the name on the blank. __________ 49. “How nice it would be if sugar were medicine!” __________ 50. “Drink this, and I’ll give you a lump of sugar to take the taste in your mouth.”

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29.

b c a b b a dog white, write drive, five b c a dr cl polite large little short rich cold 2, 1, 3 3, 1, 2 3, 2, 1 True False True beauty, naughty land, hand cake, bake

30.

31.

32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44.

2 2 1 2 3 4 1 a b action words Words that Describe Things Places

45.

46. 47. 48. 49. 50.

carpenter teacher fisherman Pinocchio fairy

xix

Table of Contents Unit

Here and There ...................................................................2

Lesson 1 A Happy Family .......................................................... 2 Meet My Family (poem) Lesson 2 Worshiping Together .................................................. 4 Good Little Ted (short story) Lesson 3 My Pet Puppy ............................................................. 5 My Little Prince (poem) Lesson 4 Our Beautiful World................................................... 7 God Made This World (poem) Lesson 5 Riddles ....................................................................... 8 What Is It? (riddles) Lesson 6 Keeping Healthy ......................................................... 9 Polite Little Seth (dialogue) Lesson 7 The Magic of a Smile ............................................... 11 A Smile (poem) Linking Reading with Writing ......................................................... 12

Unit

School Is Fun .....................................................................13

Lesson 1 The Flag Ceremony .................................................. 13 Respect Our Flag (short story) Lesson 2 Be Careful ................................................................ 14 Parts of the Body (song) Lesson 3 Letâ&#x20AC;&#x2122;s Go to School .................................................... 15 Going to School Is Fun (poem) Lesson 4 A Morning Chant...................................................... 17 A Chant in the Morning (chant) Lesson 5 A Fish Tale ............................................................... 18 The Class Aquarium (short story) Lesson 6 School Is for Everybody ............................................ 19 The Animals Go to School (short story) Lesson 7 Making Colors .......................................................... 20 Color Magic (short story) Linking Reading with Writing ......................................................... 22

Unit

III

Storytime ..........................................................................23

Lesson 1 Dreams..................................................................... 23 Abbyâ&#x20AC;&#x2122;s Dream (short story) Lesson 2 Life of a Frog ........................................................... 24 Frogs and Tadpoles (informative article) Lesson 3 On a Farm ................................................................ 25 Little Red Hen (fable) Lesson 4 The Story of Noah .................................................... 27 Noah and the Ark (short story) Lesson 5 Of Grasses and Trees ................................................ 47 The Bamboo and the Mango Tree (comic strip) Lesson 6 The Legend of the Firefly ......................................... 29 Why Fireflies Carry Light (play) Lesson 7 Animal Friends ......................................................... 30 The Carabao and the Hen (fable) Linking Reading with Writing ......................................................... 32

Unit

IV Holidays, Happy Days .......................................................33

Lesson 1 Happy Birthday ........................................................ 33 Hannahâ&#x20AC;&#x2122;s Birthday (short story) Lesson 2 The Town Fiesta ....................................................... 34 Pahiyas (informative article) Lesson 3 Muslim Holiday........................................................ 36 The Ramadan (informative article) Lesson 4 A Poem for Christmas ............................................... 37 Away in a Manger (poem) Lesson 5 Flying Kites .............................................................. 38 All About Kites (informative article) Lesson 6 A National Hero ....................................................... 39 Rizal Day (informative article) Lesson 7 Filipino Games ......................................................... 41 Luksong Tinik (informative article) Linking Reading with Writing ......................................................... 42

xxi 1

UNIT

I Here and There

Introduce the book by asking the pupils to look at the cover. Let them describe what they see and what the characters in the picture do. Discuss the setting of the scene. Read the title and explain the words Across Borders. Relate the words to what a boy seems to be saying to the group. Ask how reading can help us go to different places and meet people. Have the pupils read the title of Unit I on page 2. Explain the meaning of “Here and There” about the picture in the unit divider. Read the song and discuss its meaning. Ask how they can make others happy. Teach the song by rote i.e. sing the song as the pupils listen. Then, sing the song with the pupils one at a time. Have the pupils sing each line after you. Then, sing the whole song with the class.

LESSON

1 A Happy Family No. of Teaching Hours: 3-4

Objectives A. Vocabulary Associate names of objects/pictures with their printed symbols B. Decoding 1. Develop visual discrimination skills, recognize similarities and differences in letter and word forms as to size, length, and height 2. Recognize capital and small letters 3. Read high-frequency words at sight C. Values Show love and respect for the members of the family

II. Subject Matter Selection: Meet My Family (poem) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 3-11

Pictures of pupils’ families, pictures of things in school Cards for words in Look and Say, picture Reading Interactive CD-ROM 1 IV. Procedure A. Start with What You Know Start with what your pupils know by showing them pictures of their families. Let them identify the family members. Ask where the family lives. Ask them to describe each member of the family. Discuss the meaning of extended family. B. Add to What You Know Have the pupils read Add to What You Know. Ask: “Who are also part of your family?” Have them name other relatives who are also part of their families. Tell the pupils that the poem they will read is about a child who is describing each member of his or her family. C. Look and Say Write the words in Look and Say on flashcards. Put each word in a pocket chart. Model the pronunciation of each word. Put the pictures of the following on the board. father sister

mother baby

brother family

Let the pupils tell something about each of the pictures. Then, ask them to get words in the pocket chart to match each picture. Let them practice reading the words. Ask the pupils to copy the words in their notebooks and to study their spelling. To practice reading and saying the vocabulary words, run Reading Interactive CD-ROM 1. Click on Here and There, then, God Made This World, then, Look and Say. Next, click on a word. The pupils may listen to the word first, then say the word aloud. The word will be said twice to help the pupils check whether they pronounced it correctly.

D. Read Have the pupils look at the title of the poem and the picture on page 4. Ask what they want to know about the text to be read. Write the questions on the board. Ask: “What can you say about each family member?” Read Meet My Family orally. Model to the pupils how to read it with expression. Have them listen to the description of each family member. Call on volunteers to read the poem orally. E. Share Your Ideas Ask the pupils to answer the motive questions. They can read the part in the book that answers the questions. Have the pupils answer the questions in Share Your Ideas on page 4. F. Sharpen Your Reading Skills • Identifying the Shape of a Word Show the capital and small letters of the alphabet: Aa, Bb, Cc, etc. Draw boxes to show the configuration of the different letters. for capital letters for small letters for tall letters Example:

f ami l y

Let the pupils do the exercise on pages 5-6. •

Matching Words with Pictures Explain that pictures of persons, places, and things can be written in words. Let the pupils answer the exercises on matching words with pictures on pages 7-8.

G. Do What’s Right • Showing Love and Respect to the Members of the Family Ask the pupils how they love and respect the members of their family. Have the pupils read the first three sentences on the page. Explain how the exercise is to be done. Give the pupils enough time to work on the exercise. Have them explain their responses. Show pictures of– • Pupils kissing hands of grandmother/grandfather • A girl arguing with an older sister • A boy taking care of younger brothers/sisters • Pupils giving flowers to parents/grandparents during their birthdays • Pupils giving slippers to parents/grandparents who just came home from work Let the pupils answer the exercise on page 9 of the book. H. Make Connections • Counting Numbers from 1-10 Show real objects like books, pencils, and crayons to the class. Ask them to identify the number of objects you show them. Let them count the girls/boys in class. Draw several objects on the board. Show flashcards of Numbers one to ten and let them match the cards with the pictures of objects drawn on the blackboard. Write the number words on the board—one, two, three, four, five, six, seven, eight, nine, ten. Ask the pupils to match the numeral on a flashcard with the number word. Let them work on the exercise on page 10. Have the pupils practice writing the numerals and drawing the objects opposite each number. Have the pupils count aloud the numbers one to ten. Ask the pupils to cut pictures of persons and things from newspapers and magazines and paste them on pieces of bond paper. Write the number of objects found in each picture.

For additional practice on identifying numerals based on number words, ask the pupils to access this site: http://www. primarygames.com/Number%20Game/start.htm. To play the game, they must click on the start arrow beside Number Game. Then, instruct them to choose the correct numeral that corresponds with the number word. They should click on Next to go to the next item. Alternatively, you may access or ask your pupils to access the interactive activities for this lesson at i-learn.vibalpublishing. com. I. Spin Off Have the pupils take up the activity on page 11. Let them copy the following sentences and write the missing word on the blank to complete the name of each family member. I love my _______. (Illustration of a baby) I love my _______. (Illustration of a woman) I love my _______. (Illustration of a man)

LESSON

2 Worshiping Together No. of Teaching Hours: 5

Objectives A. Decoding Words at Sight Identify the words that have the same ending sounds B. Comprehension Read and act out words, phrases, and sentences C. Values Show friendliness to others

II. Subject Matter Selection: Good Little Ted (short story)

III. Materials Across Borders Through Reading 1 (Second Edition), pp. 12-21 Pictures of different places of worship such as an Iglesia ni Cristo church, a cathedral, a Chinese temple, a Roman Catholic church, a Protestant church, a Muslim mosque Cards for words in Look and Say Bible IV. Procedure A. Start with What You Know Have the pupils read and answer the questions in Start with What You Know and let them answer the questions on page 12. Ask: “How do you worship God?” B. Add to What You Know Have the pupils read Add to What You Know on page 13. Tell them that families have different religions and go to different churches. C. Look and Say Present the words in Look and Say. Before putting the flashcards in the pocket chart, pronounce the words correctly. Then, have the pupils read the words. Use pictures to unlock the meanings of the words. Let the pupils master reading the words. Then, tell them to copy the words correctly in their notebooks and to spell them correctly. D. Read Have the pupils read the title of the short story and look at the picture on pages 14-15. Ask: “What do you want to know about the story?” Write the motive questions on the board. Ask: “What can you say about Ted’s family?” Read Good Little Ted with correct pronunciation and proper phrasing while the pupils follow silently on their books. Then, have the pupils read the story aloud.

E. Share Your Ideas Have the pupils answer the questions in Share Your Ideas on page 15. Ask the pupils to answer the motive questions that they raised.

Have the pupils read the rhyme on page 21 and do the action for “Turn Around.” Have the pupils answer Activities C and D on page 21. Have the pupils write three (3) pairs of words that have the same ending sounds. Example: map – hop 1. _________ – _________ 2. _________ – _________ 3. _________ – _________ Divide the class into groups of five. Tell them that the groups will read Good Little Ted orally. Each group leader will assign the following roles to the group members: Ted, Brother, Father, Mother, Narrator. Instruct the pupils on how a dramatic oral reading of the story is to be done.

F. Sharpen Your Reading Skills • Identifying Rhyming Words Tell the pupils to turn to page 16 of their texts. Read the two pairs of words. Ask: “What did you notice about the ending sounds?” Tell the pupils that words with the same ending sounds are called rhyming words. •

Acting Out Words and Phrases Have the pupils do the exercise on page 16. Have the pupils work on the exercise on page 17.

G. Do What’s Right • Being Friendly with Others Ask the pupils how they keep their friends. Present situations that show how to be friendly. Say: “You saw your classmate just watching your group happily eating during recess. She has nothing to eat but you still have some cookies in your bag. What will you do to show friendliness?” Have the pupils act out the exercise on page 18. H. Make Connections • Looking at Pictures on Worshiping in Different Ways Tell the pupils to look at the pictures on page 19. Read the sentences and let them realize that there are different ways of worshiping God. Ask: “Who reads the Bible? the Koran? Why do you read these books?” I. Spin Off Take up activities in Spin Off on pages 20-21. Tell the pupils to look at the pictures and read the phrases on page 20. Then, have them act out each phrase and tell what they are doing.

LESSON

3 My Pet Puppy No. of Teaching Hours: 6

Objectives A. Decoding and Vocabulary 1. Decode words at sight 2. Associate the names of objects/pictures with their printed symbols B. Comprehension Recall details in the text read C. Values Show love and care for animals

II. Subject Matter Selection: My Little Prince (poem) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 22-31 Pictures of different animals Cards for words in Look and Say

IV. Procedure A. Start with What You Know Let the pupils identify the pictures of different animals posted on the board. Ask them to read the title on page 22. Read Start with What You Know and let them answer the questions. B. Add to What You Know Have the pupils read Add to What You Know. Ask: ”What is your pet’s name?” Ask the pupils to tell something about their pet. Tell the pupils that they will read a poem about a girl and her pet. C. Look and Say Present to the class the flashcards with the words in Look and Say. Model the pronunciation of each word. pet friendly boys front puppy favorite girls show name have barks hold prince paws play care Unlock the meanings of the words through pictures. Let the pupils practice reading the words. Then, have them copy the words in their notebooks and ask them to study how each word is spelled. D. Read Have the pupils look at the picture on page 24. Ask: “What is the title of the poem? What do you want to know about the poem? How does Little Prince protect and love Rita?” Recite the poem with correct pronunciation and feeling. Then, have the pupils read the poem after you. E. Share Your Ideas Have the pupils answer the comprehension questions on the poem in Share Your Ideas on page 25. Have them answer the motive questions.

F. Sharpen Your Reading Skills • Labeling Pictures with Words and Numbers Have the pupils answer the exercise in Sharpen Your Reading Skills on page 25. •

Recalling Details in a Selection Read Explain to the class what details are. Tell them that very often they are names of persons, places, or things. Direct the pupils to the exercise on page 26. Work on the exercise, item by item, with the pupils.

G. Do What’s Right • Showing Love and Care for Animals Ask the pupils how they show their love and care for animals. Have them answer the exercise on page 27, Do What’s Right. H. Make Connections • Matching Pictures of Animals and Words for Animal Sounds Review the sounds of animals through a guessing game. Ask: “What animal says Moo! Moo! Moo!” Ask all the pupils to participate in this game. Have the pupils match the pictures of the animals and the words for the animal sounds. Have them answer Exercises A and B in Make Connections pages 28-30. To increase the pupils’ repertoire of common words, instruct them to try the activity in this Web site: http://fen.funbrain.com/ cgi-bin/shtml.cgi?A1=./vocab/index.html. They simply click on a category in the list. Then, instruct them to choose the word that corresponds to the picture. I. Spin Off Take up Activities A and B in Spin Off, page 31. Divide the class into groups of four. The members of the group take turns in reading My Little Prince orally.

LESSON

4 Our Beautiful World No. of Teaching Hours: 5

Objectives A. Vocabulary and Decoding Associate pictures with correct sentences B. Comprehension Arrange events as they happened in the story C. Values Show gratitude to God by being good to others

II. Subject Matter Selection: God Made This World (poem) III. Materials Across Borders Through Reading 1 (Second Edition) pp. 32-41 Real objects such as flowers, stones, any fruit in season, etc. Pictures of things made by man such as buildings, airplane, bus, etc., and real objects inside the classroom like chairs, tables, etc. Reading Interactive CD-ROM 1 IV. Procedure A. Start with What You Know Have the pupils open their books to page 32, Start with What You Know. Ask them to describe the picture in complete sentences. B. Add to What You Know Let the pupils read Add to What You Know. Have them name things that are man-made and things that are made by God.

C. Look and Say Present the words written on the flashcards. Unlock the meanings of the words by using pictures. Let the pupils repeat the words after you. Then, have them read the words by themselves. God world trees birds round mountain clouds man made shine tall wide bright keep great us warm sky travel big D. Read Write the question on the board: What things did God make? Read God Made This World orally while pupils follow along silently. Let them read the poem together after you and then ask them to read by groups and then individually. To make an animated presentation of the selection, run Reading Interactive CD-ROM 1. Click on Here and There, then, God Made This World, then, Watch and Listen. The pupils may then watch and listen to the presentation while reading along silently. Next, click on Read Along to show the same presentation, but without the voice-over. In this section, pupils may be encouraged to read the text aloud. E. Share Your Ideas Have the pupils answer the motive question and the questions in Share Your Ideas on page 35. F. Sharpen Your Reading Skills • Relating Pictures with Sentences Tell the pupils to turn their books to page 36, Sharpen Your Reading Skills and let them answer the exercise by connecting the pictures and the sentences. Explain: “Pictures can help show the idea in a sentence.”

•

Using Pictures to Show the Order of Events Explain to the pupils that events in a story follow a certain order. In this story, the events were arranged chronologically. Have the pupils answer the exercise on page 37.

G. Do What’s Right • Being Thankful to God Ask the pupils how they can show God that they are thankful to Him. Ask: “When you help your classmates sweep the yard, are you thankful to God?” Have them answer the exercise on page 38. H. Make Connections • Recognizing Ordinal Numbers Ask ten pupils to form a straight line in front of the class. Let them count from one to ten. Ask: “Who is the first in the row? the second? the third? etc.” Let the pupils read the words inside the box on page 39. Explain to them that these are ordinal numbers. Have them answer Exercises A, B, C, and D on pages 3940. I. Spin Off Take up the activity on page 41, Spin Off. Ask the pupils to write the ordinal numbers correctly in their notebooks. Divide the class into groups of four. Each member of the group reads orally one stanza of the poem God Made This World. The groups may then be asked to do a choral reading of the whole poem.

LESSON

5 Riddles No. of Teaching Hours: 6

Objectives A. Decoding Decode words that have consonant blends B. Comprehension Infer what a person, animal, and thing does C. Values Show ways of spending time wisely

II. Subject Matter Selection: What Is It? (riddles) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 42-57 Pictures of an airplane, a computer, pupils doing different activities Flashcards for the words in Look and Say IV. Procedure A. Start with What You Know Begin the lesson by asking the pupils to identify what the pupils are doing in the picture on page 42 of the text. Discuss what riddles are. B. Add to What You Know Have the pupils read Add to What You Know. Ask: “What can a little baby do?” C. Look and Say Unlock the meaning of the words through pictures. Pronounce the words and let the pupils repeat them after you as you flash the cards. Here are the words in Look and Say.

can go roar fast not but

lion fly what then pen type

mail write answer typewriter post office computer

G. Do What’s Right • Spending Time Wisely Have the pupils read the introductory paragraph on page 54. Explain the phrase “spend time wisely.” Have the pupils work on the exercise. Ask: “How about you, do you spend time wisely, too? How?”

Let the pupils read the words by themselves for mastery. Ask them to copy the words and study the spelling of each. Unlock the meanings of the picturable words through pictures.

H. Make Connections • Recognizing the Kinds of Weather Say: “What can you say about the weather today?” Have the pupils read the introductory paragraph on page 55. Have them work on Exercises A and B.

D. Read Have the pupils read the title of the lesson on page 42. Ask: “Do you know what a riddle is?” Ask what they want to know in the text to be read. Write the question on the board. Read What Is It? orally. Let the pupils listen and read along silently. Then, let them answer the riddle.

I. Spin Off Take up the activities on pages 56-57. Tell the pupils to get a partner. Each pupil in the pair reads orally the riddle What Is It? They may also read the riddles on pages 5053. The pupils take turns in reading and answering each riddle.

E. Share Your Ideas Have the pupils answer the motive question and the questions in Share Your Ideas on page 45. F. Sharpen Your Reading Skills • Reading Words with Consonant Blends Explain to the class that when two consonant sounds are put together, they form a consonant blend. Have the pupils read Sharpen Your Reading Skills on pages 46-47. Discuss further that consonant blends can be heard at the beginning or at the end of the words. Have the pupils do Exercises A and B on pages 48-49. •

Making Inferences Explain to the class that readers can make guesses about the things they hear, see, smell, touch, or taste. When they do this, they are making inferences. Let the pupils do the exercises on pages 50-51. Have them answer the riddles on pages 52-53.

LESSON

6 Keeping Healthy No. of Teaching Hours: 5

Objectives A. Vocabulary 1. Classify words under appropriate headings 2. Increase one’s vocabulary B. Comprehension Recall details of a story read C. Values Use polite expressions when talking to others

II. Subject Matter Selection: Polite Little Seth (dialogue)

III. Materials Across Borders Through Reading 1 (Second Edition), pp. 58-67 Flashcards for words in Look and Say Pictures of a doctor, a nurse, a teacher, a policeman, etc. IV. Procedure A. Start with What You Know Read Start with What You Know and let the pupils answer the questions. Show pictures of a doctor and of a nurse and let the pupils say something about the pictures. B. Add to What You Know Have the pupils read Add to What You Know. Ask: “Who helps you get well?” C. Look and Say Print the words in Look and Say on flashcards. Model the pronunciation of each word. fever flu clinic headache feel tablets runny nose sick school mouth give went Tell the pupils to copy the words in their notebooks. D. Read Have the pupils look at the picture and the title of the selection on page 60. Read Polite Little Seth orally. Model to the pupils how to read it with feeling. Have them read the dialogue orally. E. Share Your Ideas Let the pupils answer the motive question “How did the doctor help Seth?” Have the pupils answer the questions in Share Your Ideas on page 61.

F. Sharpen Your Reading Skills • Classifying Words Have the pupils read the exercise on Classifying Words on page 62. Explain that words that are alike in some ways can be grouped together. Grouping words that show some similarities is called classifying. Have them do Exercises A and B on page 62. •

Recalling Details of a Story Let the pupils recall the important details in the dialogue. Have the pupils answer Exercises A and B on page 63.

G. Do What’s Right Ask: “Why did Seth go to the school clinic? How did he greet the doctor? Before leaving the clinic, what did he say? How did Seth show politeness?” Explain that we use polite expressions when we talk with other people, young or old. Tell the pupils to answer the exercise on Do What’s Right, page 64. H. Make Connections • Identifying Community Helpers Ask the pupils if they can name some community helpers aside from a doctor. Call the pupils’ attention to the pictures on page 65 to help them know what community helpers are. Then, have them work on the exercise on pages 65-66. I. Spin Off Take up Activities A and B in Spin Off, page 67 of the text. Cut out pictures of community helpers and paste them on your journal and label them. Arrange your room as if it were the school’s clinic. Have two pupils read orally and act out the dialogue Polite Little Seth. Call on other pairs to read and act out the dialogue.

LESSON

7 The Magic of a Smile No. of Teaching Hours: 3-4

Objectives A. Vocabulary and Decoding Identify rhyming words B. Comprehension Identify the topic of a picture C. Values Show how to take good care of books

II. Subject Matter Selection: A Smile (poem) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 68-79 Reading Interactive CD-ROM 1 Real pictures of friends in group Flashcards for words in Look and Say IV. Procedure A. Start with What You Know Have the pupils read and answer the questions in Start with What You Know. Ask them to show to the class a friend’s picture, tell his or her name, and describe him or her. Tell them to also describe their faces. B. Add to What You Know Have the pupils read Add to What You Know and answer the questions on page 69. Tell them that the poem they will read is about a smile and what a smile brings to everyone and everywhere. C. Look and Say Print the words in Look and Say on flashcards. Put each card in a pocket chart. Model the pronunciation of each word. Have the pupils read and copy the words in their notebooks. Unlock the meanings of the words.

To give practice in reading and saying the vocabulary words, run Reading Interactive CD-ROM 1. Click on Here and There, then, A Smile, then, Look and Say. Next, click on a word. Pupils may listen to the word first, then say the word aloud. The word will be said twice to help pupils check whether they pronounced it correctly. D. Read Have the pupils look at the illustration on page 70. Tell them to describe the faces of the people in the picture. Ask: “What do you want to know about the poem? What will you do if someone smiles at you?” Tell the pupils to turn their books to page 70 and read the title of the poem. Model how to recite the poem with expression and correct pronunciation. To show an animated presentation of the selection, run Reading Interactive CD-ROM 1. Click on Here and There, then, A Smile, then, Watch and Listen. The pupils may then watch and listen to the presentation while reading along silently. Next, click on Read Along to show the same presentation, but without the voice-over. In this section, pupils may be encouraged to read the text aloud. E. Share Your Ideas Have the pupils answer the questions in Share Your Ideas on page 71. You can ask the pupils to read the lines that answer the question. Explain the concept of stanza and lines. F. Sharpen Your Reading Skills • Recognizing Rhyming Words Explain to the class that rhyming words have the same ending sound. Have the pupils read item 1 in Exercise A. Ask: “Which two words have the same sound?” (glow and know). Tell the pupils to circle these words. Have the pupils answer the rest of the items in Exercises A, B, and C on pages 71-72. •

Telling What a Picture Is About Explain to the class that a picture can tell something. It can tell a story. Have the pupils read the sentences in item 1. Ask: “Which sentence tells about the picture?” Tell the pupils to underline the sentence. Have them answer the rest of the items in Exercises A and B on pages 73-74.

G. Do What’s Right • Taking Care of Your Books Have the pupils read Do What’s Right. Explain to the class that books are friends, too. Ask: “Does your book need love and care, too?” Have them answer the exercise on the proper care of books on page 75.

Have the pupils read Step 2. Give them enough time to think of the person they want to write about. Call on several pupils and have them tell who the person they would like to describe is. Explain to the class that the questions in Step 2 can help them write sentences about the person they want to describe.

H. Make Connections • Acting Out a Poem Have the pupils read the poem on page 76 and act it out with a partner. You can also teach the pupils to sing the poem. Later, they can sing and dance to the tune of the song.

B. Drafting Tell the pupils to write sentences that answer the questions in Step 2. The sentences need not be written in paragraph form. Have them think of titles for their paragraph. Give suggestions such as: My Grandmother, My Mother, My Favorite Brother, etc. Have the pupils read the sentences they have written.

I. Spin Off Tell the pupils to look at the pictures in Spin Off pages 77-79 and work on the exercise. Explain what a main idea is. Have the pupils read orally again the poem on page 70. Divide the class into four groups. Each group will read one stanza of the poem. Have individual oral reading of the whole poem. The pupils can be asked to memorize the stanza they like best. Ask the pupils to cut pictures of smiling people and paste those pictures on another sheet of paper. Tell them to write 2-3 sentences about the picture. Divide the class into groups of four. Each member of the group reads one stanza of the poem orally. The groups may later be asked to do a choral reading of the poem.

C. Revising and Editing Teach the pupils how to write the title and the sentences in paragraph form. Take up the questions in Step 3 one at a time. Read the question and have the pupils check their sentences. Have the pupils read Step 4. In this step, have the pupils rewrite their paragraph on another sheet of clean paper. D. Presenting and Publishing Have the pupils read the steps. Ask the pupils to form dyads and read their paragraphs to each other. Provide a place where the pupils can post their work.

Unit Test Linking Reading with Writing •

Writing a Description of a Person A. Prewriting Have the pupils read the introductory paragraph on page 80. Explain to the pupils that they can follow certain steps in writing a paragraph describing a person. Have the pupils read Step 1 on page 80. Then, have them read the paragraph in the box. Ask what the sentence is about.

Answer Key: A. Relating Sentences with Pictures, p. 82 1. b 2. a 3. a 4. a

12.

B. Identifying Rhyming Words, p. 83 6. a-hunting 7. in C. Understanding a Paragraph, p. 83 8. b 9. a 10. b

11. b

UNIT

II School Is Fun

Ask the pupils to open their books to page 88. Let them read the title and describe the picture. Ask if they see these things in school every morning. Read the verse and ask what it is about. Let them read the verse together. Ask individual pupils to read it with proper pronunciation and expression. Tell them that the selections in the unit are all about the school.

LESSON

1 The Flag Ceremony No. of Teaching Hours: 5-6

B. Add to What You Know Have the pupils read Add to What You Know. Ask: “What is said to be the symbol of our country?” Tell the pupils that they will hear a story on how to respect the Philippine flag. C. Look and Say Write the words in Look and Say on flashcards. Model the pronunciation of each word. Put each word in the pocket chart and let the pupils copy the words after reading them. Unlock the meaning of the unfamiliar words.

Objectives A. Vocabulary 1. Associate words with pictures 2. Add words for Philippine symbols to one’s vocabulary B. Comprehension Note details in the selection read C. Values Show respect for our flag

still

lines

look

children

national

flagpole

flag

bell

ceremony

sing

anthem

umbrellas

hats

rings

respect

promise

D. Read Have the pupils look at the title of the story and the picture on pages 86-87. Ask the pupils what they want to know in the selection to be read. Write the questions on the board. Ask: “How do we show respect for our flag?” Read Respect Our Flag orally. Model to the pupils how to read it with expression.

II. Subject Matter Selection: Respect Our Flag (short story)

E. Share Your Ideas

III. Materials Across Borders Through Reading 1 (Second Edition), pp. 85-93 Flaglet of our country Flashcards for words in Look and Say

F. Sharpen Your Reading Skills

Have the pupils answer the motive question and the questions in Share Your Ideas on page 87.

•

Explain to the class that words can be said or read. Some words can go with pictures. When words go with pictures, this is called associating words with pictures. Have them do the exercise on Sharpen Your Reading Skills, page 88.

IV. Procedure A. Start with What You Know Begin the lesson with Start with What You Know. Show a small flag of the Philippines. Answer the questions. Be sure that the color of your flag is the same as in the illustration on page 85.

Associating Words with Pictures

•

Recalling Details of a Selection Read Have the pupils answer the exercise on Recalling Details on page 89.

G. Do What’s Right • Showing Respect for Our Flag Integrate the lesson with values by asking the pupils how they can show respect to the flag and why they need to do so. Have the pupils work on Exercises A and B, page 90, Do What’s Right. H. Make Connections • Looking at Pictures of Other Symbols of Our Country Explain to the pupils that there are other symbols of our country aside from the flag. Read the captions for the pictures on pages 91-92. I. Spin Off Take up the activity in Spin Off on page 93. Have the pupils read the selection Respect Our Flag in groups and then individually.

LESSON

2 Be Careful No. of Teaching Hours: 7

Objectives A. Vocabulary 1. Identify synonyms 2. Add words for parts of the body to one’s vocabulary B. Comprehension Identify the idea shown in a picture C. Values Show how to take good care of one’s body

II. Subject Matter Selection: Parts of the Body (song) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 94-105 Flashcards of words in Look and Say Pictures of the different parts of the body

IV. Procedure A. Start with What You Know Begin the lesson with Start with What You Know. Let the pupils answer the questions on page 94. B. Add to What You Know Have the pupils read Add to What You Know. Tell the pupils that the song they will read is about the parts of our body. C. Look and Say Unlock the meanings of unfamiliar words. Have the pupils repeat after you. Ask the pupils to copy the words in their notebooks and to study the spelling of each. D. Read Have the pupils look at the title of the song and the picture on page 96. Ask: “What would you want to know about the song?” Write the questions they will form on the board. Ask: “If you could talk to your body parts, what would you tell them?” Read orally Parts of the Body to the class. Then, sing it with gestures appropriate to the lines of the song. E. Share Your Ideas Have the pupils answer the motive question and questions in Share Your Ideas on page 98. F. Sharpen Your Reading Skills • Recognizing Synonyms Have the pupils look at the pictures on page 99 and the word for each picture. Let them read each pair of words. Explain to the class that words having the same meanings are called synonyms. Have the pupils answer Exercises A, B, and C in Sharpen Your Reading Skills on pages 100-101. •

Telling What a Picture Is About Explain to the class that a picture shows an idea. Have the pupils answer the exercise on page 102. Have them underline the word that goes with the picture.

G. Do What’s Right • Taking Good Care of the Body Ask: “Who gave us our bodies? How do you take good care of your body?” Tell the pupils to read Do What’s Right on page 103 and answer the question that follows. H. Make Connections • Identifying Parts of the Body Have the pupils identify the parts of the human body. Ask them why each part is important. Have the pupils answer Exercises A and B, page 104. For a fun and interactive exercise on identifying parts of the body and of parts of a house, instruct the pupils to try out the activities in this site: http://www.starfall.com/n/me/me/ load.htm?f. First, help the pupils make an image of themselves by responding to the prompts on the screen. Then, after they have made their own images, they should click on the arrow to go to the Main Menu. From there, instruct them to click on About My Body. Then, they click and drag the word to the space that corresponds to the body part. When they are done with this activity, they may also try out the other activities from the Main Menu that can help them recognize the different parts of their house. Alternatively, you may access or let the pupils know that they can access the interactive activities for this lesson at i-learn.vibalpublishing.com. I. Spin Off Take up the activity in Spin Off, page 105. Have the pupils write a sentence that tells each idea shown in the picture on page 105. Form five triads. Assign each triad to sing one stanza of Parts of the Body. Have the pupils hold their books as in a choir and then, sing looking at their books. You may assign the tempo as adagio (slow) or allegro (brisk).

LESSON

3 Let’s Go to School No. of Teaching Hours: 7

Objectives A. Vocabulary 1. Identify antonyms 2. Add words for means of transportation to one’s vocabulary B. Comprehension Answer specific questions about the selection C. Values Identify safety habits in crossing the street

II. Subject Matter Selection: Going to School Is Fun (poem) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 106-117 Interactive Reading CD-ROM 1 Flashcards for words in Look and Say Pictures of different means of transportation Pictures of objects showing antonyms IV. Procedure A. Start with What You Know Have the pupils answer the questions in Start with What You Know, page 106. B. Add to What You Know Have the pupils read Add to What You Know, pages 106-107. Let them enumerate the different means of transportation as seen on page 106. Ask: “What do you think is our lesson for today?” Tell them that they will read a poem about the different kinds of transportation.

C. Look and Say Print the words in Look and Say on flashcards. Model the pronunciation of each word before putting it in the pocket chart. Then, ask the pupils to read the words. Have them copy the words in their notebooks and tell them to study the spelling of each word. To give the pupils practice on reading and saying the vocabulary words, the pupils may be asked to run Reading Interactive CD-ROM 1. Click on School Is Fun, then, Going to School Is Fun, then Look and Say. Next, click on a word. The pupils may listen to the word first, then say the word aloud. The word will be said twice to help pupils check whether they pronounced it correctly. D. Read Have the pupils look at the title of the poem and the picture on page 108. Ask what they want to know about the selection. Write the questions on the board. Ask: “How do you get to school? What means of transportation do you use?” Read Going to School Is Fun orally. Before reading the poem, explain to the pupils that while the poem is being read, they will make the sound of a car, a bus, or a train. Group the pupils according to the vehicles mentioned in the rhyme. To show an animated presentation of the selection, run Reading Interactive CD-ROM 1. Click on School Is Fun, then Watch and Listen. The pupils may then watch and listen to the presentation while reading along silently. Next, click on Read Along to show the same presentation, but without the voice-over. In this section, pupils may be encouraged to read the text aloud. E. Share Your Ideas Have the pupils answer the motive question and questions in Share Your Ideas, page 109. F. Sharpen Your Reading Skills • Identifying Antonyms Explain to the pupils that words having opposite meanings are called antonyms. Have the pupils read the words that go with the pictures in Sharpen Your Reading Skills, page 110. Have the pupils do the exercise on page 111.

•

Answering Specific Questions About a Selection Read Tell the pupils that they can show how well they remember the story by answering specific questions on that selection. Have them work on the exercise on page 112.

G. Do What’s Right • Observing Safety Habits Integrate the lesson with values. Ask: “How will you avoid accidents in crossing a street? What safety rules should you observe when going to different places?” Tell the pupils to read Do What’s Right on pages 113-114. Have them copy the rules in their notebooks. H. Make Connections • Recognizing Different Means of Transportation Explain to the pupils that different means of transportation are used when going to different places. Tell them that different means of transportation are used when traveling on land, in water, or in the air. Have the pupils identify the different means of transportation presented on pages 115-116. Encourage them to name other means of transportation. I. Spin Off Have the pupils sing and act out the rhyme in Spin Off, page 117, Activity A. Answer Activity B, page 117. Tell the pupils to practice reading the rhyme on pages 108-109 and 117 by groups until they are memorized. Conduct an oral reading of the poem Going to School Is Fun. Divide the class into groups of four. The members of the group take turns in reading the poem orally.

LESSON

4 A Morning Chant No. of Teaching Hours: 6

Objectives A. Vocabulary and Study Skills 1. Arrange words in alphabetical order 2. Add more action words and name words to one’s vocabulary B. Comprehension Recall details in the selection read C. Values Show how to keep things in order

II. Subject Matter Selection: A Chant in the Morning (chant) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 118-127 Flashcards for Look and Say Pictures of personal things like: pajamas, clothes, pillow, brush, shoes, etc. IV. Procedure A. Start with What You Know Have the pupils answer the questions in Start with What You Know, page 118.

D. Read Have the pupils look at the picture and the title of the chant on pages 120-121. Ask: “What do you want to know about the chant?” Ask them to find out what the boy in the chant does. Read A Chant in the Morning orally with expression. Tell the pupils to listen and find out what the boy does. E. Share Your Ideas Have the pupils answer the motive question and questions in Share Your Ideas, page 121. Read the chant orally again to the children. F. Sharpen Your Reading Skills • Arranging Words in Alphabetical Order Explain to the pupils that words can be written/arranged according to the order of the letters of the alphabet. This is called alphabetizing. Do the exercise in Sharpen Your Reading Skills, page 122 with the pupils. •

Recalling Details in the Selection Say: “Let us see how well you remember the details in the chant that we read.” Explain to the pupils that reading a story several times can help a reader remember details. So, ask the class to read the chant silently again. Have the pupils answer Exercises A and B on pages 123-124.

B. Add to What You Know Help the pupils know what a chant is by asking them to read Add to What You Know, page 119. Tell the pupils that they will read a chant on what a boy does before going to school.

G. Do What’s Right • Keeping Things in Order Integrate the lesson with values by asking the pupils how they put their things in order. Let them tell what they do. Have the pupils answer the exercises on page 125.

C. Look and Say Model the pronunciation of the words written on flashcards. These are the words in Look and Say. Have the pupils read the words over and over until they are able to read them at sight. Give time for them to copy the words and study their spelling.

H. Make Connections • Singing A Chant Explain to the pupils what a chant is. Sing the chant on page 126 as the pupils listen. Ask what words in the chant are repeated. Later, sing the chant with the pupils.

I. Spin Off Have the pupils work on the activity in Spin Off, page 127. Select several good readers in your class. Teach them how to read A Chant in the Morning as a jazzy chant. Have them present the chant in class. Then, have the whole class read the poem in the same way.

LESSON

5 A Fish Tale No. of Teaching Hours: 8

Objectives A. Vocabulary 1. Associate pictures with the correct words 2. Add to one’s vocabulary the names of the parts of a fish B. Comprehension Determine the truth and falsity of statements C. Values Show love and concern for animals

II. Subject Matter Selection: The Class Aquarium (short story) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 128-129 Aquarium with fishes Flashcards for words in Look and Say Pictures of a boy and a girl giving food to their pet dog or cat IV. Procedure A. Start with What You Know Have the pupils read Start with What You Know and let them answer the questions. Ask: “What are the things found inside an aquarium? Can you name them?”

B. Add to What You Know Have the pupils read Add to What You Know. Ask them what things are found in the picture of an aquarium on page 129. C. Look and Say Model the pronunciation of the words in Look and Say on page 129. Then, have the pupils read the words by themselves. Give them time to copy the words and study their spelling. D. Read Have the pupils look at the title of the story and the picture on page 128. Ask what the picture is all about and what they want to know about the story to be read. Be sure to write the questions on the board and have the pupils read them before reading the story. Read The Class Aquarium orally to the class. E. Share Your Ideas Have the pupils answer the motive question and questions in Share Your Ideas, page 133. The pupils can be asked to read the part in the book that answers each question. F. Sharpen Your Reading Skills • Matching Pictures with Words Have the pupils look at the pictures and words in Sharpen Your Reading Skills. Have the pupils answer the exercise on page 134. •

Telling if a Statement Is True or False Find out how well the pupils understand the story by asking them to determine the truth and falsity of statements. Have them do the exercise on page 135.

G. Do What’s Right • Showing Love and Concern for Animals Integrate the lesson with values by asking the pupils how they can show love and concern for animals. Have the pupils work on the exercise on page 136. Let them answer the exercises on page 136, Do What’s Right.

H. Make Connections â&#x20AC;˘ Identifying the Parts of a Fish Have a class discussion of the different parts of a fish. Have the pupils do the exercise on page 137. I. Spin Off Take up the activities in Spin Off, pages 138-139. Conduct an oral reading of the story The Class Aquarium. Call on several pupils to read orally three or four paragraphs of the story.

LESSON

6 School Is for Everybody No. of Teaching Hours: 7

Objectives A. Decoding and Vocabulary 1. Identify the number of syllables in a word 2. Add to oneâ&#x20AC;&#x2122;s vocabulary the words for sounds animals make B. Comprehension Sequence sentences in the correct order C. Values Show politeness when speaking and listening

II. Subject Matter Selection: The Animals Go to School (short story) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 140-151 Interactive Reading CD-ROM 1 Flashcards for the words in Look and Say Pictures of different animals

IV. Procedure A. Start with What You Know Start with what your pupils know. Ask them what animals live on a farm. Write the names of those animals on the board. B. Add to What You Know Have the pupils read Add to What You Know. Show pictures of different animals and let them give the sound each animal makes. C. Look and Say Pictures can be used to give the meaning of some of the words. Put the flashcards in the pocket chart. Model the pronunciation of each word. Have the pupils read the words. Tell the pupils to copy the words and study the spelling of each word. To give the pupils practice in reading and saying the vocabulary words, run Reading Interactive CD-ROM 1. Click on School Is Fun, then, The Animals Go to School, then, Look and Say. Next, click on a word. Pupils may listen to the word first, then say the word aloud. The word will be said twice to help pupils check whether they pronounced it correctly. D. Read Have the pupils look at the title of the story and the picture, page 142. Ask what they want to know about the story to be read. Write the questions raised on the board. Ask the pupils to find out who the characters in the story are and the sounds they make. Read The Animals Go to School orally. Read with expression and have the pupils listen attentively. To show an animated presentation of the selection, run Reading Interactive CD-ROM 1. Click on School Is Fun, then Animals Go to School, then, Watch and Listen. The pupils may then watch and listen to the presentation while reading along silently. Next, click on Read Along to show the same presentation, but without the voice-over. In this section, pupils may be encouraged to read the text aloud.

E. Share Your Ideas Have the pupils answer the questions in Share Your Ideas, page 144. F. Sharpen Your Reading Skills • Recognizing the Number of Syllables in a Word Explain to the pupils what a syllable is. Have the pupils read Sharpen Your Reading Skills and do the exercises on page 145. •

Putting Sentences in Their Correct Order Explain to the pupils that a story can be understood better if the sentences are in proper order. Have the pupils answer the exercise on page 146.

G. Do What’s Right • Learning When to Speak and When to Listen Ask the pupils what happened when the animals sang a song at the same time. Ask: “What happens if people speak at the same time?” Discuss the importance of waiting for one’s turn to speak and listening when somebody is talking. Have the pupils read and copy some rules to follow in a conversation found on page 147. H. Make Connections • Singing a Song About Animal Sounds Have the pupils sing Old McDonald Had a Farm on page 148. Tell that each time they repeat the song they will change the name of the animal and will use the appropriate word for the sound it makes. Those words are given at the lower part of page 148. I. Spin Off Take up activities in Spin Off on pages 149-151. Have the pupils draw one farm animal and write two sentences about it. Have them show their drawings to the class and read the sentences about the animal. Post the pupils’ drawing on the bulletin board. Have a dramatic oral reading of the story The Animals Go to School. Assign groups who will read the part of the storyteller, the teacher, and the animals.

LESSON

7 Making Colors No. of Teaching Hours: 5

Objectives A. Decoding and Vocabulary 1. Decode frequently-used words at sight 2. Add frequently-used words to one’s vocabulary B. Comprehension Follow specific directions C. Values State the importance of following directions

II. Subject Matter Selection: Color Magic (short story) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 152-161 Flashcards for list of words in Look and Say Crayons and water color IV. Procedure A. Start with What You Know Have the pupils look at the picture on page 152. Let them answer the questions in Start with What You Know. Ask what the pupils in the picture are doing. B. Add to What You Know Have the pupils read Add to What You Know. Ask what they use when they draw pictures. Tell the pupils that they will read a story about color. C. Look and Say Read the words written on flashcards. Then, let the pupils read the words by themselves. Have the pupils copy the words in their notebooks.

D. Read Have the pupils look at the picture and the title of the story on page 154. Ask what they want to know about the story to be read. Write the questions on the board. Let them read the question on page 154 before you read the story. Read Color Magic orally. Model to the pupils how to read with expression and correct pronunciation. Have the pupils read silently along with you. E. Share Your Ideas Have the pupils answer the motive question and questions in Share Your Ideas on page 156. F. Sharpen Your Reading Skills •

Reading Common Words Present the words in Sharpen Your Reading Skills, page 156. Let the pupils read the words after you. Then, let them read the words by themselves. Explain to the pupils that these are words they often see in books. Have the pupils answer the exercise on page 157.

G. Do What’s Right • Learning the Importance of Following Directions Ask the pupils how the children in the story became successful in mixing the colors. Ask if following directions is important in their lives. Let the pupils read Do What’s Right in order for them to learn the importance of following directions. Have the pupils work on the activity on page 159. H. Make Connections • Coloring a Picture Using Different Colors Ask the pupils why they color the things they draw. Ask what they feel if the book they are reading is colorful. Have the pupils do the exercise on page 160. I. Spin Off Have the pupils work on activities A and B in Spin Off, page 161. Take the pupils outdoors and let them look at the garden, the playground, the fishpond, and other interesting places in the school. After the trip, let them draw and color the things they saw. Conduct an oral reading of the story Color Magic. Call on several pupils to each read orally three or four paragraphs of the story.

To give the pupils more practice in following directions, refer them to this Web page: http://www.earobics.com/gamegoo/ games/tina2/tina2.html. Tell the pupils that they should listen very well to the instructions given. Then click on the objects in the order specified. If the pupils need help in identifying what the object is, instruct them to place the mouse on top of the object for clues. •

Following Directions Have the pupils read Following Directions on page 158. Emphasize to the pupils that following directions is very important. Have the pupils do the exercise on following directions on page 158.

Unit Test

Linking Reading with Writing â&#x20AC;˘

Writing a Description of a Place A. Prewriting Show pictures of schools. Tell the pupils to describe what they see in the pictures. Ask them what schools they went to before they were in grade one. Ask questions such as: What is the name of your old school? Is it big or small? Where is it located? What things are found in your old school? Have the pupils read the introductory paragraph on page 162. Have the pupils read Step 1. Call the pupilsâ&#x20AC;&#x2122; attention to the sample paragraph in the box. Ask what each sentence tells about. B. Drafting Have the pupils read Step 2. You may take the pupils outdoors so they can identify the buildings in the school. Have the pupils write phrases to answer the questions and then write sentences using those phrases. C. Revising and Editing Have the pupils read Step 3. Take up the questions one at a time. Tell the pupils to go over their sentences to check if they can answer Yes to the question. Have the pupils rewrite their composition in paragraph form on another sheet of paper. Recall how a paragraph is written. D. Presenting and Publishing Have the pupils read Step 5. Ask the pupils to read their composition to the class and then post them on the bulletin board.

Answer Key: A. Recognizing the Number of Syllables in a Word, p. 164 1. 1 2. 3 3. 2 4. 3 5. 4 B. Identifying Synonyms, p. 164 6. large 8. little 10. 7. tall 9. silent

glad

C. Identifying Antonyms, p. 164 11. happy 13. narrow 15. 12. bad 14. ugly

fast

D. Arranging Words in Alphabetical Order, p. 165 16. Ana 18. insects Ben mammals David plants 17. Quezon Santos Torres

19.

E. Following Directions, p. 165 20. a 21. c 22. d

cars planes ships

23.

24. f

25.

UNIT

III Storytime

Ask the pupils to open their books to page 166. Let them read the title and describe what they see in the picture. Ask them to guess what grandmother is doing in the picture. Read the verse and ask who could have said it. Let the class read it. They can have a pantomime while someone is reading the verse. Tell the class that there are interesting stories in the unit.

LESSON

1 Dreams No. of Teaching Hours: 5-6

Objectives A. Vocabulary Identify consonant blends B. Comprehension Recall the statements of the characters in a story C. Values Show obedience to one’s parents

II. Subject Matter Selection: Abby’s Dream (short story) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 166-175 Interactive Reading CD-ROM 1 Flashcards for words in Look and Say

B. Add to What You Know Have the pupils identify and tell something about each animal in the picture in Add to What You Know, page 167. C. Look and Say Model the pronunciation of each word on the flashcards. Let the pupils read the words independently. Have the pupils copy the words in their notebooks. Remind them to study the spelling of each word. To give the pupils practice in reading and saying the vocabulary words, run Reading Interactive CD-ROM 1. Click on Story Time, then, Abby’s Dream, then, Look and Say. Next, click on a word. The pupils may listen to the word first, then say the word aloud. The word will be said twice to help the pupils check whether they pronounced it correctly. D. Read Have the pupils read the title of the story and look at the picture on page 168. Ask what they think the story is about. Let them raise questions about what they want to know in the story. Write the questions on the board. Read Abby’s Dream orally with expression. Have the pupils follow along silently in their books. To show an animated presentation of the selection, run Reading Interactive CD-ROM 1. Click on Story Time, then, Abby’s Dream, then, Watch and Listen. The pupils may then watch and listen to the presentation while reading along silently. Click on Read Along to show the same presentation, but without the voice-over. In this section, pupils may be encouraged to read the text aloud. E. Share Your Ideas

IV. Procedure A. Start with What You Know Have the pupils read the questions in Start with What You Know, page 167. Have the pupils talk about their dreams.

Have the pupils answer the questions in Share Your Ideas on page 170.

F. Sharpen Your Reading Skills • Identifying Consonant Blends Have the pupils read Sharpen Your Reading Skills, page 170. Explain that two or three letters can come together in a word. Each letter stands for a sound. The set of letters is called a consonant blend. Have the pupils do Exercises A and B on page 170. •

Recalling Statements of Characters in the Story Say: “Can you still recall the characters in the story?” Explain to the pupils that if they can recall the statements made by the characters in the story, it means that they understand the story. Have the pupils answer the exercise on page 171.

G. Do What’s Right • Obeying Our Parents Integrate the lesson with values by asking the pupils how they show love to their parents. Ask: “Do you obey your parents all the time?” Let them read Obeying Our Parents on page 172. Answer the exercise in Do What’s Right on page 172. H. Make Connections • Saying a Prayer Say: “When you obey your parents, you are a good child of God. Do you talk to God? How?” Have the pupils complete the prayer on page 173. I. Spin Off Take up the activities in Spin Off on pages 174-175. Conduct a dramatic oral reading of the selection Abby’s Dream. Assign pupils to read the lines of Abby, Big Fish, Frog, Cat, Ant, Mother, and Storyteller. Several groups of pupils may be asked to do the dramatic oral reading.

LESSON

2 Life of a Frog No. of Teaching Hours: 5-6

Objectives A. Decoding and Vocabulary 1. Identify the number of syllables in a word 2. Add to one’s vocabulary words related to the life of a frog B. Comprehension Note details in a picture or story C. Values Show concern for frogs

II. Subject Matter Selection: Frogs and Tadpoles (informative article) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 176-185 Flashcards for the words in Look and Say Pictures of the life cycle of a frog IV. Procedure A. Start with What You Know Have the pupils answer the questions in Start with What You Know, page 176. B. Add to What You Know Have the pupils read Add to What You Know. Ask: “What does the picture tell you?” C. Look and Say Put the flashcards in the pocket chart. Unlock the meanings of the words in the list. Model the pronunciation of each word in Look and Say. Have the pupils read the words until mastered. Let the pupils copy each word in their notebooks or journals. Remind them to study the spelling of each word.

D. Read Have the pupils look at the picture and the title of the selection on page 178. Ask what they expect to know about the article to be read. Be sure to write the questions on the board. Have them read the motive questions raised. Read Frogs and Tadpoles orally. Have the pupils follow along silently in their books.

G. Do What’s Right • Showing Concern for Frogs Ask the pupils how frogs help people. Ask also how people can show concern for frogs. Have them read the introductory paragraph in Do What’s Right, page 182. Have the pupils work on the exercise on page 182.

E. Share Your Ideas Have the pupils answer the motive questions and the questions in Share Your Ideas, page 179. They can read the part in the book that answers the questions.

H. Make Connections • Knowing the Stages of a Frog’s Life Let the pupils read orally the introductory statement in Making Connections, page 183. Have the pupils do Exercises A and B on page 183.

F. Sharpen Your Reading Skills • Identifying the Number of Syllables in Words Explain to the pupils what a syllable is. Give examples of words having one or more syllables. Have the pupils work on the exercise on identifying the number of syllables in words on page 180. •

Noting Details in a Picture/Story Have the pupils work on Exercises A and B on pages 180181. Refer the pupils to the following Web site for an enrichment exercise on identifying the number of syllables in a word: http:// www.bbc.co.uk/schools/starship/english/games/word_jumbler/ small_sound/standard.shtml. Tell the pupils to first click on Count the Syllables for the game to start. Then, listen to the word and click on the number that corresponds to the number of syllables in the word. If the pupils want to hear the word again, they may simply click on the button Listen again to hear a slower version of the word. You may ask the pupils to print the results of the exercise. Alternatively, you may access or ask your pupils to access the interactive activities for this lesson at i-learn.vibalpublishing. com.

I. Spin Off Take up the activities in Spin Off, pages 184-185. Have the class form dyads. Tell the pupils to take turns in reading the selection orally to each other.

LESSON

3 On a Farm No. of Teaching Hours: 5

Objectives A. Vocabulary 1. Identify antonyms 2. Read at sight frequently-used words B. Comprehension Note details in a story C. Values Show how to take care of God’s creations

II. Subject Matter Selection: Little Red Hen (fable)

III. Materials Across Borders Through Reading 1 (Second Edition), pp. 186-199 Pictures of farm animals Flashcards for words in Look and Say Pictures of objects representing antonyms like, big and small IV. Procedure A. Start with What You Know Have the pupils read and answer the question in Start with What You Know on page 186. B. Add to What You Know Have the pupils read and answer the questions in Add to What You Know on page 186. Tell them that the story they will read is about animals living on a farm. C. Look and Say Put the flashcards for the words in Look and Say in the pocket chart. Model the pronunciation of each word. Have the pupils read the words. Then, ask them to copy the words in their journals and study the spelling of each. D. Read Have the pupils look at the title of the story and the picture on page 187. Ask them what they want to know about the story to be read. Write the questions on the board. Ask: “What traits are shown by Little Red Hen?” Read Little Red Hen orally. Model to the pupils how to read it with expression and correct pronunciation. Have them follow silently in their books. Call on two pupils to read the story again. E. Share Your Ideas Call on pupils to answer the motive question and questions in Share Your Ideas on page 189.

F. Sharpen Your Reading Skills • Identifying Antonyms Call the pupils’ attention to the picture of the carabao and the hen. Have the pupils realize that the pictures show the difference in size between a carabao and a hen. Tell them that the words big and small give opposite meanings and they are called antonyms. Give other examples of pictures or words showing antonyms. Ask: “Why are big and small called antonyms?” Have the pupils do Exercises A and B on pages 190-191. As an added exercise to identifying antonyms, instruct the pupils to access the following Web page: http://www.manythings. org/wbg/opposites_2-jw.html. Go over the pupils’ answers for subsequent practice activities. •

Noting Details in a Story Say: “How well do you remember the story Little Red Hen?” Have the pupils answer Exercises A, B, and C on pages 192-193.

G. Do What’s Right • Taking Care of God’s Creations Ask the pupils who made all the things around us—the trees, the animals, the mountains, the rivers, and others. Ask them also how they can take care of these things created by God. Have the pupils answer the exercise on page 194. H. Make Connections • Identifying Animals Have the pupils look at the pictures on page 195, Make Connections. Let them identify the animals and tell where each one lives. Have the pupils work on the exercise on page 195. I. Spin Off Take up activities in Spin Off, pages 196-199. Note that Exercise A caters to the pupils’ artistic skills; Exercises B and C their writing skills; Exercise D their dramatic skills and Exercise E their linguistic skills.

Have a Reader’s Theater presentation of Little Red Hen. Assign pupils to read the lines of the different characters including the storyteller. Give instructions to the pupils on how to conduct a Reader’s Theater presentation.

LESSON

4 The Story of Noah No. of Teaching Hours: 6

Objectives A. Vocabulary Recognize words through pictures B. Comprehension Select an appropriate heading for a set of words C. Values Show respect for life

II. Subject Matter Selection: Noah and the Ark (short story) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 200-211 Flashcards for the words in Look and Say IV. Procedure A. Start with What You Know Call on the pupils’ attention to the picture on page 200. Ask the pupils what they see in the picture. Have the pupils answer the questions in this section. B. Add to What You Know Have the pupils read the paragraph that goes with Add to What You Know, page 200. Tell them that the story they will read is about Noah’s Ark.

C. Look and Say Model the pronunciation of the words in Look and Say. Then, have the pupils read each word. Have them copy the words in their notebooks and tell them to study the spelling of each word. D. Read Have the pupils read the title of the story and look at the picture on page 201. Ask them to form questions on the story. Write the questions on the board. Tell the pupils that they will look for the answers to those questions as they read the story. Read the story orally. Have two good readers read it again as the rest of the pupils read silently. E. Share Your Ideas Let the pupils answer the motive question and the questions in Share Your Ideas, page 203. F. Sharpen Your Reading Skills • Using Pictures to Recognize Words Have the pupils work on Exercises A and B on pages 204-206. •

Selecting an Appropriate Heading for a Set of Words Explain to the class the meaning of the title of the activity. Have the pupils answer Exercises A and B on pages 207-208.

G. Do What’s Right • Showing Respect for Life You may ask the pupils to enumerate the different things on earth that have life. Ask how they can show respect for the living things on earth. Let the pupils do the exercise in Do What’s Right, page 209. H. Make Connections • Writing a Letter to God Ask: “What things did God give you? How did you thank Him?” Let the pupils read the paragraphs that go with Writing a Letter to God.

Have the pupils do Exercises A and B. Ask the pupils what they would tell God if they could talk to Him directly. Tell the pupils to put in writing what they want to tell Him. I. Spin Off Take up the activity on page 211, Spin Off. Let the pupils tell something about each picture. Have a Reader’s Theater presentation of Noah and the Ark. Help the pupils identify the lines to be said by the characters and the storyteller. Divide the class into several groups. Have each group of readers do a Reader’s Theater presentation of the story.

LESSON

5 Of Grasses and Trees No. of Teaching Hours: 6

Objectives A. Vocabulary Identify the synonyms of words through configuration clues B. Comprehension Provide appropriate titles for paragraphs C. Values Show humility at all times

II. Subject Matter Selection: The Bamboo and the Mango Tree (comic strip) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 212-221 Picture of a tree preferably a coconut tree Flashcards for the words in Look and Say IV. Procedure A. Start with What You Know Have the pupils identify the trees in the picture on pages 212-213.

B. Add to What You Know Have the pupils read Add to What You Know on page 212. Make the pupils aware that the comic strip they will read is about the bamboo and the mango tree. C. Look and Say Read the words in Look and Say. Have them read the flashcards having the same words. Model the pronunciation of each word and ask the pupils if they know the meaning of each word. Provide pictures to give clues to the meaning of some words. Then, have them copy the words in their notebooks. D. Read Have the pupils read the motive questions on page 214. Have them look at the illustrations and read the title of the comic strip. Have the pupils formulate questions about the story to be read. Write the questions on the board. Have the two best readers in class do a dramatic oral reading of the story. Let the rest of the pupils listen. Then, have the boys read the lines spoken by the mango tree while the girls read the lines spoken by the bamboo. E. Share Your Ideas Let the pupils answer the motive questions. Have them answer the questions in Share Your Ideas on page 216. F. Sharpen Your Reading Skills •

Using Shape of Letters to Identify Synonyms of Words Talk about the differences in the shapes and sizes of letters. Have the pupils answer the exercise on page 217.

•

Selecting a Correct Title for a Paragraph Tell the pupils that paragraphs may have titles and that the title must be about the sentences in the paragraph. Have the pupils answer the exercise on page 218.

G. Do What’s Right • Showing Humility at All Times Ask the pupils to describe the traits of the bamboo and the mango tree. Ask: “After the strong wind, what happened to the bamboo and the mango tree? Why do you think did the bamboo remain standing and the mango was uprooted?” Explain to the class the meaning of humility. Have the pupils work on the humility checklist on page 219. H. Make Connections • Reading the Parts of a Tree and Their Uses Show a picture of a coconut tree. Have the pupils read the different parts of this tree and their uses on page 220. I. Spin Off Have the pupils draw another kind of tree, for example, a mango, a jackfruit, etc. Tell them to label the parts (root, trunk, branches, leaves, fruit) and write the uses of each part.

LESSON

6 The Legend of the Firefly No. of Teaching Hours: 5

III. Materials Across Borders Through Reading 1 (Second Edition), pp. 222-239 Picture of a tree with fireflies flying around Flashcards for words in Look and Say IV. Procedure A. Start with What You Know Explain to the class what a legend is. Ask what legends they know. Have the pupils read the questions about fireflies. Call on volunteers to answer the questions. B. Add to What You Know Have the pupils read Add to What You Know and explain what a barangay is. Tell them that the play they are going to read is about a little fly, a datu, and a barangay. Have the pupils identify the pictures on page 223 before reading the play. C. Look and Say Unlock the meaning of unfamiliar words through pictures. Model the pronunciation of each word in Look and Say. Have the pupils read the words several times. Let them copy the words in their notebooks.

Objectives A. Decoding and Vocabulary 1. Read words with clear and correct pronunciation 2. Add to one’s vocabulary names of insects B. Comprehension Arrange the events as they happened in the story C. Values Do good things daily

II. Subject Matter Selection: Why Fireflies Carry Light (play)

D. Read Have the pupils read the title of the play and look at the picture on page 224. Ask them to raise questions about the story to be read. Write the questions on the board. Read the play with expression. Then, have the best readers in class read the play. Later, divide the class into four groups and assign each group to render a Reader’s Theater presentation of the play. E. Share Your Ideas Have the pupils answer the motive question and the questions in Share Your Ideas, page 225. Have them read the parts in the story that answer the questions.

F. Sharpen Your Reading Skills • Reading a Play Orally Have the pupils read the instructions and carry them out. •

Remembering the Order of Events Explain to the pupils that they can show how well they remember a story they have read if they can arrange the events in the order that they happened in the story. Have the pupils do the exercise on page 226.

G. Do What’s Right Have the pupils read and answer the questions that go with Doing Good Things Daily on page 227. Have the pupils work on the exercise on that page. H. Make Connections Show pictures of different insects and let the pupils identify each. Have the pupils work on the exercise on page 228. I. Spin Off Let the pupils do the activities in Spin Off on page 229. Divide the class into several groups. Have each group do a Reader’s Theater presentation of the play.

LESSON

7 Animal Friends No. of Teaching Hours: 3-4

Objectives A. Vocabulary Add to one’s vocabulary words related to farms B. Comprehension and Study Skills 1. Predict what will happen next 2. Arrange words in alphabetical order C. Values Show respect by asking permission before doing something

II. Subject Matter Selection: The Carabao and the Hen (fable) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 230-239 Reading Interactive CD-ROM 1 Flashcards for words in Look and Say IV. Procedure A. Start with What You Know Have the pupils read and answer the questions on page 230. B. Add to What You Know Call the pupils’ attention to the picture on pages 230-231. Let them tell something about what they see on a farm. Write the following words on the board and have the pupils read them: farmer carabao

carts rice

farmhouse rice field

vegetables trees

Ask the pupils what other words they can add to the list. Help the pupils write those words correctly. Let the pupils know that the story they are going to read is about the carabao and the hen.

C. Look and Say Unlock the meaning of the unfamiliar words. Model the pronunciation of each word in Look and Say. Then, let the pupils read the words. Ask them to copy the words in their notebooks. Let them study the spelling of each word. To give the pupils practice in reading and saying the vocabulary words, run Reading Interactive CD-ROM 1. Click on Story Time, then, The Carabao and the Hen, then, Look and Say. Next, click on a word. Pupils may listen to the word first, then, say the word aloud. The word will be said twice to help pupils check whether they pronounced it correctly. D. Read Have the pupils look at the picture and read the title of the story on page 232. Motivate the pupils to form questions about the story they will read. Write their questions on the board. Read aloud the story The Carabao and the Hen. Ask four pupils to read the fable in the form of a Reader’s Theater. Then, assign groups that will read the lines of the carabao, the hen, the farmer, and the storyteller. To show an animated presentation of the selection, run Reading Interactive CD-ROM 1. Click on Story Time, then, The Carabao and the Hen, then, Watch and Listen. The pupils may then watch and listen to the presentation while reading along silently. Next, click on Read Along to show the same presentation, but without the voice-over. In this section, pupils may be encouraged to read the text aloud.

•

Predicting What Will Happen Next Explain what predicting is and how this can be done. Help the pupils work on the exercise on page 236. Note that in the first two pictures, the carabao and the hen are telling the farmer that they are sorry. Have the pupils select the picture that tells what the farmer might do. Have the pupils explain their answers.

G. Do What’s Right Ask the pupils if it is important to ask permission before doing something. Explain to them the importance of asking permission. Have the pupils work on the exercise in Do What’s Right on page 237. H. Make Connections • Counting by Fives Have the pupils read the explanation in counting by fives on page 238. Let the pupils work the exercise on page 238. I. Spin Off Have the pupils work on the activities in Spin Off on page 239.

E. Share Your Ideas Have the pupils answer the motive question and the questions in Share Your Ideas. They can read their answers from the book. F. Sharpen Your Reading Skills • Arranging Words in Alphabetical Order Explain what arranging words in alphabetical order is. Have the pupils work on the exercise on page 235.

Unit Test

Linking Reading with Writing Answer Key: •

Writing the Summary of a Story A. Prewriting Ask the pupils to name some stories they know. Have them tell how they got to know the story—did someone tell the story to them; or did they read the story themselves? Have the pupils read the first and second paragraphs on page 240. Call on volunteers to retell stories they know. Explain to the pupils that instead of just retelling a story orally, they will now write a summary of one story they know. Explain to them that there are steps in rewriting a story. Have the pupils read Step 1 on page 240 and the sample summary. Call their attention to what is told by each sentence. B. Drafting Have the pupils read Step 2. Give them enough time to think of a story they will summarize. Tell them that they may summarize a story they have read in this book. Call on pupils to tell what story they wish to summarize. Jointly construct with the pupils a summary of a story all of them have read, for example, Little Red Hen. Use the questions in Step 2 as your guide. Begin the paragraph with Once upon a time, there was a…. C. Revising and Editing Have the pupils read Step 3. Call on a pupil to write the title of the story. Take up the questions one at a time. Demonstrate how the summary is evaluated using those questions. Have the pupils rewrite the paragraph using their own paper. D. Presenting and Publishing Call on a volunteer to read the summary. Have the pupils work on their summaries following the steps you have taught them. You may have pairs of pupils jointly write one summary.

A. Giving Antonyms of Common Words, p. 242 1. dirty, untidy

wet

2. above, over

rich, wealthy

3. hot, warm

6. hard

B. Arranging Words in Alphabetical Order, p. 242 7. anteater

ibex

octopus

bear

jackal

penguin

camel

llama

reindeer

deer

monkey

squirrel

C. Giving Headings for a Set of Words, p. 242 10. Birds 11. Insects D. Understanding a Story, p. 243 12. b

14.

13. b

15.

UNIT

IV Holidays, Happy Days

Show pictures of holidays like birthdays, Christmas, town fiestas, and other celebrations. Ask how they feel during those occasions. Tell them that the selections in the unit are about different occasions and festivals. Ask for other examples of fiestas that we celebrate. Let them read the title of the unit on page 244. Ask them to describe what they see in the picture. Read the verse and ask questions about it. Let the class read the verse together. Sing the verse with action and let them follow you. They can substitute clap your hands with other actions like: shake your hands, stomp your feet, sway your hips, do them all.

LESSON

1 Happy Birthday No. of Teaching Hours: 4

Objectives A. Vocabulary 1. Identify words by using their meanings as clues 2. Recognize courteous expressions used in specific situations B. Comprehension and Literary Skills 1. Recall details of the selection read 2. Recognize rhyming words C. Values Use courteous expressions in appropriate occasions

II. Subject Matter Selection: Hannah’s Birthday (short story) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 244-253 Reading Interactive CD-ROM 1 Flashcards for the words in Look and Say

IV. Procedure A. Start with What You Know Ask the pupils to say something about the picture. Let them read the rhyme and sing it. Have the pupils read and answer the questions in Start with What You Know, page 245. B. Add to What You Know Have the pupils do the activity in Add to What You Know. Tell them that the song is related to the story they are going to read. C. Look and Say Unlock the meanings of unfamiliar words. Put the flashcards for the words in Look and Say in the pocket chart. Have the pupils copy the words in their notebooks. Model the pronunciation of those words. Then, have the pupils read the words. To give the pupils practice in reading and saying the vocabulary words, run Reading Interactive CD-ROM 1. Click on Holidays, Happy Days, then, Hannah’s Birthday, then, Look and Say. Next, click on a word. Pupils may listen to the word first, then, say the word aloud. The word will be said twice to help the pupils check whether they pronounced it correctly. D. Read Have the pupils read the title of the story and look at the pictures on page 246. Ask the pupils what they want to know about the story. Write their questions on the board. Read Hannah’s Birthday orally. Model to the pupils how to read it with expression. Then, call on some pupils to read the story. To show an animated presentation of the selection, run Reading Interactive CD-ROM 1. Click on Holidays, Happy Days, then, Hannah’s Birthday, then, Watch and Listen. The pupils may then watch and listen to the presentation while reading along silently. Next, click on Read Along to show the same presentation, but without the voice-over. In this section, pupils may be encouraged to read the text aloud.

E. Share Your Ideas Have the pupils answer the motive questions and the questions in Share Your Ideas on page 248. They can read the parts in the story that answer the questions. F. Sharpen Your Reading Skills • Recognizing Rhyming Words Ask the pupils what rhyming words are. Have them answer the exercise on page 248. •

•

Matching Meanings and Words Remind the pupils that words have meanings. A good reader can match words and meanings. Tell them that in the exercise on page 249, the meanings of several words are given. Have them then identify the word being referred to. Recalling Details Have the pupils read their introductory statement on page 250. Then, have them work on the exercise.

G. Do What’s Right • Using Polite Expressions Ask the pupils what one should say if a friend gives him or her something. Ask what one should say if he or she comes to school late. Ask for other situations that merit polite expressions. Have the pupils answer Exercises A and B on page 251. H. Make Connections • Identifying Special Occasions Before taking up this lesson, ask the pupils to bring pictures of different family celebrations. Have the pupils read the introductory statement. Have them work on the exercise on page 252. I. Spin Off Have the pupils work on Activities A and B Spin Off, page 253. Divide the class into several groups. Have each group assign the following roles to the members: Hannah, Mother, Father, Teacher, Mother Cat, Three Kittens, Storyteller. Guide the pupils in identifying the speaking parts of the characters. The groups then read and act out the story.

LESSON

2 The Town Fiesta No. of Teaching Hours: 4

Objective A. Vocabulary and Study Skills Arrange words in alphabetical order B. Comprehension Recall details in a selection read C. Values Show respect for customs and traditions

II. Subject Matter Selection: Pahiyas (informative article) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 254-263 Flashcards for words in Look and Say Pictures or postcards of different fiestas in the Philippines IV. Procedure A. Start with What You Know Tell the pupils to look at the picture on pages 254-255. Ask them what they see in the picture. Let them tell what they know about a town fiesta. Have the pupils read Start with What You Know and have them answer the questions. B. Add to What You Know Let the pupils read the introduction to the story on page 255. Explain the reasons for having fiestas. Let them realize that fiestas are a part of our customs and traditions. C. Look and Say Put the flashcards for the words in Look and Say in the pocket chart. The pupils can later be asked to copy the words in their notebooks. Unlock the meaning of unfamiliar words. Model the pronunciation of the words. Then, have the pupils read the words.

D. Read Have the pupils look at the picture and read the title of the essay on page 256. Ask what they suppose the things hanging from the windows are. Have the pupils raise questions about the essay that they are about to read. Write the questions on the board. Read the essay Pahiyas orally. Model to the pupils how to read it with expression. Then, call on two to three pupils to read the essay orally while the rest follow silently in their books. E. Share Your Ideas Have the pupils answer the motive question and the questions in Share Your Ideas on page 257. Pupils can read their answers from the book. F. Sharpen Your Reading Skills • Arranging More Words in Alphabetical Order Recall what alphabetical order is. Ask how words are arranged in alphabetical order. Have the pupils work on the exercise on page 258. For a fun activity on alphabetizing, refer the pupils to the following Web page: http://www.earobics.com/gamegoo/games/ pawpark2/pawpark2.html. All they have to do is listen to the instructions, and click to drag the bears to the roller coaster. The bears, however, must be placed in alphabetical order according to the word written on their shirts. To hear the word spoken, the pupils simply have to place their cursor on top of the bear. Alternatively, you may access or ask your pupils to access the interactive activities for this lesson at i-learn.vibalpublishing. com. •

G. Do What’s Right • Showing Respect for Customs and Traditions Ask the pupils how they show respect for the customs and traditions of our country. Ask them how their families and other families in the community show respect for these traditions and on what occasions they are usually observed. Have the pupils do the exercise on page 260. H. Make Connections • Naming Fiestas in Different Places Ask the class why Filipinos celebrate fiestas. Have them recall some famous fiestas in different provinces. Show the pictures of fiestas like the Parada ng Lechon in Balayan, Batangas, if available. Have the pupils look at the pictures of fiestas in different provinces of the Philippines in Make Connections on page 261. The pupils can be encouraged to color them. I. Spin Off Have the pupils do Activities A, B, and C in Spin Off on pages 262-263. Have the pupils form dyads. Have them take turns in reading Pahiyas to each other. You can assess the pupils’ reading fluency by staying with some of the pairs and listening to the pupils read orally.

Recalling Details in a Selection Read Have the pupils answer the exercise in recalling details on an exercise on page 259.

LESSON

3 Muslim Holiday No. of Teaching Hours: 4

Objectives A. Vocabulary Use configuration clues to identify the meanings of words B. Comprehension Determine the truth or falsity of statements C. Values Show respect for the practices and beliefs of other people

II. Subject Matter Selection: The Ramadan (informative article) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 264-271 Flashcards of words in Look and Say Philippine map IV. Procedure A. Start with What You Know Present the map of the Philippines and have the pupils point to the region where they belong. Have them point to the three main groups of islands: Luzon, Visayas, and Mindanao. B. Add to What You Know Have the pupils read the paragraph about the Philippines in Add to What You Know on page 264. Ask them if they can point out in the map the place where most of our Muslim brothers and sisters live. Tell the pupils that the story they will read is related to Muslim practices and beliefs. C. Look and Say Unlock the meaning of unfamiliar words. Put the flashcards for the words in Look and Say in the pocket chart. Model the pronunciation of each word. Let the pupils read the words independently. Then, have them copy the words.

D. Read Have the pupils look at the picture and the title of the selection on page 265. Ask the pupils what they want to know about the selection to be read. Write the questions on the board. Ask: “When do Muslims celebrate the Ramadan? How do they celebrate it?” Read The Ramadan orally. Model how it is to be read with expression. Have two good readers read the selection again. E. Share Your Ideas Have the pupils answer the questions in Share Your Ideas on page 266. Allow the pupils to read the parts in the story that answer the questions. F. Sharpen Your Reading Skills • Using Shapes of Letters to Identify Meaning of Words Tell the pupils that letters of the alphabet have different sizes and shapes. There are letters that are tall and there are letters that are short. Some letters even have tails. This information can help the pupils in getting the meaning of the words in the exercise on page 267. •

Determining True and False Statements Explain to the pupils that a statement is true if it tells about a fact or if it tells about something that has actually happened. Have the pupils do Exercises A and B on determining true or false statements on pages 268-269.

G. Do What’s Right • Showing Respect for Practices and Beliefs of Other People Ask how the Muslims celebrate Ramadan. Ask: “As a grade one pupil, how do you show respect for practices and beliefs of other people?” Have the pupils read the introduction to the exercise in Do What’s Right. Then, have them answer the exercise on page 269.

H. Make Connections â&#x20AC;˘ Locating Luzon, Visayas, and Mindanao on a Map Show to the class a map of the Philippines. Have the pupils locate Luzon, Visayas, and Mindanao on the map. Tell the pupils that our country is made up of big and small islands. Ask the pupils if they can locate in the map the place where most Filipino Muslims live. Have the pupils answer the exercise on page 270. I. Spin Off Have the pupils answer Exercises A and B on page 271. Have the pupils draw a picture of a mosque in their notebooks. Tell them to write two or three sentences about it. Tell the class to form dyads. Tell them to take turns in reading to each other. Move around the dyads and listen to the pupils. This would help you identify the pupils who have reading difficulties.

LESSON

4 A Poem for Christmas No. of Teaching Hours: 6

Objectives A. Vocabulary Add to oneâ&#x20AC;&#x2122;s vocabulary words related to Christmas B. Comprehension 1. Identify rhyming words in poems and verses 2. Infer what is likely to happen in given situations C. Values Show love to the poor, the old, and the sick

II. Subject Matter Selection: Away in a Manger (poem) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 272-279 Flashcards for words in Look and Say Christmas cards

IV. Procedure A. Start with What You Know Show to the class a Christmas card. Let the pupils say something about it. Then, ask the questions in Start with What You Know, page 272. Have the pupils describe what they see in the picture. B. Add to What You Know Ask the pupils if they like Christmas and why they like it. Then, have them answer the questions in Add to What You Know. Give a brief explanation why we give and receive gifts during Christmas. Tell the pupils that the story they will read has something to do with Christmas. C. Look and Say Put the flashcards in the pocket chart. Model the pronunciation of each word. Have the pupils read the words correctly. Let them copy the words in their notebooks and study the spelling of each. To give the pupils practice in reading and saying the vocabulary words, run Reading Interactive CD-ROM 1. Click on Holidays, Happy Days, then, Away in a Manger, then, Look and Say. Next, click on a word. Pupils may listen to the word first, then, say the word aloud. The word will be said twice to help pupils check whether they pronounced it correctly. D. Read Have the pupils look at the picture and the title of the poem on page 273. Ask what they want to know about the poem they are going to read. Write the questions on the board. Read the poem Away in a Manger with proper expression. Call on two pupils to read the poem. Then, let the class read the poem. To show an animated presentation of the selection, run Reading Interactive CD-ROM 1. Click on Holidays, Happy Days, then, Away in a Manger, then, Watch and Listen. The pupils may then watch and listen to the presentation while reading along silently. Next, click on Read Along to show the same presentation, but without the voice-over. In this section, pupils may be encouraged to read the text aloud.

E. Share Your Ideas Have the pupils answer the motive question and the questions in Share Your Ideas on page 274. F. Sharpen Your Reading Skills • Recognizing More Rhyming Words Ask the pupils what rhyming words are. Then, have them work on Exercises A and B on pages 274-275. •

Inferring What Has Happened Before an Event Say: “We appreciate a story if we can infer what has happened before an event.” Let the pupils read the introduction to the exercise on page 276. Have the pupils work on the exercise on inferring what has happened before an event on page 276.

G. Do What’s Right • Showing Love for the Poor, the Old, and the Sick Ask the pupils how they show love for God. Have them read the introductory text before the exercise on page 277. Have the pupils do the exercise on page 277. H. Make Connections • Identifying Things Seen in the Sky During Daytime and Nighttime Have the pupils read the introductions to the exercise on page 278. Then, have them work on the exercise. I. Spin Off Have the pupils work on Exercises A and B on page 279, Spin Off. Tell the class to form dyads and take turns in reading the poem to each other. Encourage the pupils to memorize the poem. Demonstrate the Backward Buildup Technique in memorizing a poem.

LESSON

5 Flying Kites No. of Teaching Hours: 5-6

Objectives A. Vocabulary and Study Skills 1. Add to one’s vocabulary words related to kite-flying 2. Get the meanings of words by using a dictionary B. Comprehension Recall details in a story C. Values Show pride in our local games

II. Subject Matter Selection: All About Kites (informative article) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 280-289 Flashcards for words in Look and Say A real kite A dictionary IV. Procedure A. Start with What You Know Discuss the answers to questions in Start with What You Know on page 280. Show a real kite and ask if the pupils want to make their own kites. B. Add to What You Know Have the pupils read the text that goes with Add to What You Know. Inform them that flying kites is better done in open fields. Ask the pupils what they suppose the article they will read is about. C. Look and Say Unlock the meanings of unfamiliar words. Model the pronunciation of the words in Look and Say. Ask two or three pupils to read the words. Have the pupils copy the words in their notebooks.

I. Spin Off Have the pupils work on Activities A, B, and C on page 287. Divide the class into groups of three. Tell the pupils to read orally in their respective groups two or three paragraphs of the selection.

D. Read Have the pupils look at the pictures on pages 280-282 and read the title of the article on page 282. Have them read the motive question. Ask: “What other questions would you want to ask?” Have the pupils write the questions on the board. Model the reading of the article All About Kites. Ask the class to read after you. E. Share Your Ideas Have the pupils answer the motive question and the other questions raised by the pupils on the article. Have them answer the questions in Share Your Ideas on page 283. F. Sharpen Your Reading Skills • Getting Meanings of Words Using the Dictionary Tell the pupils to bring a dictionary to class. Teach the pupils how to use a dictionary to get the meanings of words. Work with the class on the exercise on page 284. •

Recalling Details in a Story Have the pupils read the introductory statement on page 285. Have the pupils work on the exercise on page 285. Say: “Let us recall the important details in the story we have read. Answer the exercise on page 285.”

G. Do What’s Right • Learning About Filipino Games and Toys Ask the pupils what games they play in school and at home. Ask: “What toys do you have at home? Who made them for you?” Have the pupils work on Activities A and B in Do What’s Right, page 286. H. Make Connections • Identifying Games Played Indoors Ask the pupils to name some games that can be played indoors. Have them read the introductory statement before the exercise on page 287. Have the pupils answer the exercise on page 287.

LESSON

6 A National Hero No. of Teaching Hours: 5

Objectives A. Vocabulary Use configurations clues in identifying antonyms B. Comprehension Recall details in the selection read C. Values Cite ways of honoring our heroes

II. Subject Matter Selection: Rizal Day (informative article) III. Materials Across Borders Through Reading 1 (Second Edition), pp. 290-299 Flashcards for words in Look and Say Pictures of Dr. Jose Rizal and other Filipino heroes IV. Procedure A. Start with What You Know Have the pupils read the questions in Start with What You Know and discuss the answers. Show a picture of Dr. Jose Rizal and let the pupils identify him. Have the pupils tell something about the person in the picture.

B. Add to What You Know

•

Have the pupils read the statement in Add to What You Know. Ask them what they suppose the selection they will read is about.

Have them answer the exercise on antonyms. Say: “Let’s find out how well you can recall details in the selection you have just read.”

C. Look and Say Unlock the meanings of unfamiliar words. Model the pronunciation of the words written on flashcards. These are words in Look and Say. Select two or three fast readers to read the words. Then, have all the pupils read each word in unison. Give the pupils time to copy the words in their notebooks and tell them to study their spelling.

Let the pupils answer Exercises A, B, and C on pages 294295. G. Do What’s Right •

Model the reading of the selection Rizal Day. Read with expression. Then, ask two pupils to read after you. Later, all pupils will read the article orally in unison.

Honoring Our Heroes Ask the pupils who set the Filipinos free from the Spaniards. Have the pupils read the introductory statement before they answer the exercise on page 296.

D. Read Have the pupils look at the picture and the title of the selection on page 291. Let them read the motive questions. Ask the pupils to raise questions they would want to ask about the selection. Write the questions raised on the board.

Recalling Details of the Selection

H. Make Connections •

Admiring Filipino Heroes Ask the pupils how we can honor our heroes. Tell them that we should be thankful to our heroes because they gave their lives for our freedom. Have the pupils do the exercise in Make Connections on page 297.

E. Share Your Ideas Have the pupils answer the motive questions and the questions raised by the pupils. Have them answer the questions in Share Your Ideas on page 292. F. Sharpen Your Reading Skills •

Using Shapes of Letters to Identify Antonyms Have the pupils read the definition of antonyms on page 293. Give examples.

I. Spin Off Have the pupils do Activities A, B, and C in Spin Off on pages 298-299. Tell the pupils to form triads. Tell them to take turns in reading orally to each other two or three paragraphs from the selection.

LESSON

7 Filipino Games No. of Teaching Hours: 5-6

Objectives A. Vocabulary Identify synonyms of words B. Comprehension Answer wh-questions based on pictures C. Values Show the importance of playing Filipino games

II. Subject Matter Selection: Luksong Tinik (informative article) III. Materials Across Borders Through Reading 1 (Second Edition) pp. 300-307 Flashcards for words in Look and Say Pictures of different games in the country

D. Read Have the pupils look at the picture on pages 300-301 and the title of the selection. Let them read the motive question. Ask the pupils to formulate other questions about the selection they will read. Write the questions on the board. Tell them that they will look for the answers to the questions as they read the article. Model the reading of the selection while the pupils follow along silently. E. Share Your Ideas Have the pupils answer the motive question and the questions in Share Your Ideas on page 302. F. Sharpen Your Reading Skills •

Ask pupils what synonyms are. Have the pupils give examples of synonyms. Have the pupils answer the exercise on synonyms on page 302.

IV. Procedure A. Start with What You Know Have the pupils identify the name of the Filipino game in the picture. Have the pupils read the questions in Start with What You Know. Discuss their answers. Show pictures of other Filipino games and find out if the pupils can identify them. B. Add to What You Know Have the pupils read the paragraph that goes with the section. Tell them that the selection they will read is about a Filipino game. C. Look and Say Unlock the meaning of unfamiliar words. Model the pronunciation of words written on flashcards. These words are in Look and Say. Let the pupils repeat the words after you. Have three fast readers read the words, then let the whole class repeat after them. Have the pupils copy the words in their notebooks. Tell them to study the spelling of each.

Identifying Synonyms of Words

•

Answering Wh-questions Based on Pictures Have the pupils read the introduction to the exercise on page 303. Have them answer the exercise on this page. As an added challenge in answering wh-questions, instruct the pupils to access this Web page: http://web2.uvcs.uvic.ca/ courses/elc/studyzone/200/reading/xmas1.htm. Tell them that they must read the text then answer the wh-questions beside it by clicking on the letter of the appropriate answer.

G. Do What’s Right Ask: “What do you learn when you play with your peers?” Have the pupils read the introduction to the exercise on page 304. Have them work on the exercises on this page.

H. Make Connections Have the pupils look at the pictures on pages 305-306. Let them describe or demonstrate how each Filipino game is played. I. Spin Off Have the pupils read the wh-questions on page 307. Divide the class into groups. Tell them that each group will select a Filipino game and demonstrate to the class how that game is played. Suggest some other Filipino games like Taguan, Piko, Siklot, Patintero, Luksong-Tinik, and Sipa. Tell the class to form dyads. Have the pupils in each dyad take turns in reading the selection orally to each other.

D. Presenting and Publishing Have the pupils read Step 5. Tell the pupils to group themselves into fours. The pupils take turns in reading their compositions to each other. Have them post their compositions in a bulletin board.

Unit Test Answer Key: A. Using a Dictionary to Get the Meanings of Words, p. 310 1. c 2. f 3. a

Linking Reading with Writing

4. e 5. b

â&#x20AC;˘

Writing About a Filipino Festival A. Prewriting Have a class discussion of the happy days children experience in school, at home, and in their community. Ask the pupils to tell why they consider those days as happy days. Ask the pupils to tell about a festival in their town. Have them read Step 1 and the sample composition on page 308. Ask what each sentence in the composition is about. B. Drafting Have the pupils read Step 2 on page 309. Write on the board the fiestas or holidays the pupils will name. Have them tell about the fiesta or festival using the questions in Step 2 as guide questions. Then, have them write the sentences they said orally. C. Revising and Editing Have the pupils read Step 3. Go through each instruction with the pupils and have them carry out the instruction. Have them read and carry out Step 4. Teach the pupils how to do peer-editing.

6. d B. Recognizing Rhyming Words, p. 311 7. door 8. sticks 9. straight 10. hen

VIBAL Publishing House, Inc. Feedback Form for Evaluating Textbooks Name of Respondent: __________________________________________________ Designation: _________________________

Subject Area:___________________

School: ______________________________________________________________ School Address: _______________________________________________________ Contact Nos/E-mail Address:____________________________________________ Textbook Title: ________________________________________________________ Year/Grade Level: _______________________

No. of years used by respondent: ____ Inclusive Dates Of Use: ______________ Part I General Impressions Please rate the following items by encircling the number of your answer to the question using the following criteria: 1 – hardly; 2 – moderate; 3 – adequate; 4 – very adequate; 5 – outstanding. Encircle the number that corresponds to your answer. 1. 1.1 1.2 1.3 1.4 1.5 1.6 2. 2.1 2.2

Objectives as stated in the Textbook Do the objectives reflect national development goals and priorities? 1 2 3 4 5 Do they conform to the DepEd and the school’s mission and thrust? 1 2 3 4 5 Are they clearly stated for the learners’ comprehension? 1 2 3 4 5 Do they cover the basic requirements as given in the Minimum Learning Competencies (MLC) of the course? 1 2 3 4 5 Are they realistic and attainable by the target learners? 1 2 3 4 5 Can they be verified by a system of evaluation to indicate levels of achievement? 1 2 3 4 5 Content Do the content cover the subject matter requirements for the year level as listed in the MLC? 1 2 3 4 5 Are there enough materials for a year’s activities? 1 2 3 4 5

2.3

Are the materials within the comprehension level of the learners? 1 2 3 4 5 2.4 Are the materials interesting to the learners? 1 2 3 4 5 2.5 Are there enough activities and exercises to achieve the objectives of the course? 1 2 3 4 5 2.6 Is there a need for supplementary materials for this purpose? 1 2 3 4 5 2.7 Is the vocabulary load used within the comprehension of the target learners? 1 2 3 4 5 2.8 Are the facts and information presented correct, accurate and up-todate? 1 2 3 4 5 2.9 Are the concepts presented logically and in proper sequence? 1 2 3 4 5 2.10 Are the illustrations relevant to the lesson/topic? 1 2 3 4 5 2.11 Are the illustrations effective in making lessons interesting? 1 2 3 4 5 3. 3.1

3.2 3.3 3.4 3.5 3.6

3.7

Values Orientation Does the material provide adequate integration of values to the subject matter? 1 2 3 4 5 Does the content reflect Philippine values as they exist in Philippine setting? 1 2 3 4 5 Were the values presented in the DepEd value framework considered in the learning activities? 1 2 3 4 5 Do the materials promote nationalism and Filipinism? 1 2 3 4 5 Do the materials include those that promote a one-world view? 1 2 3 4 5 Do the materials avoid prejudices and biases like sexism, stereotyping, religious and racial/ethnic discrimination, political propaganda? 1 2 3 4 5 Do the materials promote and promulgate the ecological campaign of the government? 1 2 3 4 5

Study Help

4.1

Does the book provide a glossary of difficult terms to help the learners comprehend the content better? 1 2 3 4 5

4.2

Are there varied levels of exercises to help learners of different ability levels? 1 2 3 4 5

4.3

Do evaluation exercises help the learners evaluate their own performance? 1 2 3 4 5

4.4

Are the illustrative materials appropriate and helpful to the learners in understanding the concepts? 1 2 3 4 5

Presentation

5.1

Is the layout suitable to the learnersâ&#x20AC;&#x2122; age?

5.2

Does the layout make the materials attractive and interesting to the learners? 1 2 3 4 5

5.3

Does the layout help in making the presentation of the materials clear to the learners? 1 2 3 4 5

5.4

Are the letter/font sizes appropriate to the age of the target learners? 1

5.5

Is the size of the book suitable for the target learners? 1

5.6

Is the book durable enough for handling by the learners? 1

Part II Specific Comments For specific implementation of your comment, please indicate the lesson and the pages on which your answers to the following questions are based. 1.

Which lesson objectives were not achieved by the materials? Lessons

Pages

_____________________________________

___________________

_____________________________________

___________________

Based on your experience in using this textbook, which lessons or activities did the learners find relevant and interesting? Lessons

Pages

_____________________________________

___________________

_____________________________________

___________________

Which lessons or activities did the learners find uninteresting? Lessons Pages _____________________________________ ___________________ _____________________________________ ___________________ Which lessons or activities were difficult for the learners and needed a great deal of help and explanation from you? Lessons Pages _____________________________________ ___________________ _____________________________________ ___________________ Which lessons had very difficult language structures for the learners? Lessons Pages _____________________________________ ___________________ _____________________________________ ___________________ Which activities, exercises, illustrations were most useful for the learners? Lessons Pages _____________________________________ ___________________ _____________________________________ ___________________ Which activities, exercises, illustrations were irrelevant? Lessons Pages _____________________________________ ___________________ _____________________________________ ___________________ Which lessons need to be simplified? Lessons Pages _____________________________________ ___________________ _____________________________________ ___________________ Which lessons need enrichment? Lessons Pages _____________________________________ ___________________ _____________________________________ ___________________

Please submit the accomplished form to Vibal Publishing House Inc. Send it through our Promotion and Marketing Representatives or fax it to numbers (02)711-8852; 711-5853. Thank you very much for helping us evaluate our Textbooks and Teacherâ&#x20AC;&#x2122;s Manuals! More power to you and your school!