247

Its a place where I learn

to count, read, and write
Its a place where I meet
New friends left and right
Thats why its no surprise
I love going to school!

Unit 3
I Love Going to School
248
Week 1: School Is My Second Home


Lets Try
Talk about your school. Say your schools name.
Tell us what grade you are in.

Say: I study in ____.
I am in Grade _____.

Get Set
Listen as your teacher uses these words in a
sentence. Let us try to figure out their meanings.




Lets Recall
What do you often do in school?

Lets Aim
In the poem you are about to hear, you will find out
what other activities are often done in school.
Lesson 1
cool hop
without doubt skip
prance true
249
Listen as I read the poem.

My School

I will tell you about
a place that is cool
it is without doubt
my dear old school.
In school I can sing
and do many other things
I can read, write, and dance
I can skip, hop, and prance.
In school I have fun
I play under the sun
I count things I can see,
dream of what I can be.
Theres so much I can do
in my school, thats so true
It is after all, my home
away from home.

Listen to my questions about the poem and try
to answer them.
1. In the poem, what is referred to as a place
that is cool?
2. What does it mean when one says that a place
is cool?
3. Based on the poem, give two activities that can
be done in school.
4. Aside from what was said in the poem,
what other activities can you do in school?
250
Draw your favorite school activity in your notebook.



Lets Recall
In our poem yesterday, we learned that it is fun to be
in school. Lets think of the different things we can do
in school.

I Can Do It
Your classmate will ask you a question.
Try to answer it.
What do you like to do in school?
I like to ____ in school.

Action Words
Listen as I read each sentence.
1. Miko likes to sing in school.
2. Dina likes to read in school.
3. Tita likes to cook in school.
4. Juan likes to dance in school.
5. Ana likes to play in school.

Write the word that answers each question
that I will read to you.
1. What does Miko like to do in school?
2. What does Dina like to do in school?
3. What does Tita like to do in school?
4. What does Juan like to do in school?
5. What does Ana like to do in school?
Lesson 2
251
Read the words you wrote. What do you notice?
Sing, read, cook, dance, and play are all action
words.



We Can Do It
I will ask about what you do in certain places.
Answer me with an action word.
1. What do you do in the market?
2. What do you do at home?
3. What do you do in the park?

Lets Aim

Reading Short o Words
Let us name these pictures.





Did you notice the shape of my mouth as I named
the pictures with you? You are right, my mouth
formed a circle. That is the shape that our mouths
form when we have the o sound in the middle of the
words we read.
Remember This
Action words are words that show movement.
They talk about what we do.
252
We Can Do It
Find a partner. Read each word to your partner.
Draw a line between the word and the picture.
pot


cop


mop


top



I Can Do It
Read the words and draw the corresponding
pictures in your notebook.
1. mop
2. top
3. pot
4. dot
5. fox
253
Lets Answer
I have a set of pictures and word cards. I will give
each of you a picture or a word card. Find your
partner by matching the picture with the correct
word card.
(To half of the class, give word cards containing
three-letter words with the middle o sound. To the
other half, give the corresponding picture cards.
Make sure the cards accurately depict the words.)



Lets Aim

Cause and Effect
Last Monday, we listened to a poem about school.
Listen as I read the story about Bens first day
in a new school.

Yesterday was Bens first day
in a new school. He was afraid because
he did not know anyone there. All his friends
were in his old school.
During recess, a girl called out to him.
Hi, Im Lisa, she said. Come and join us. We
are going to play tumbang preso, she added.
Ben eagerly joined Lisa and her friends.
He is happy now.


Lesson 3
254
Answer these questions.
1. Why was Ben afraid to be in a new school?
2. Why is Ben happy now?

Lets try to complete the following chart. On the left
side of the chart, you will put the answers to the
questions above.




Ben was afraid to be
in a new school.



Ben is happy now.

Read your answers on the chart. What do you
notice? Because he does not know anyone there,
Ben was afraid to be in his new school. In the end,
because he made new friends, Ben became happy.


Remember This
Oftentimes we want to know the reasons
behind certain events. In order for us to do
so, we have to ask why.

The reason behind a certain event is called
the cause of an event. The result of the
cause or what happens because of the
cause is called the effect.
255
We Can Do It
Knowing the cause of certain events is helpful
in understanding what we read. Lets try some more
examples to know more about cause and effect.
Listen as I read each paragraph. Answer the
questions that follow. Write your answers in the chart.
1. Mely was going to cross the street to go to
school. A little boy wanted to cross too, but he
was afraid. Mely held the boys hand. Together,
they crossed the street.
Why was the boy able to cross the street?
2. Jose was asked to compete against students
from other schools in a math quiz bee. He
wanted to win so he practiced solving word
problems every chance that he got. During the
day of the quiz bee, Jose answered all the
problems correctly. He was declared math quiz
bee champion.
Why did Jose become the math quiz bee
champion?
3. Pat liked to sing. He sang in the morning before
breakfast, he sang while working on his
seatwork, he even sang before going to bed.
One Monday morning, he woke up with a sore
throat. He could not sing all day. Pat was very
sad that day.
Why was Pat sad one Monday morning?

Cause Effect
The little boy was able
to cross the street.
256
Cause Effect
Jose became the math
quiz bee champion.
Pat was sad one
Monday morning.

Lets Aim

Reading Short a, e, i, and o Words
Lets name the following pictures.






Did you notice how the shape of our mouth
changed as we named each picture? It all depends
on whether the word has the a, e, i, or o sound
in the middle. Today we will try to read more words.
257
We Can Do It
Find a partner. Read each word to your partner.



I Can Do It
Read these words and draw the corresponding
pictures in your notebook.
1. a pig 4. a mop
2. a map 5. a box
3. a hen


Lets Try
I have a list of action words. Let us do the actions
together. Afterwards, choose one among these
action words. Pretend to do the action while saying,
I like to ____.



Lesson 4
map
pet
big
box
sad
ten
fin
sob
swim drink walk
hop fly eat
run sing clap
jump dance skip

258
We Can Do It
I have pairs of action words written on pieces
of paper. Each one will get a piece of paper.
Read the action word written. If you need my help,
I can read it with you. The object of the game is
to find the person who got the same action word
as you did. After reading your action word, act it out
until you find the person who is also doing
the same action.

(The game may be repeated as it helps the children
become familiar with the different action words.)

Lets Try

Looking for Effects
Yesterday, we talked about the reason behind
certain events. We said that this is called the cause.
Sometimes, an event can have many causes.
Listen to this story and try to figure out what happens
because of certain events. This is called the effect.


It is Nilos birthday today. His parents came
home from work early so they could celebrate
with him. His best friend Rino was also there with
him. Nilos parents took them to the zoo where
they enjoyed seeing different animals. Later on,
they had dinner at a restaurant. Nilo had a
happy birthday.
259
We Can Do It
In the boxes below are various reasons why
something happened. Beside them is a blank circle.
Let us fill in the circle with the corresponding effect of
the events stated in the boxes.



I Can Do It
Listen as I read the short story. List the effect
of the different causes written in the boxes.

Sinta was very hungry after class today.
She forgot to bring her baon and she did not
have enough money to buy snacks.
Her classmate Lito also offered her
some cookies but she did not accept them.

Nilos parents came
home early.
Nilos parents took them
to the zoo.
Nilos best friend came
to celebrate with him.
They had dinner
at a restaurant.
260







Lets Try
Listen to my short poem. Then try to answer
my questions about it.



Lesson 5
Remember This
Sometimes, an event can have many
causes. When reading a story, ask why
in order to understand the reason behind
a given event. Do not stop asking until
you have found out all the reasons behind
the event.

Sinta forgot to bring her
baon.
Sinta did not accept the
cookies Lito offered her.
Sinta did not have
enough money to buy
snacks.
261
Animals in Action

There was once a hen who wanted to fly.
She flapped her wings but she could not
go high.
Then the hen met a pig who wanted to
jump.
But the pig was too heavy, he fell with a
thump.
The two walked a bit and they both met
a dog.
But the dog wanted nothing but
to sleep like a log.

1. What did the pig want to do?
2. What did the dog want to do?
3. What did the hen want to do?

We Can Do It
Let us play Simon Says. When I say Simon Says,
you must do the action that I tell you. If I only say
an action without saying Simon Says, you must not
do the action.

I Can Do It
Complete the poem with action words. Make sure
you put your name in the first blank.

______________ in Action
I _______________
I _______________
I _______________
I love to move about.
262
Lets Aim
Lets name these pictures. Write their names
in your notebook.




I Can Do It
Read the phrases. Draw the correct picture
for each phrase in your notebook.
1. a dog on a log
2. a fox in a box
3. a top in a pot


Week 2: Meet My Teacher


Lets Try
Talk about your teacher. Say your teachers name.
Tell us what she teaches you.

Say: My teachers name is _____.
She / He teaches me to _____.

Lesson 6
263
Get Set
Listen as your teacher uses these words in a
sentence. Let us try to figure out their meanings.



Lets Recall
How did you celebrate your birthday?

Lets Aim
In the story you are about to hear, you will find out
how Ms. Amor celebrated her birthday.

The Birthday Surprise

Today is Ms. Amors birthday. All of us
in Grade 2 - Santol are excited because we
have a surprise for her. When she entered the
room, our classmate Ana gave her a set of
cards numbered 1 to 3.
Ms. Amor, we have a surprise for you,
Ana said.
Please read and follow the clues
on the cards so you can find the surprise,
Gabriel continued.
All of us in the classroom sat on our seats
quietly.
excited amazed
surprise final
clues framed
264
Okay, here goes, Ms. Amor said as she
read the first clue. Walk forward five steps,
Ms. Amor said as she started to move forward.
She stopped in the middle of the room. Then she
looked at the next clue. Sing a few lines from
your favorite song.
All of us waited happily to find out what
Ms. Amors favorite song was. When she sang
Moon River, we were amazed at her beautiful
voice. We clapped our hands after her song.
Thank you, class. Now lets move on to the
final clue, Ms. Amor said, reading the next
card. Close your eyes and make a wish. She
closed her eyes for a while.
When she opened them, we all shouted,
"Surprise!"
She looked at the framed class picture we
held in front of her and said, "How did you know
what I wished for?"

Listen to my questions and try to answer them.
1. Whose birthday was it?
2. Who were the pupils of the birthday celebrant?
3. What did they do for their teacher
on her birthday?
4. What did Ms. Amor have to do first in order to
find her surprise?
5. What did Ms. Amor have to do next in order
to find her surprise?
265
6. What was the last thing Ms. Amor have to do
in order to find her surprise?
7. What did the pupils of Grade 2 - Santol give
Ms. Amor for her birthday?
8. What did Ms. Amor say that showed us she liked
Grade 2 - Santols gift to her?

In your notebook, draw what you would give
Ms. Amor for her birthday if you were a pupil
in Grade 2 - Santol. Write a sentence about it
under your drawing.

This _____ is my gift for Ms. Amor.



Lets Recall
In yesterdays story, we heard about what Ms. Amor
had to do in order to find her surprise gift. Lets
pretend we are with Ms. Amor and Grade 2 - Santol.
1. What does Ms. Amor sing for Grade 2 - Santol?
Ms. Amor ____ Moon River for Grade 2 - Santol.
2. What do the Grade 2 - Santol pupils give
Ms. Amor?
The Grade 2 - Santol pupils _____ Ms. Amor
a class picture.
Lesson 7
266
Action Words
Listen as I read each sentence.

1. Romy sits on a chair.

2. Romy and Tita sit
on a bench.

3. Patrick reads a book.

4. Patrick and Ana read
the newspaper.

5. Maria eats spaghetti
in school.

6. Maria, Diego, and
Juan eat pizza
at home.

267
Answer each question. Copy the following chart
in your notebook. Write the answer on the left side
of the chart. On the right side of the chart, write
how many persons are doing the action.
1. What does Romy do on a chair?
2. What does Patrick do to a book?
3. What does Maria do in school?
4. What do Romy and Tita do on a chair?
5. What do Patrick and Ana do to a newspaper?
6. What do Maria, Diego, and Juan do at home?

Action
Number of Person/s
Doing the Action
1.
2.
3.
4.
5.

Read the actions that were done by only one
person. What do you notice? Sits, reads, and eats are
the actions done by only one person. Read the
actions that were done by two or more persons.
What do you notice? Sit, read, and eat are the
actions done by two or more persons.


Remember This
When only one person does the action,
we add s to the action word.
When two or more people do the action,
we do not add s to the action word.
268
Lets Aim

Reading Phrases with Short Vowel Sounds
Lets read the following words.
fat pen ten bed
big six logs dog
box mop the of

We Can Do It
Read each phrase to a partner. Match the phrase
with the correct picture by drawing a line.
1. ten big logs

2. the big fat dog


3. a mop on a bed

4. a box of pens

269
I Can Do It
Read the phrases and draw the corresponding
pictures in your notebook.
1. six red pots
2. a top on a hat
3. a sad dog



Lets Aim

Sequencing 3 to 4 Events
Last Monday, we listened to a story about
Ms. Amors birthday. Lets try to recall the events
that led Ms. Amor to find her birthday surprise.

Answer the following questions:
1. What was the first thing Ms. Amor had to do
to find her surprise?
2. What was the second thing Ms. Amor had to
do?
3. What was the last thing Ms. Amor had to do?

Make in your notebook three boxes numbered 1 to 3.
Draw the events that happened before Ms. Amor
got her surprise from Grade 2 - Santol.


Lesson 8
1 2 3
270



We Can Do It
Knowing the order of the events in a story is helpful
in understanding a story better. Listen as I read
a short story. Together with your group mates,
draw on four sheets of paper the four important
events that happened in the story. Arrange them
in correct sequence.

The Owl That Wanted to Be a Rooster

There was once an owl who thought
that the roosters job of waking up the animals
was the best job in the barn. The owl wished
so hard to be a rooster. Her wish came true,
and she became a rooster. But she was only
awake at night. So she ended up crowing
at night. The barn animals got angry
because they could not sleep. The rooster
wished to become an owl again.
Remember This
When reading a story, it is helpful to note
the important events in the order
that they happened. This will help us
in understanding the story better.

271
Lets Try
Your classmate will ask you a question. Try to answer
it.
What does your teacher do in school?
My teacher ____ in school.
What do your classmates do in school?
My classmates ____ in school.

We Can Do It
I will divide you into groups with five members each.
I have a bowl with slips of paper that have
action words written on them. Your group will pick
an action word and make two sentences out of it.
In your first sentence, use the name of a team
member to be the doer of the action. In your second
sentence, use the names of all the team members
to be the doers of the action.

Lets Aim

Reading Phrases with Sight Words
Lets read these sight words.

blue yellow green
orange red

We Can Do It
The class will play Touch the Color. After saying
Touch the color, the teacher will flash a word
indicating the color that the pupils are to touch.
272
I Can Do It
Read the words and draw the corresponding
pictures in your notebook.
1. an orange log
2. a blue top
3. a red cot
4. a green mop
5. a yellow pot

Lets Answer
Lets play Bingo! I have a set of pictures and each
one will be given a word card containing groups of
words. I will show you the picture and you will find the
group of words that tells us what the picture is. Once
you find it, mark it with an X. The first person to mark
all the groups of words in his / her card wins the
game.

(Give the pupils word cards containing six phrases
that use colors and words with the middle a, e, i, or o
sound. The pictures can either be printed or flashed
through a powerpoint presentation.)



We Can Do It
Look at the action words. Let us read and do
the actions together. Afterwards, choose one action
word. Ask a classmate or a group of classmates
to do an action and say, _____ sings. or ______,
______, and _____ dance.
Lesson 9
273

swim drink walk
hop run eat
run sing clap
jump dance skip

I Can Do It
Listen as I read a short story. Answer my questions
about it afterwards.

Hide and Seek


Marla, Jen, Kevin, Richard, and KC play hide
and seek in the park. Jen covers her eyes
and counts up to thirty. The other children hide
in different places. Marla goes behind a tree.
Kevin and KC hide behind a bench.
Richard runs to the slide and hides behind it.
Jen opens her eyes and walks around. She
spots Richard. Tag, youre it! she tells him.
274
1. What does Jen do first?
2. Where does Marla go?
3. Where do Kevin and KC hide?
4. Where does Jen find Richard?

Lets Try Sequencing Events
Yesterday, we talked about the need to know
the order of events as they happened in the story.
Lets try to do this again.

We Can Do It
Answer the following questions.
1. What was the first thing that happened
in the story?
2. What was the second thing that happened
in the story?
3. What was the last thing that happened
in the story?

I Can Do It
Look at the pictures of events that happened
in the story I have just read. Write the correct order
of the events by putting the number in the boxes.
Write about what the children do in the pictures
in your notebook.





275











Lets Try
Listen as I read the different animal sounds.
Match them with the animals that make these
sounds.
Write your answers in your notebook.
a.


1.
b.

2.
Lesson 10
Croak!
Croak!
Neigh!
Neigh!
276
c.

3.
d.

4.
e.

5.

We Can Do It
I have pictures of the animals on the previous page.
There may either be one animal or more than one
animal in each picture. Each of you will pick out
an animal card. Then make a sentence about
the animal / animals that you pick out using the
correct sounds they make.

For instance, if you pick out a picture of two dogs,
you may say Two dogs bark. But if you pick out a
picture of only one dog, you may say The dog
barks.
Meow!
Meow!
Chirp!
Chirp!
Bark!
Bark!
277
I Can Do It
Complete the poem with the correct animal sounds.



Reading Phrases with Sight Words

Lets Aim
Lets read these sight words.



We Can Do It
The class will play Touch the Color. After saying
Touch the color, the teacher will flash a word
indicating the color that the pupils are to touch.
blue yellow green orange
red black purple white
pink brown

Animal Sounds
A dog _____________
A cat ______________
A bird _____________
A frog ____________
A horse ____________
And I say,
Have a nice day.
Animal Sounds
Dogs ______________
Cats _______________
Birds _______________
Frogs ______________
Horses _____________
And we say,
Have a nice day.
278
I Can Do It
Read these phrases. Draw the correct picture
for each phrase. Do this in your notebook.
1. a red rod and an orange toy
2. a brown frog in a green box
3. a yellow fox on a purple hat
4. a pink pig on a white mat
5. six blue pens in a black pot


Week 3: Happy Times in School


Lets Try
Talk about the things you do in school.

Say: I _____ and _____ in school.

Get Set
Listen as I use each word in a sentence. Match each
with the correct picture by drawing a line between
the two.
dessert


ingredients


Lesson 11
279
stirring


scooping



Lets Recall
What is your favorite dessert?

Lets Aim
In the story you are about to hear, you will find out
what dessert the special visitor taught the pupils from
Grade 2 - Papaya to make.

A Special Visitor

Today is a happy day for us children
in Grade 2 - Papaya. We have a special visitor
in class. He will teach us how to make
a yummy dessert.
Grade 2 - Papaya, I am Kuya Ben. I will
show you how to make fruit salad, he says.
He posts the ingredients on the board.
Kuya Ben lets us read the ingredients.
Then he tells us that fruit salad is so easy
to make.

280
Fruit Salad
Ingredients:
6 apples (cut into small cubes)
2 papayas (cut into small cubes)
8 bananas (sliced)
5 mangoes (cut into small cubes)
1 tablespoon of lemon juice
1 cup of cream
3 tablespoons of sugar
I slice all the fruits, he says. Then he puts
them all in a big bowl. I mix all the
ingredients, he continues. Then I stir in the
lemon juice, the cream, and the sugar.
After that, I serve them in small bowls or cups,
he says.
He scoops the fruit salad into plastic cups.
We happily wait for Kuya Ben to give us
a cup of fruit salad. Yum, yum! What a treat!

Listen to my questions and try to answer them.
1. Who is the special visitor in the class
of Grade 2 - Papaya?
2. What will he teach the class?
3. What are the ingredients of the special dessert?
4. What did Kuya Ben have to do with the fruits
first?
5. After slicing all the fruits, what did he do
with all the ingredients?
6. Where did he put the fruit salad?
281
7. What does it mean when the pupils said What
a treat! ?
8. How did the pupils feel that day?

Draw your favorite dessert in your notebook. Write
the following sentence below it.
My favorite dessert is _______.



Lets Recall
In yesterdays story, we heard about Kuya Ben
teaching the pupils of Grade 2 - Papaya
how to make fruit salad. Pretend Kuya Ben is in
our class. Listen as I read what he might say.


I slice the fruits.

I mix the ingredients.

I scoop the fruit salad.
Lesson 12
282

I serve the fruit salad.

We Can Do This

Action Words
Listen as I read each sentence.
1. I sing a song.

2. I play with my sipa.

3. I write a story.

4. I drink a glass
of water.

5. I count my marbles.

283
Answer each question. Copy the following chart
in your notebook. Write the answers on the right side
of the chart. On the left side, put in the answer
to this question: Who does the action?
1. What do I do with a song?
2. What do I do with my sipa?
3. What do I do with a story?
4. What do I do with a glass of water?
5. What do I do with my marbles?

Who does the action? Action
1.
2.
3.
4.
5.

Look at the left side of the chart. In all examples,
who was the doer of the action? Right, in all
examples I am the doer of the actions. Read the
actions on the right side of the chart. What do you
notice? Sing, play, write, drink, and count are the
actions that I do. In the past lesson, we learned that
when one person is doing the action, we add s to
the verb. But this is an exception to the rule. That
means even if I am only one, we do not add s to the
action word.



Remember This
When I am the person who does the action,
we do not add s to the action word.
284
Lets Aim

Reading Simple Sentences
Lets look at these pictures. Identify the objects
in the picture.


We Can Do It
Read the following words after me. You will meet
these again in the sentences you will read.



Read the following sentences. Write the number
of the sentence that correctly shows the pictures
above.
1. The fox is in a box.
2. The pig is with the hen.
3. The eggs are in a pot.

I Can Do It
Read the phrases and draw the corresponding
pictures for each phrase. Do this in your notebook.
1. A dog is with a cat.
2. The top is on a log.
3. The rats are in a box.
the with are

285

Lets Aim

Retelling a Story Using a Series of Pictures
Last Monday, we listened to a story about
Grade 2 - Papayas special visitor. Who was he?
Yes, he was Kuya Ben. What did he teach the class
again? Youre right. He taught them how to make
fruit salad. Let us use these pictures to help us
remember events that happened in the story.
These pictures are not in correct sequence.
Number the pictures from 1 to 4.









We Can Do It
We now know the sequence of events that
happened in the class of Grade 2 - Papaya. Let us
write a sentence about each picture. This will help us
tell the story in our own words. Let me start the story
and then I will let you continue.




Lesson 13
286
Grade 2 - Papaya had a special visitor. His name
is Kuya Ben. He taught them how to make fruit salad.
This is how he did it. (Let the pupils say their sentences
in the correct order.)




Lets Try
I have a big cube that has pictures of things we do
in school. Each one will get a chance to throw
the cube. Based on the picture you get, answer this
question:
What do you do in school?
I _____ in school.

We Can Do It
I will divide you into groups with three members
each. Talk to your team mates and agree on an
action that you will do together in school. Then as a
group, say:
We _____ together in school.

(Each group may do the activity more than once.)
Remember This
When reading a story, it is helpful to make
a picture in our minds of the important events
that happened in the story. We can then
describe the pictures in our own words.
This helps us tell the story again.
287


Reading Sentences

Lets Aim
Lets look at the pictures. Identify the animals.


We Can Do It
Let us read the word in the box. I will help you find
out what it means.


Draw and color the corresponding picture for each
sentence. Do this in your notebook.
1. The pink pig is beside the yellow hen.
2. The black cat sits beside a blue rat.
3. The green frog hops beside the brown dog.

Remember This
When there are two or more people who do
the action and we use the pronoun we, there is
no need to add s to the action word.
beside







288
I Can Do It
Read the phrases. Draw the corresponding picture
for each phrase. Do this in your notebook.
1. A blue horse is beside an orange cat.
2. A green hen sits on a yellow egg.
3. A purple dog runs beside a white pig.




We Can Do It
I have the big cube that we used yesterday.
Instead of pictures, it has six action words written
on it. Let us read them.




Together with a partner, roll the cube. When it lands
on an action word, use it to say what you do
together.

We ____ together.
Then say where you do the action.
We ____ together in the _____.

Lesson 14
hop eat
run sing
jump dance


289
I Can Do It
Complete the poem with the actions that you often
do with your friends.



Lets Try

Retelling a Story with Pictures
Yesterday, we talked about how helpful it is for us
to form pictures of important events in a story.
This will help us tell the story again.
Listen to this familiar fable.

The Ant and the Grasshopper

There was once an ant who worked day
and night. He looked for food and kept it
in his home. He said he would need it
during the rainy days.
There was also a grasshopper who only
liked to play. He did not look for food. He
danced and sang all day.
What I Do with My Friends
by ________________

We __________________.
We __________________.
We __________________.
We __________________.
We do so many things.
290
One night, heavy rains poured. Ant stayed
in his warm home and ate his food.
Grasshopper knocked on Ants door and asked
for food.
Ant took pity on him and let him in. He told
Grasshopper that next time they will look
for food together.


We Can Do It
Look at these pictures. Let us number them from 1 to
4 according to when they happened in the story.













Let us say what happened in each picture.
291
I Can Do It
Using the same pictures and their correct sequence,
rewrite the story of The Ant and the Grasshopper in
your notebook.

The Ant and the Grasshopper


There was once
______________________________________
______________________________________
______________________________________
______________________________________



Lets Try
We learned about animal sounds last week.
We will learn about more animal sounds today.
Listen as I read these different animal sounds.
Lesson 15
292
Match them with the animals that make these
sounds. Draw a line between the animal and the
correct sound.











Squeak!
Squeak!

Grunt!
Grunt!
Hiss!
Hiss!

Quack!
Quack!

Buzz!
Buzz!

293
We Can Do It
I have pictures of the animals on the previous page.
You will form groups of two, three, or four. Then I will
give you an animal card. You and your group mates
will pretend to be the animals you pick. You will
make a sentence using the correct sounds that the
animals make. As a group, say:

We are _____. We ______.

I Can Do It
Complete the poem with names of animals
and the sounds they make.
Animal Sounds

We are ______________.
We __________________.
We are ______________.
We _________________.
We are _____________.
We _________________.
We are animals.
We make lots of sounds.

Lets Aim

Reading Sentences
Lets read these groups of words.
The snakes hiss The pigs grunt
The ducks quack The bees buzz
The rats squeak
294

in the box on the mat in the pot
beside the
log

We Can Do It
Find a partner. One of you will choose a group
of words from the first box and the other one will
choose from the second box. Combine the phrases
that you choose. As a pair, read the sentence
that you form.

I Can Do It
Combine two phrases from the first and second
boxes in the previous page. Write the sentence you
form. Do it in your notebook.

Week 4: I Have Friends in School


Get Set
Listen as your teacher uses each word in a sentence.
Match with the correct picture by drawing a line
between the two.

board
game
dice token wiggle stomp



Lesson 16
295
Lets Recall
What game do you enjoy playing with your friends?

Lets Aim
In the story you are about to hear, you will find out
what game Joan and her friends played in school.

Fun with My Friends

Joan, Jose, and Mika all came to school
early today. Joan said she had a board game
that she wanted them to play.
Whats the game, Joan? Jose asked
when they saw each other.
Its called Act It Out, Joan said. We
have to roll a dice first. The number we get
will tell us how many steps to take. If we land
on a square that says Act It Out, we have to
pick a card. Then we act out what it says on
the card.
And the person who reaches the square
that says Finish wins, right? Jose asked.
Right, Joan answered.
Mika rolled the dice first. It was a six.
She moved her token and landed on a
square that said Act It Out. She picked a
card.


Turn to a friend
and shake his hand.
296
Thats easy, she said, turning to Jose
and shaking his hand.
My turn! Jose cried, rolling the dice.
It was a three. He also landed on an Act It
Out square.



This is fun, Jose said while wiggling
his fingers and stomping his feet.
Joan was about to roll the dice when the
bell rang. Lets play again later! she told us.

Listen to my questions and try to answer them.
1. How many children came to school early
that day?
2. Who were these children?
3. Why did they come to school early?
4. Who brought the board game?
5. What was the name of the game?
6. How is it played?
7. Who got to roll the dice first?
8. Where did she land?
9. What actions did she have to do?
10. Who got to roll the dice next?
11. What actions did he have to do?
12. Why did the children not finish their game?
13. Do you think the children will play the game
again? Why do you think so?
Wiggle your fingers
and stomp your feet.
297
Draw your favorite game in your notebook.
Write the following sentence below it.

My favorite game is______.



Lets Recall
In yesterdays story, we heard about the Act It Out
game that Jose, Joan, and Mika played.
Listen as I read the sentences.









Lesson 17
I am shaking Joses
hand.
I am wiggling
my fingers.
I am bringing
my board game
to school.
298
We Can Do This

Action Words (adding ing)
Listen and watch as I read each sentence
and do the action.

1. I am stomping my feet.

2. I am clapping my hands.

3. I am tapping my fingers.

4. I am pointing at my nose.

5. I am swaying my hips.

299
Watch what I am doing. Then answer each question.
Copy the following chart in your notebook. Place the
answers on the right side of the chart. On the left
side, write the answer to this question: Who is doing
the action?
1. What am I doing with my feet?
2. What am I doing with my hands?
3. What am I doing with my fingers?
4. What am I doing to my nose?
5. What am I doing with my hips?

Who is doing the action? Action
1.
2.
3.
4.
5.

Read the actions on the left side of the chart. What
do you notice? Stomping, clapping, tapping,
pointing, and swaying all have something similar.
Do you see it? Yes, all of them end in -ing. Let me do
the actions again. Who is doing the stomping?
Yes, I am. How about now, who is doing the
clapping? Yes, I am. Who is doing the tapping?
Youre right again I am doing the tapping. Who is
doing the pointing? I am. And who is doing the
swaying. Yes, I am also doing the swaying.

300



Lets Aim
Lets read these words.

he likes to around
now
down

We Can Do It

Reading a Simple Story
Let us read the short story about Jac. You and I
can read it alternately. You may start with the first
line.

Jac

Jac likes to jog.
He jogs around the log.
He jogs around the dog.
He jogs around the hog.
Jac is hot now. He sits down to rest.

I Can Do It
Now try to read the story on your own.
Afterwards, draw Jac and his favorite activity.
Do this in your notebook.
Remember This
While I am doing an action, I have to add -ing
to an action word so I can talk about what I am
doing.

301


Lets Aim

Following Two-Step Directions
Last Monday, we listened to a story about the game
played by Joan, Jose, and Mika. Listen as I read
the cards that Jose and Mika got. You are to do
the same actions after I read them.

Wiggle your fingers
and stomp your feet.
Turn to a friend and
shake his hand.

We Can Do It
Listen to some more commands and do the actions.
1. Stand up and jump three times.
2. Sit down and put your hands on your lap.
3. Face your classmate and say, How are you?
4. Shake your classmates hand and say, Im fine,
thank you.
5. Look at me and clap two times.


Lesson 18
Remember This
It is important to listen to directions so we can
follow them correctly.
302
I Can Do It
Do the following activity in your notebook.
Make sure you follow the directions that I will say.

1. Make the circle into
a flower. Color it blue.





2. Give this cat a name.
Write it on its tag.


3. Draw two balloons.
Color one yellow
and the other one red.






4. Draw an ice cream
scoop on the cone.
Color it pink.



303
Lets Try
I have a bowl with cards that have action words.
I will now call on a girl to pick a card.
While she is doing the action written on the card,
we will say:
She is _____.

Now I will call a boy to pick a card. While he
is doing the action written on the card, we will say:
He is _____.

We Can Do It
I have this big cube with new action words.
Choose a partner. I will throw the cube and one
of you will do the action written on top. As one
is doing the action, the other one will say:

He / She is _____.

(Each pair may do the activity more than once.)


Remember This
While another person is doing an action, I have
to add ing to the action word so I can talk
about what he or she is doing.


304

Lets Aim
Read the following words after me. You will meet
these again in the short story you will read later.

he she very puts likes

We Can Do It
Read the sentences with a partner. Match them with
the correct picture.
1. Jen, the hen,
has an egg.




2. Mox, the fox,
likes eggs.




3. Jen is very sad.




4. Jen puts the egg
in a pot.


Lesson 19
305
I Can Do It

Reading a Simple Story
Read the short story.

The Sad Hen

Jen is a hen. She has an egg.
She puts it in a pot.
Mox is a fox. He likes eggs.
Mox gets the egg from Jens pot.
Jen is very sad.

Lets Try
I have the big cube that we used yesterday.
It has pictures of children doing different actions.
Lets throw the cube and talk about what they
are doing. Let us say:
They are ________.

We Can Do It
Lets play charades. Group yourselves into teams
with five members each. Choose an action to do.
When your team is called, do your action. Any one
from the other teams can raise their hands to talk
about what you are doing by saying: They are ___.

I Can Do It
Write a sentence about what the children are doing.
Do this in your notebook.
306



Lets Try

Following Directions
Yesterday, we talked about how helpful it is for us
to listen and follow directions.
Listen very well to this song and do the actions
you are asked.

If Youre Happy and You Know It

If youre happy and you know it
clap your hands.
If youre happy and you know it
snap your fingers.
If youre happy and you know it
then your face will surely show it.
If youre happy and you know it
clap your hands and snap your fingers.

* stomp your feet / shout hello
* jump for joy / flap your arms
307
We Can Do It
We will sing the song again. Let us think of other
action pairs that we can use for the song.



Lets Try
Lets review the actions we did when we sang
If Youre Happy and You Know It yesterday.
Can we do them again?

clap snap stomp
shout jump flap

Lets talk about the actions that we are doing.
Let us say: We are ______.

We Can Do It
Form groups of five. Choose an action that you
would like to do as a group. Tell us what you are
doing as you perform your group action.

Say: We are _____.

Lets Aim

Writing a Simple Story
Lets read the story of The Sad Hen again.
Why was Jen, the hen, sad in the end? Do we want
her to stay sad? Lets try to find ways to make her
happy. We will continue the story of Jen, the hen.
Lesson 20
308
We Can Do It
Form a group of three. Each person in the group
will think of something that Jens friends are doing to
make her happy. Use these pictures to know who her
friends are.


Pog the Dog Nat the Cat Mig the Pig

Listen as I read the first two sentences of our new
story. Then tell your group mates what Jens friends
are doing for her.



I Can Do It
Write your own version of the story that you and your
friends just made.
Jens friends do not want her to be sad.
So they are doing things to make her happy.
1.
2.
3.
Jen, the hen, is happy now.
309
Week 5: Other People Who Help Me
in School


Lets Try
Talk about the people who help you in school.
Look at the pictures and tell who they are.



Get Set
Listen as your teacher uses these words
in sentences. Let us try to figure out their meanings.

safety duty
delight upset
litter bin
Lesson 21
310
Lets Recall
Who are the people you always see in school
helping the pupils and the teachers?

Lets Aim
In the poem you are about to hear, you will find out
the people who help you in school.
Listen as I recite the poem.

Guess Who Do I See in School

Guess who do I see in school?
Theyre the people who help me.
They make school a place like home.
Come and listen to this poem.
They are always at the gate.
Our safety is their duty.
They check who gets in and out.
And keep the bad people out.
The canteen is their station.
Our food is what they care for.
Recess is their busy time
because its our mealtime.
They are always dressed in white.
Our good health is their delight.
We call them if we are sick
And they answer fast and quick.
She is in the library.
She lends books to you and me.
When you see her dont forget
Loud noises make her upset.
311
The school is clean; thanks to them.
They keep the garden pretty.
They keep the playground clean.
Throw your litter in the bin.

Listen to my questions and try to answer them.
1. In the poem, who are the people that are seen
in school?
2. What do these people do in school?
3. Who is being referred to in stanza 2? Stanza 3?
Stanza 4? Stanza 5? Stanza 6?
4. Are they important in school? Why?
5. Draw a heart in your notebook. Write inside
the heart the name of the person who helped
you in school.


Lets Recall
Yesterday, we learned about the people who help
us in school.

Get Set

Interpreting Picture Graphs
Listen to the paragraph then lets study the graph.

The grade 2 class went to the school garden
and saw lots of pechay, amplaya, eggplant,
tomato, and onion. They made a graph of the
vegetables gathered from the garden.
Lesson 22
312
Vegetables from the School Garden




















Lets Aim
1. How many bundles of pechay were gathered
from the school garden?
There were ___ bundles of pechay gathered
from the school garden.
2. How many ampalayas were gathered from the
school garden?
There were ___ ampalayas gathered from the
school garden.
3. How many eggplants were gathered from the
school garden?
313
There were ___ eggplants gathered from the
school garden.
4. How many tomatoes were gathered from the
school garden?
There were ___ tomatoes gathered from the
school garden.
5. How many onions were gathered from the
school garden?
There were _____ onions gathered from the
school garden.




Lets Recall
In our poem yesterday, we learned about the
people who help us in school. Lets think about them.

Get Set

Verbs of Being: Is and Are
Your classmate will ask you a question. Try to answer
it.
Who is the librarian?
The librarian is _____.

Who is the school nurse?
The school nurse is _____.
Remember This
A picture graph shows the number of things
by group or kind.

314
Who is the school doctor?
The school doctor is _____.

Who are the canteen helpers?
The canteen helpers are _____ and _____.

Who are the janitors?
The janitors are _____, _____, and _____.

Who are the security guards?
The security guards are _____ and _____.

Lets Aim
Listen as I read each sentence.
A.
1. The librarian is Miss Pam.
2. The school nurse is Miss Ana.
3. The school doctor is Mr. Ben.
B.
4. The canteen helpers are Aling Nita
and Mang Tony.
5. The janitors are Mang Luis, Aling Cora,
and Mang Don.
6. The security guards are Mrs. Pilar
and Mr. Domeng.

Write in your notebook the word that connects
the words that I will read to you.
A.
1. librarian Miss Pam
2. school nurse Miss Ana
3. school doctor Mr. Ben
315
B.
4. canteen helpers Aling Nita and Mang Tony
5. janitors Mang Luis, Aling Cora,
and Mang Don
6. security guards Mrs. Pilar and Mr. Domeng


Read the words. What do you notice?
When we are talking about only one, we use is.
When we are talking about two or more, we use are.







We Can Do It

Interpreting Picture Graphs
The school store sells many things that you need
in school.

Study the picture graph then answer the questions.
Lesson 23
Remember This
Is is used when we are talking about only one.
Are is used when we are talking about two
or more.
316
The School Store





























1. How many notebooks were sold?
2. How many boxes of crayons were sold?
3. How many pad papers were sold?
4. How many pencils were sold?
5. How many erasers were sold?
317
I Can Do It
How many books did the pupils borrow
from the library?

Number of Books Borrowed
Monday


Tuesday


Wednesday

Thursday


Friday


1. How many books were borrowed on Monday?
2. How many books were borrowed on Tuesday?
3. How many books were borrowed
on Wednesday?
4. How many books were borrowed on Thursday?
5. How many books were borrowed on Friday?

We Can Do It

Verbs of Being: Is and Are
Here are some questions. Answer me using is and
are.
1. Who is your seatmate?
2. Who is your best friend?
318
3. Who are your friends in school?
4. What is your favorite subject?
5. Who are your favorite teachers?

Get Set

Reading and Writing 2-syllable Words
with Short a, e, i, and o
Lets name these pictures.

pencil

jacket

tennis

ostrich

padlock

helmet

Did you notice how many vowel sounds there are
in each word?

Lets Aim
Lets read more words with two short vowel sounds.


napkin

dentist
319

puppet

magnet

sandwich

pencil


I Can Do It

Verbs of Being: Is and Are
Look at the pictures. Complete the sentences
by writing is or are in your notebook.


The children _____ playing.

Betty and Gina _____
reading.

Mr. Bob _____ mopping
the floor.
Lesson 24
320

Aris _____ writing.

Mrs. Santos _____ reading a
story in class.

We Can Do It

Reading and Writing 2-syllable Words
with Short a, e, i, and o
Name the picture. Copy the word in your notebook
and include the missing vowel letters.



p __ n c __ l


j __ c k __ t
321


s __ n d w __c h


__ s t r __ c h


p __ p p __ t




Lets Try

Verbs of Being: Is and Are
Draw in your notebook the person or persons
helping you in school. Write 2 sentences about
him / her / them using is or are.

Guide:
1. What is the name and work of the person/s
helping you?
2. What does she / he do to help you?
Lesson 25
322
Lets Try

Reading and Writing 2-syllable Words
with Short a, e, i, and o
Arrange the letters to name the picture.


n n s i e t

e i n t t s d

m l e e t h

k t e s b a

t e n g m a



Week 6: Books Are My Friends


Lets Try
Talk Time:
What do you do when you are fetched late?

Get Set
Listen as your teacher demonstrates or explains
the following sentences.

1. His excitement little by little disappeared.
2. He looked around the tall shelves.
3. He froze.
Lesson 26
323
Lets Recall
What do you see in the library?
What do you do in the library?

Lets Aim
In our story, what did Miko see in the library?
What did he do in the library?

Miko Visited the Library

That Friday, Mikos mother told him that
she would be late for an hour in fetching him
because she had to drop by the grocery
to buy some items needed in their house.
She also talked to Mikos teacher that
morning about it so Miko can stay in the
library while waiting for his mother.
It was not the first time that Miko would go
to the library. But it was his first time to go
there without his teacher and classmates.
Usually, his teacher would bring the class
to the library for story reading and they would
just stay in the story reading place.
That afternoon, Miko went to the library
by himself. He was excited that he had
one hour to stay in the library. He planned
to look around and not just stay in the
story reading place.
When Miko entered, his excitement little
by little disappeared. As he looked around
324
the tall shelves lined up with so many books,
he slowly felt afraid. He felt very small all
of a sudden. He just stood there by the door.
He froze.
The librarian saw Miko just standing there.
With a smile on her face, she walked towards
him. She took Miko by the hand and walked
with him along the book shelves. As they
walked, the librarian told him about the books.
She even asked Miko what he liked to read. He
said he liked reading books about animals.
The librarian took him to the shelves where
there were many storybooks about animals.
Miko chose a book about birds. The librarian
then showed him where he could sit.
Miko has just finished reading the book
when his teacher came in the library
and told him his mother was already there
to fetch him. Miko returned the book and said
thank you to the librarian.
That night, when Mikos mother tucked him
in bed he asked her when she is going to the
grocery again. She asked Miko why. He said
so he could go to the library in the afternoon.
Mikos mother smiled and said he could go
to the library every day after class if he likes.
Miko doesnt have to wait for the next
grocery day. Tomorrow and every day after,
he could go to the library and read books.
325
Questions:
1. Why was Mikos mother late in fetching him?
2. Where did Miko stay while waiting for his
mother?
3. How did Miko feel when he entered the library?
4. Who helped him in the library?
5. Did Miko like going to the library? Prove your
answer.
6. If Miko liked reading storybooks about animals,
what about you? What books do you like
to read?



Lets Recall
Yesterday, you heard a story about Mikos visit
to the library. What storybook did he like to read?

Get Set

Identifying Reality and Fantasy
Study these pictures.





Lesson 27
326
Lets Aim
What do you notice about the pictures?
Which of the pictures happen in real life?
Which of the pictures do not happen in real life?




Lets Recall
Name the action in the pictures.







Remember This
Reality happens in real life.
Fantasy does not happen in real life.
327
Get Set

Verbs of Doing: Past Tense of Regular Verbs
Listen as the teacher reads these sentences.
1. She talked to Mikos teacher.
2. He looked around the tall shelves.
3. She walked towards him.
4. He liked reading storybooks about animals.
5. Mikos mother smiled.

Lets Aim
What are the underlined words?
What do you notice about the verbs?
1. talked talk + _____
2. looked look + _____
3. walked walk + _____
4. liked like + _____
5. smiled smile + _____



Remember This
We form the past tense of regular verbs
by adding -d or -ed.
We add -d when the verb ends with e.
We add -ed when the verb ends
with a consonant.
328


We Can Do It

Identifying Reality and Fantasy
Write R if the picture shows reality. Write F if it
shows fantasy. Do this in your notebook.

1.

4.

2.

5.

3.



Lesson 28
329
I Can Do It
Write in your notebook what each picture is about.
Write whether it is a reality or a fantasy.





We Can Do It (Guided Practice)

Verbs of Doing: Past Tense of Regular Verbs
Write the past form of the verb. Do this
in your notebook.
1. laugh + ed 6. move + d
2. pick + ed 7. wade + d
3. clean + ed 8. fade + d
4. join + ed 9. dine + d
5. call + ed 10. code + d


330
Get Set

Reading and Writing Phrases with 2-syllable Words
with Short a, e, i, and o
Listen as your teacher reads each phrase.
Match the phrases with the pictures.

playing tennis


pencil and
paper


running ostrich


wet jacket


padlocked
door


What are the words with short vowel sounds?

331
Lets Aim
Lets read more phrases with words
with short vowel sounds.



the seven bananas

a tennis racket

egg sandwich
on the plate

a table napkin

the baby rattle
332

I Can Do It

Verbs of Doing: Past Tense of Regular Verbs
Write the verb and its past form. Do this
in your notebook.

Example:
wash

washed
1.


2.


3.


4.


5.


Lesson 29
333
We Can Do It

Reading and Writing Phrases with 2-syllable Words
with Short a, e, i, and o
Study the pictures then complete the phrases. Do this
in your notebook.


station

driver

plane

index

pretty
334


Lets Try

Verbs of Doing: Past Tense of Regular Verbs
Game:
1. Choose a picture. Name the action word.
2. Call somebody to do the action word.
3. Call another to say the past form.











Lesson 30
335
Lets Try

Reading and Writing Phrases with 2-syllable Words
with Short a, e, i, and o
Write in your notebook a phrase about the pictures.
Choose words from the box.

rice busy scary wet juicy

1.

4.

2.

5.

3.


336
Week 7: I Learn Many Things in School



Lets Try
In our story last week, Miko told us that he likes
reading storybooks about animals.

What is your favorite animal?
Why is it your favorite?

Get Set
Take a look at the picture of birds your teacher
will show you.



Try to describe them.

Bird Color Size
finch
parakeet
cockatiel
Lesson 31
337
Lets Recall
What is your pet at home?
Or what pet would you like to have?

Lets Aim
In our paragraph, what are the animals that are
good for pets?

Birds for Pets

Kids are often happy to see birds
that they would like to have one as a pet.
The three kinds of birds that are good for
pets are the finches, parakeets, and
cockatiels. The finches make good pets
because they are beautiful and they make
beautiful sounds. The parakeets are colorful,
small, easy to care for, and can learn to talk.
And the cockatiels can also learn to talk,
whistle, and do cute tricks.

Questions:
1. In our paragraph, what do kids like to have
as pets?
2. What are the three birds that are good for pets?
3. Why do finches make good pets?
4. Why do parakeets make good pets?
5. Why do cockatiels make good pets?
6. Which of the three birds would you like to have
as a pet? Why?
338


Lets Recall
Yesterday, we learned the three kinds of birds
that are good for pets.

Get Set

Identifying the Important Details in an Expository Text
Listen as your teacher reads first the questions.
These questions will help you look for
the important information in the paragraph.

Questions:
1. What is the size of sparrows?
2. What is the shape of their bill?
3. What do they eat?
4. What is their color?
5. Where are they found?


Sparrows

Sparrows are small birds
with bills shaped like cones.
They eat seeds and insects.
Some sparrows are brown.
Some are gray. They are
found around homes
and on farms worldwide.
Lesson 32
339
Lets Aim
Let us answer these questions.
1. What is the size of sparrows?
2. What is the shape of their bill?
3. What do they eat?
4. What is their color?
5. Where are they found?



Lets Recall

Verbs of Doing: Past Tense of Irregular Verbs
Name the action words.






Remember This
By answering the who, what, when, where, why,
and how questions, we can get important
information in a text.

340
Get Set
Study these sentences.
A.
1. The finches, parakeets, and cockatiels make
good pets.
2. The sparrows eat seeds and insects.
B.
3. The finches, parakeets, and cockatiels made
good pets.
4. The sparrows ate seeds and insects.

Lets Aim
What are the underlined words?
What did you notice about how the verbs
are changed?
make made
eat ate




We Can Do It

Identifying Important Details in an Expository Text
Know the important details of the next paragraph
by answering these questions.
1. What is the color of crows?
2. Where do they feed?
Lesson 33
Remember This
We form the past tense of irregular verbs
by changing their spelling.

341
3. What do they eat?
4. When trained, what can they copy?
5. Up to what number can they count?

Crows

Crows are glossy black
birds. They feed mostly on the
ground, where they walk
about purposefully. They eat
meat, grain crops, insects,
and eggs of other birds.
Crows are intelligent birds.
They can be trained to copy
their owners voice or to count
aloud up to seven.


I Can Do It
Look for the answers in the paragraph.
Write the answers in your notebook.

Questions:
1. How long have farmers been making
scarecrows?
2. What is a scarecrow?
3. What is it shaped like?
4. Where is it placed?
5. What kinds of birds do scarecrows scare away?
6. Why is it a farmers best friend?
342

Scarecrow

Farmers have been making
scarecrows for more than
three thousand years.
A scarecrow or hay-man
is a trap. It is shaped
like a human dressed
in old clothes and placed
in fields by farmers
to scare away birds
such as crows or sparrows
from eating the seeds
or crops. A scarecrow is truly
a farmers best friend.


We Can Do It

Verbs of Doing: Past Tense of Irregular Verbs
Here are other examples of irregular verbs.
Name the verbs. Change the underlined letters
to form the past tense.

1.

speak

343
2.

swim



3.



sleep
4.



drink
5.


stand
344
Get Set

Reading and Writing Sentences with 2-syllable Words
with Short a, e, i, and o
Listen as your teacher reads these sentences.
Match each sentence with the correct picture.

1. Lito is playing
tennis.


2. Mother cooks
dinner.


3. The basket is full
of vegetables.


4. Fried chicken
is my favorite.


5. The police
caught the
robber.


345
Lets Aim
Lets read more sentences with words
with short vowel sounds.


Benny won in the spelling
contest.

The zebra is striped black
and white.

Take a tablet of medicine
before going to sleep.

Leny has a bad temper.

There is a windmill in the farm.
346


I Can Do It

Verbs of Doing: Past Tense of Irregular Verbs
Write the verb and its past form.
Do this in your notebook.










Lesson 34
347
We Can Do It

Reading and Writing Sentences with 2-syllable Words
with Short a, e, i, and o
Study these pictures then complete the sentences.
Write the sentences in your notebook.

1.

_____ is fixing the fence.
2.


She has _____ balloons
on her 7
th
birthday.
3.

The _____ is planting.
4. Mother went to the _____.
5.

The _____ is launched.
348


Lets Try

Verbs of Doing: Past Tense of Irregular Verbs
Game:
1. Choose a picture. Name the action word.
2. Call somebody to do the action word.
3. Call another to say the past form.












Lesson 35
349
Lets Try

Reading and Writing Sentences with 2-syllable Words
with Short a, e, i, and o
Write a sentence about each picture.
Choose phrases from the box.
Do this in your notebook.

feed the chicken basket of flowers
shallow river nail and hammer
lemon juice

1.
2.
3.
4.
5.
350
Week 8: My Favorite Place in School



Lets Try
Last week, we learned that finches, parakeets,
and cockatiels are good for pets.
Do you remember why they are good for pets?

Get Set
Listen as your teacher uses the following words
in sentences. Try to get their meanings.

perching instruments
paints whistles


Lets Recall
Why do you think birds perch on branches of trees?

Lets Aim
In our story, why are the birds perched on the
branch?

Three Birds Watching

One sunny morning, three birds are perching
on a branch of a tree. One is a finch, another
is a parakeet, and the other is a cockatiel.


Lesson 36
351
As the birds are sitting on the branch, they
are watching the children in the school.
The finch is watching the children in the
music room.
The parakeet is watching the children in the
art room.
And the cockatiel is watching the children
in the playground.
The cockatiel asks the finch, Why do you
watch the children in the music room?
The finch answers, I make beautiful sounds
thats why I like listening and watching
the children singing and playing instruments.
The finch turns to the parakeet and asks,
Why do you watch the children in the art
room?
The parakeet replies, I am colorful.
I like colors. I like watching the children draw
and paint.
The parakeet looks at the cockatiel
and also asks, Why do you watch the children
in the playground?
The cockatiel whistles and replies, I can do
cute tricks just like those cute little kids
in the playground.
After a while, the bell rings. The three birds
flap their wings and fly to another nearby
branch.

352
Questions:
1. Why are the three birds perched on the branch
of a tree?
2. What are the three birds watching?
3. Why is the finch watching the children
in the music room?
4. Why is the parakeet watching the children
in the art room?
5. Why is the cockatiel watching the children
in the playground?
6. What happens when the bell rings?
7. If you are one of the birds, would you be like
the finch, parakeet, or cockatiel? Why?



Lets Recall
In yesterdays story, the birds are watching
the children in the different parts of the school.
Match the bird with the part of the school
it watched.




Lesson 37
353




Get Set

Reading Maps
Study the following school map.

354
Lets Aim
Answer these questions.
1. What is the room on the left of the Canteen?
2. What is the room on the right of the Canteen?
3. What is the room south of the First Aid Room?
4. What are found on the left and right
of the Music Room?
5. How many classrooms are there?

Remember This
Here are some map symbols.


Bicycle parking

Restrooms

Telephone station
355

Hospital zone

Drinking station


Lets Recall
Choose the action words.

sit branch turn school make
tree perch music watch art
answer look paint playground draw
bell flap ask wing listen
356
Get Set

Verbs of Doing: Future Tense
Listen as your teacher reads these sentences.
A.
1. Three birds perch on a branch of a tree.
2. They watch the children in the school.
3. The finch turns to the parakeet.
4. The parakeet looks at the cockatiel.
5. The three birds flap their wings.
B.
6. Three birds will perch on a branch of a tree.
7. They will watch the children in the school.
8. The finch will turn to the parakeet.
9. The parakeet will look at the cockatiel.
10. The three birds will flap their wings.

Lets Aim
What are the underlined words?
What do you notice about the verbs in A
and the verbs in B?
What word is added before the verb?



Remember This
We form the future tense of the verb
by adding will or shall before the base form
of the verb.
357


Reading Maps
Study the following city map and do the activity.

1. On a sheet of paper, copy and color the map
as follows:
blue water red fire station
orange library yellow schools
green parks pink city hall
purple hospital brown community
center

2. Draw a green X at the intersection of Orosa
Street and 2
nd
Avenue.
3. Draw a black X where Rivera Street
meets Carlos Bridge.
4. Draw a blue X at the address 180 Rivera Street.
5. What city building is located along 1
st
Avenue?
Lesson 38
358
We Can Do It
Study the following city map then do the activity.
Write your answers in your notebook.



1. Which bridge is closest to the museum?
2. What park is located along Noche Street?
3. When you look north, you see the river.
When you look east, you see the high school.
Where are you?
4. What building is across the hospital?
5. What is the park along Estrella Street?
359
I Can Do It
Draw a map of your school on a sheet of paper.
Below your map, write sentences on how you will
guide a visitor who wants to see the principal
in the office.


We Can Do It

Verbs of Doing: Future Tense
Write the future tense of the following verbs. Do this
in your notebook.

Example:
smile will smile

1. visit _______________
2. listen _______________
3. take _______________
4. go _______________
5. bring _______________
6. buy _______________
7. erase _______________
8. change _______________
9. cry _______________
10. stay _______________
360
Get Set

Reading and Writing Simple Stories
with 2-syllable Words with Short a, e, i, and o
Match the sentences with the correct picture.

1. Mang Benjo will plant
his crops in June.
He will plant during
the rainy season.

2. Linda will play tennis
this Saturday.
She will play with Cris.

3. Judds father will drive
the taxi to the airport.
He will drive his friend
to the airport.

4. There will be
thunderstorms in the
afternoon.
Mark will bring his jacket.

5. Anne will celebrate
her birthday next week.
She will put a pink ribbon
on her dress.

361
Lets Aim
Lets read more simple stories with words
with short vowel sounds.


They will leave town
on a vacation.
They will padlock the doors
to be safe from robbers.

The pupils will answer the test.
They will use pencils.

Janes father will wear
a helmet to work.
The helmet will protect his head
from falling objects.

The seven boys will play tennis.
They will join the sports contest.

Aling Naty will go to the market.
She will bring her basket.
362


I Can Do It

Verbs of Doing: Future Tense
Think of three things you will do tomorrow.
Draw them in your notebook.
Write three sentences about your drawings
using the future tense of verbs.

We Can Do It

Reading and Writing Simple Stories
with 2-syllable Words with Short a, e, i, and o
Try to recall the 2-syllable words with short a, e, i,
and o that you have learned.
Write a simple story using those words.
Draw your simple story on a sheet of paper.



Lets Try

Verbs of Doing: Future Tense
Game:
1. Choose a picture from those on the next page.
Name the action word.
2. Call somebody to do the action word.
3. Call another to say the past form.
Lesson 40
Lesson 39
363





364
Lets Try

Reading and Writing Simple Stories
with 2-syllable Words with Short a, e, i, and o

Think-a-Link:
Choose only three 2-syllable words with short a, e, i,
and o. Write a simple story connecting
the three words. Do this in your notebook.
365





I am part of a community!
Different people all around,
Different sights I see,
Different sounds I hear,
This is my community!
I belong to this community!
I help care for this community!

Unit 4
I Am Part
of a Community
366
Week 1: People in Our Community


Lets Try
Name some people you see when you go out
of your house.

Say: I see a _____.

Mime Game:
I will act out a community helper that we see
around us. Guess the community helper I will act out.
Choose your answer from the following pictures.

Say: You are a ______.

Now it is your turn to act it out.
Your classmates will guess.


vendor street sweeper gardener
Lesson 1
367
Lets Recall
Guess Who?
Listen to your teacher as she tells about
a community helper. Name the community helper
she is describing by choosing the correct picture
shown in the following.




I trim the hair of men
and boys.
I am a _____.
I tell the sick the right pill
to take so they
will get well.
I am a _____.




I teach pupils to read,
count, and write.
I am a ____.
I help keep peace and
order in the community.
I am a ____.
368
Word Study
I will read each word and the sentence for it.
Connect the word to the correct picture.

cash

I can buy what I need
because I have cash.

pickpocket

The pickpocket got
the wallet of the rich man.


Lets Aim

The title of our story today is The Red Bag with
Cash. Guess or predict what will happen in our
story.
Say: I think ______ .
Maybe ______.
Probably _____.

Listen as your teacher reads the story,
The Red Bag with Cash.
369

The Red Bag with Cash
by Teacher Nong

One day, Sister Rica left the convent.
She planned to go to the market. She had
a red bag with cash in it. The cash was in a
black wallet.
Suddenly, a pickpocket ran away
with her wallet. Sister Rica yelled, Oh no!
No more cash to buy food for the nuns.
A fat cop quickly ran after the pickpocket.
I will get that man, he said.
The pickpocket jumped inside a cab.
He told the cab driver to drive away fast.
This is bad! There is so much traffic in here!
I should not be caught by that cop,
said the pickpocket.
In a rush, he got out of the cab and ran
very fast. The cab driver yelled at him.
Suddenly, he looked at the back seat of the
cab. He was surprised to find a black wallet
on the seat. He checked it and found a lot of
cash and some cards in it. He was very glad.

Just the cash that I need, he said to
himself. But he thought of the poor owner of
the wallet. The wallet was not his.

370
The cab driver decided to bring the wallet
to the police station. Later that day, Sister Rica
was so thankful that she got her wallet back.

We Can Do It
Let us find out if your guess or prediction
about what will happen in our story is correct.
Listen to my questions about the story and try
to answer them.
1. Who went to the market?
2. What will she do in the market?
3. What happened on her way to the market?
4. What did the pickpocket do after he got
the wallet?
5. Why did he leave the cab?
6. Why do you think was the wallet left in the cab?
7. What did the cab driver do with the wallet?
8. What words can describe the cop? The cab
driver?


I Can Do It
Draw in your notebook the people who helped
Sister Rica. In what way did each one help Sister
Rica?
371


Lets Recall

Act It Out
Who said the following lines in our story yesterday?
Dramatize the following events in the story.
Let your classmates guess the character in the story
who said each line.
1. Oh no! No more cash to get food for the
nuns.
2. I will get that man!
3. This is bad! There is so much traffic in here!
I should not be caught by that cop.
4. Just the cash that I need.

Lets Try
What is a Wanted poster?
Who are the people we usually see
in a Wanted poster? What did they do?
Why do we put up their picture there?
In our story yesterday, is there anyone we can put
in a Wanted poster?

We Can Do It

Learning How to Follow Directions
Copy the poster shown in the next page
in your notebook. Follow the three-step direction.
1. First, let us write the title of our story yesterday
on the first line.
Lesson 2
372
2. Then, let us draw the WANTED character in the
story.
3. Finally, let us fill out the blanks that follow.

Title of the Story: ____________________________


Which community helper can help us catch a
WANTED person?

A _____ can help us catch a WANTED person.

Name: ______________________
Crime: ______________________
Last Seen: ___________________
If seen, contact: _____________
Reward: _____________________
373


Lets Aim

Phrases and Sentences
Listen as I read the following groups of words.
1. a pickpocket
2. cash in a black wallet
3. Sister Rica went to market.
4. The cop ran after the man.

We Can Do It
Try to answer my questions after I read each item
above.
1. In item number 1, what does it say about
the pickpocket? Does it express a complete
thought? How does it start and end?
Do the same with item number 2.
2. Item numbers 1 and 2 are groups of words
without a complete thought. Each is called
a phrase.
3. In item number 3, what does it say about
Sister Rica? Does it express a complete
thought? How does it start and end? Do the
same with item number 4.
4. Item numbers 3 and 4 express a complete
thought. Each is called a sentence.

Remember This
Signal words like first, then, and finally tell us
the order of events or things to follow
in directions.

374
Now lets see if you can follow directions.
Answer item numbers 1 to 4 in the previous page.
Write S if the group of words is a sentence and P if it is
a phrase.




I Can Do It
Listen as I read the following group of words.
Write S if the group of words is a sentence and P
if it is a phrase. Do this in your notebook.
1. the cab
2. The man got in a cab.
3. in the market
4. The pickpocket got the cash.
5. Sister Rica was in the convent.
Remember This
A sentence is a group words which has
a complete thought. It starts with a big letter
and ends with a punctuation mark like
a period.

A phrase is a group of words which does not
have a complete thought. It does not start
with a capital letter. It does not end with
a punctuation mark.

375
Reading Words
Listen as I name each picture. Then, repeat after
me.







Read the words in the box.

Point to the picture for each word.


bug
dug
hug
jug
mug
rug
tug
376
We Can Do It
I will point to a picture. Get the word card
that names it.

I Can Do It
Draw a line to connect the picture to its name.

mug

rug

tug

bug

hug

jug
377

Lets Recall
What was the title of our story the other day?
Was there anything that was lost? What was taken
from Sister Rica?

We Can Do It
Following Directions: Making a Lost Chart
Copy the chart shown in your notebook. Follow the
three-step direction.
1. First, write the title of the story on the first line.
2. Next, draw what was lost in the story in the box.
3. Last, let us fill out the blanks that follow.

Title of the Story: ___________________


Lesson 3
LOST

What: ____________________
If found, contact: _________
Tel. number: _____________
Reward: __________________
378


I Can Do It
Listen as I read the group of words. Then, write S
if the group of words is a sentence and P if it
is a phrase. Do this in your notebook.
1. lost wallet
2. The pickpocket got the black wallet.
3. Sister Rica lost her cash.
4. got away fast
5. Sister Rica is a nun.

We Can Do It

Reading Words
Name the pictures with your teacher.



Remember This
Signal words like first, next, and last tell us
the order of events or things to follow
in directions.

379





Read the words in the
box.

Point to the picture for
each word.





We Can Do It

Act It Out
I will show a word card. Read it and make the action
for it.
bun
fun
gun
nun
run
sun
380
I Can Do It
Write in your notebook the correct word
for each picture.

run sun nun

bun sun run

fun sun nun

bun fun nun

bug nun bun

bug nun gun




Lets Recall
What was the title of our story the other day?
Who were the characters?
Who among the characters deserve an award?
Why? What word would best describe him?
Lesson 4
381
We Can Do It

Following Directions: An Award Chart
Copy the chart shown in your notebook. Follow the
three-step direction.
1. First, write the title of the story on the line.
2. Then, draw the character that deserves an
award in the box.
3. Finally, let us fill out the blanks that follow.

Title of the Story: _________________________


Certificate of Award

This certificate is given to ________
for being ________.
Given on this _____ day of
___________, _____ .
382
We Can Do It

Reading Words
Name the pictures with your teacher.











10 + 5 =15


383
Read the following words.
Point to the picture on page 382 for each word.
cub
rub
sub
tub
mud
suds
cut
hut
nut
gum
hum
sum

We Can Do It

Act It Out
Get a partner. I will show a word card. Read it
and make the action for it. Check if the action
of your partner is correct.

I Can Do It
Write in your notebook the correct word
for each picture.


tub sub rub

nut hut cut

hut cut nut

rub sub cub

mug mud hum

bun bug bud
384

run rug rub

tug cub cut

hum hut nut

tub suds rub

cub rub cut

gun gum hug



Lets Recall
What was the title of our story the other day?
Listen as your teacher reads the following questions.
Choose the letter of the correct answer.
1. Where is the setting of the story?
The story happened _____.
a. in a city
b. in a market
c. in a police station
2. Which of the following happened first
in the story?
a. The cop helped Sister Rica.
b. Sister Rica got her cash back.
c. Sister Rica lost her black wallet.
Lesson 5
385
3. Which of the following happened last
in the story?
a. The nun lost her cash.
b. The pickpocket jumped in a cab.
c. The cop ran after the pickpocket.
4. Who DID NOT help Sister Rica?
a. the cop
b. the nuns
c. the cab driver
5. Which of the following is a good title
for the story?
a. The Lost Cash
b. Sister Rica in the Market
c. The Cop and the Pickpocket


I Can Do It
Read the following groups of words. In your
notebook, draw a if the group of words
is a sentence and if it is a phrase.
Make each sentence correct by beginning it
with a big letter. End it with a period.

1. the cop ran after the man
2. sister Rica is a nun
3. a cop and a doctor
4. a vendor is in the market
5. a man in a cab
386
I Can Do It
Name each picture. Choose the correct word
for each picture from the box.
Then, write the correct word in your notebook.















hum hug hut
mud jug mug
run rug rub
bun bug bud
387
Week 2: More Community Helpers
All Around



Lets Try
Can you name other community helpers?
Listen as your teacher describes a community helper.
Choose your answers from the box. Write the name
of the community helpers in your notebook.

fisherman

farmer








1. I put out the fire in burning houses. Who am I?
I am a



2. I go to the sea to catch fish. Who am I?
I am a

3. I plant vegetables and fruits for people to eat.
Who am I? I am a

Lesson 6

fisherman farmer fireman
388
Lets Aim
If you were given a chance to interview a farmer,
what would you ask him / her? Write your questions
or asking sentences inside each basket.

What I Would Like to Know about Farmers








389
Listen as I read the following story.

The Farmer and the Seed
by Amcy M. Esteban

The farmer plants a seed:
First, a seed,
Then, a sprout,
and the leaves,
Slowly, the buds come out!
They grow bigger and bloom with fragrance.

But why do animals and insects go near them?
Butterflies and bees come
to enjoy the sweet smell.
Animals, insects, and the wind
help spread their new seeds
to the new garden where...
the other seeds are planted again.

We Can Do It
Listen to the questions I will read. Try to answer
the questions.
1. Who plants the seed?
2. What happens to the seed?
3. What happens to the bud?
4. Why do butterflies and bees go near
the flowers?
5. What do some insects, animals, and the wind do
to the seeds?
6. In what ways can farmers help us?
390
7. Which of your questions were answered
by the story?



Lets Recall
Lets recall how the farmer plants the seed.
Can you remember the sequence of events?
Dramatize as I read the story again.

I Can Do It

The Life Cycle of a Plant
Listen as I read each sentence. Which happens first?
Show the correct order of events.
Write the numbers 1, 2, 3, or 4 inside each small box.



It becomes
a sprout.
It grows into
a plant.
The farmer
plants the
seed.
The flower
blooms.
Lesson 7
391
Kinds of Sentences: Telling and Asking Sentences
Listen as I read the following sentences.

A B
What does the farmer
plant?
The farmer plants
the seed.
What happens
to the seed?
It becomes a sprout.

What happens
to the sprout?
It grows into a plant.

Why do insects go near
the buds?
The insects smell
the buds.

We Can Do It
Try to answer my questions.
1. What do you notice about the sentences
in column A? How do the sentences end?
The sentences in column A ask something.
These are called asking sentences. Asking
sentences need answers. They usually start with
Wh- questions and they end with a question
mark.
2. What do you notice about the sentences
in column B? How do the sentences end?
The sentences in column B tell something.
These are called telling sentences. Telling
sentences start with a capital letter and they
end with a period.

392
3. Now go back to the table on page 391. Tell
whether the sentences in column A and B are
Telling Sentences or Asking Sentences. Do this in
your notebook.




I Can Do It
Listen as your teacher reads each sentence.
Put a check mark ( ) after the number if it is
a telling sentence. Put a question mark (?) if it is
an asking sentence. Do this in your notebook.

1. Who is in the farm?
2. Farmers plant the seeds.
3. Farmers water their crops every day.
4. What does the farmer use in the farm?
5. Do farmers have time to rest?
6. We eat the fruits and vegetables from
the farm.
7. Where do we buy the food
from the farm?
Remember This
A telling sentence tells about something.
It starts with a capital letter and ends
with a period (.).

An asking sentence asks something. It needs
answers. It usually starts with a Wh- question
and ends with a question mark (?).
393
I Can Read Many Words
Look at the pictures. Choose the correct answer.


rat

mat
run mom
rug mug


net

pin
wig box
jam bug


I Can Do It
Give the missing letter to name the pictures.
Write the words in your notebook.




__p f__n w__g
394

Lets Aim
In the poem that I will read, guess the community
helper being described.

Who Do I See?

Who do I see?
I see a man who has a whistle.
I see him direct cars on the streets.
Who do I see? I see a _____.

Who do I see?
I see a woman who sells my favorite ice cream.
I see her almost everywhere every day.
Who do I see? I see a _____.

Who do I see?
I see a man who knocks on our door.
I see him give mom or dad a letter.
Who do I see? I see a _____.

Who do I see?
I see a woman who helps me get well.
I see her write the right pill for me to take.
Who do I see? I see a _____.

Who do I see?
I see a man with a hammer.
I see him build shelves and big houses.
Who do I see? I see a ______.
Lesson 8
395
Act It Out
Let us recite the poem together. We will call
on your classmates to act out the community helpers
being described.

Lets Recall
Listen as I read the following sentences. Name if it is
a telling sentence or an asking sentence.
Then, let us write the sentences with the correct
punctuation mark in your notebook. Is it a period
or a question mark?

1. Who do I see
2. I see a man with a hammer
3. What does the cop have
4. Where is the vendor
5. I see a woman who keeps the streets clean



Remember This
A telling sentence tells about something. It starts
with a capital letter and ends with a period (.).

An asking sentence asks something. It usually
starts with Wh- questions like who, what, or
where. It ends with a question mark (?).

396
We Can Speak Up
Study the picture with a partner.
Take turns in giving asking and telling sentences
about it. You may use the following words in your
sentences: mug, bun, rug, jug, bud, bug, hum, fun.



I Can Do It
Listen as your teacher reads each sentence.
Put a check mark () after each number if it is
a telling sentence. Put a question mark (?) if it is
an asking sentence. Then, write the sentences with
the correct punctuation marks in your notebook.

1. Did the mailman deliver a letter __
2. The cop directs the cars to go and stop __
3. Where is the street sweeper __
4. What does the vendor sell __
5. The carpenters built our nice house __
397

Lets Try
What sounds do you hear around? I hear _____.

Lets Aim
Listen as I read the story. Find out the different
sounds in the story.

Tak, tak, tak, tak, tak.
What is that I hear?
I hear hammer sounds all around.
Many carpenters are in our house.

Swish, swish, swish, swish, swish.
What is that I hear?
I hear the paint brushes glide all around.
House painters are in our house.

Creak, creak, creak, creak.
What is that creaking sound?
I hear that dangerous creaking sound.
Someones climbing the creaking ladder.

Crash! Crash! Crash! Crash!
What is that crash I hear?
Oh no! Someones hurt!
Someone fell off the ladder.

Quick! Quick! Quick!
What is that sound I hear?
Help! Help! Now! Now! Now!
Cmon! Lets check it out!
Lesson 9
398
We Can Do It
Listen to the asking sentences I will read
about the poem. Try to answer the questions.
1. What are the different sounds in the poem?
2. Where is the setting of the poem?
3. What is happening in the poem?
4. What is the cause of the crash?
5. What do you think happened in the crash?
How can you tell?
6. Who do you think is speaking in the poem?
7. What does the speaker feel at the end
of the poem? How do you know that?
8. What do you think will be the ending
of the poem?
9. What good title can you give for the poem?

Lets Aim

Different Kinds of Sentences
Listen as I read the sentences from the story.


1. I hear hammer sounds all around.

2. What is that I hear?

3. What is that crash I hear?

4. Oh no!

5. Help!
399
We Can Do It
Try to answer my questions after I read
each sentence in Lets Aim.
1. What kind of a sentence is in number 1? Notice
how it begins and ends. Look at the
punctuation mark at the end of the sentence.
Yes, it is a telling sentence.
2. What kind of sentences are in numbers 2 and 3?
Notice how each begins and ends. Look at the
punctuation mark at the end of each sentence.
These are asking sentences. Each ends with a
question mark.
3. Notice the sentences in numbers 4 and 5. What
does each sentence express? What is the
emotion or feeling in each sentence? How does
each sentence end? Look at the punctuation
mark at the end of each sentence. These are
called exclamatory sentences. Each sentence
expresses a strong emotion. Each ends with
an exclamation point.

We Can Speak Up

Exclamatory Sentences
Listen as your teacher reads the following
exclamatory sentences. Can you also say these
exclamatory sentences with a strong feeling?
1. What a great man!
2. Fire! Fire! Please call the fireman!
3. Help! My mother fell! I need a doctor!
4. Hurry! We are late! The bus driver is already here!
5. Yipee! I am so happy! I got a high grade!
400



I Can Do It
Listen as I read these sentences. Copy the sentences
in your notebook. Write the correct punctuation mark
in the after each sentence. Write a question mark
? if it is an Asking Sentence, a period . if it is a
Telling Sentence, and an exclamation point ! if it is
an Exclamatory Sentence.
1. Carpenters build houses
2. How many bank tellers are there in a bank
3. How high the pilot flies his jet
4. Who delivers the letters to houses
5. Oh no My test score is so low
Remember This
There are different kinds of sentences.
A telling sentence tells about something.
It starts with a capital letter and ends
with a period (.).
An asking sentence asks something. It usually
starts with Wh- questions like who, what,
or where. It ends with a question mark (?).
An exclamatory sentence expresses a strong
emotion. It shows feelings like being very
happy, too excited, very scared, very angry,
or too sad. It ends with an exclamation point
(!).
401

Lets Aim
How does your father go to work?
Say: He goes to work by ____.

Find out in the story how Mang Berto goes to work.
Listen as I read a short story to you.

Mang Berto is a factory worker. He works in
a candy factory in Laguna. He wakes up early
and walks every morning to go to work. How
hard Mang Berto works in the factory!

Then, he walks back to his house to eat
dinner with his family. Why does he walk every
day? Mang Berto wants to save money for his
family. What a great man! Do you also save
money like Mang Berto?

Which do you think happened first? Arrange the
events below from 1 to 5. Write the correct answers
on the blank. Do this in your notebook.

___ 1. Mang Berto eats his breakfast.
___ 2. Mang Berto goes home.
___ 3. Mang Berto walks to the factory.
___ 4. Mang Berto eats his dinner.
___ 5. Mang Berto works inside the candy factory.
Lesson 10
402
I Can Do It
Listen as I read these sentences in the story.
Tell what kind of sentence each one is. Do this
in your notebook. Give your answers by writing:

TS if it a Telling Sentence
AS if it an Asking Sentence
ES if it is an Exclamatory Sentence

1. Mang Berto is a factory worker.
2. He works in a candy factory in Laguna.
3. How hard Mang Berto works in the factory!
4. Why does he walk every day?
5. What a great man!
6. Do you also save money like Mang Berto?


I Can Read
Write the word that the teacher will say in each
column. Draw each word in your notebook.

A B C D
cot sun hat cap
cat sand hit cop
cut sin hat cup
can son hut cab
403
Week 3: Sights in Our Community


Lets Try
What do you like to do with your friends? Tell us.

Say: I like to _____ with my friends.


Word Study
I will read and use the following groups of words in
sentences. Connect them to the correct picture with
a line.
get rid of

I want to get rid of the trash
on the table. I want
a clean table.

making her rounds

The nurse was making
her rounds in the hospital.

landed on the ground

My paper plane landed
on the ground.

Lesson 11
404
basketball star

My favorite basketball star
made the most points
in the game.


Lets Aim
Have you been in a plaza or a park? What did you
see there? What did you do there?

Listen to my story.

Biking in the Plaza
by Teacher Nong

Mama, I would like to ride my bike. May I
go to the plaza? Mina asked.
Who will you go there with you, Mina?
Ask some of your friends to join you.
Simon and Nikki will ride their bikes, too.
We promise to be careful. We will go home
before it gets dark, said Mina.
The three friends got on their bikes and went
to the plaza. Many children were in the
playground. Five boys were in the swing.
Two kids were on the slide. And some were on
the seesaw. Laughter could be heard
everywhere.
405
They saw the gardener planting beautiful
plants around. A street sweeper was putting
all the leaves in the trash can. A cop in a
motorbike was making his rounds.
After biking for more than an hour, Mina
got tired. Come on. Lets buy some ice
cream. They approached the vendor. The
ice cream was perfect for a hot, tiring day!
Simon threw the ice cream wrapper on the
ground.
Pick that up Simon! Let us help the street
sweeper. He must be tired cleaning up this
place all day.
Ooops, sorry! I did not think about that! I
just wanted to get rid of the wrapper, said
Simon.
There is a trash can over there. Just shoot it
there. We need to help keep this place clean,
said Nikki.
Simon pretended he was a basketball
player. He turned around many times to shoot
the wrapper in the trash can. He landed
on the ground. He was not moving.
Oh, no! Simon, are you hurt? Hurry, Nikki
let us bring him to the barangay clinic,
yelled Mina.
The clinic was just beside the plaza.
406
The nurse washed the cut on Simons knee.
She put medicine and band-aid on it.
That is just a small cut, brave boy,
said the nurse.
Thank you, said Simon. I am a brave
basketball star. And I did shoot the wrapper
in the trash can. Great shot!
And great cut, said his two friends. They
laughed as they all left the clinic.

We Can Do It
Listen to the questions I will read. Try to answer them.
1. Who went to the plaza?
2. Why did they go there?
3. What did Mina promise Mama before she left?
4. Why did they get some ice cream?
5. What did Simon do with the wrapper?
6. What did his friends tell him?
7. If you were Simon, what would you do
if your friends tell you that?
8. What words describe the girls in the story?
9. What happened to Simon as he turned around
to throw the wrapper?
10. Where did the girls bring him?
11. Who helped Simon in the clinic?

I Can Do It
Draw in your notebook what the three friends
saw in the plaza.
407

Lets Try

Main Idea
Look at the picture about our story yesterday. What
is happening in the picture?
What is each one doing?



We Can Do It
Speak Up Time
Use the sentence pattern to say what you see in the
picture.




With my beautiful eyes, I see ____.
Lesson 12
408
We Can Do It

Describing Words: Words that Tell about the Number
Listen as I read these sentences.
1. Three friends rode their bikes to the park.
2. Five boys were in the swing.
3. Two kids were on the seesaw.
4. A cop was in a motorbike.
5. A vendor sold ice cream.

Look at each sentence. What describing word
is used for:
1. friends
2. boys
3. kids
4. cop
5. vendor
Write the word in each sentence that shows
the number of people being described. Do this
in your notebook.



Remember This
Describing words are words that describe
persons, animals, places, things, or events.
We can use numbers to describe something.
409
I Can Read Phrases
Look at these pictures. Write in your notebook
the correct phrase that tells about each picture.


a big mug
a big pen
a big pot

get a ham
get a bud
get a wig

in the mud
in the box
in the pan

rub the leg
rub the jar
rub the pup

sell a mat
sell a pig
sell a mop

a fat man
a fat cat
a fat dog

a big gem
a big gum
a big van

a bad lad
a bad hag
a bad cat

a hot cup
a hot mug
a hot can

410
Choose the phrase which describes each picture.
Write your answers in your notebook.


mug in the tub
suds in the tub
bug in the cub


mud in the truck
bud in the truck
fun in the sun


bus in the mud
cat in the mud
boy in the mud



Lets Recall
Can you remember what happened in our story
Biking in the Plaza?
Who said the following? Choose your answer from
the box.


Lesson 13
Mina Simon Nikki
411
1. Come on. Lets buy some ice cream.
2. Pick that up Simon! Let us help the street
sweeper. He must be tired cleaning up
this place all day.
3. Ooops, sorry! I did not think about that! I just
wanted to get rid of the wrapper.
4. There is a trash can over there. Just shoot it
there. We need to help keep this place clean.


Lets Aim
Listen again as I read the previous sentences.
What are all the sentences about? What are the
sentences trying to say? Choose from the following.



Letter C tells about the sentences I read. It is called
the main idea or big idea.


We Can Do it
Listen to my short story and think about the main
idea.
A. In the Plaza
B. Lets Eat in the Plaza
C. Lets Keep the Plaza Clean
412
Getting the Main Idea
Listen to the story. Choose the letter that best gives
the main idea of the short story.

My mom goes to the market every day.
She buys fish, vegetables, meat, and fruits from
the vendors. She loves to go to the market
to buy our food. She goes home happy to
cook our meals.

a. Our Meals
b. Vendors in the Market
c. Moms Day in the Market




I Can Do This
Listen to the stories carefully and think about the
main idea. Choose the best answer and write it
in your notebook.

We wake up early. My brother is excited.
My mother prepares our clothes. Dad cleans
the car. We will watch Iron Man.

1. Going on a picnic
2. Watching a movie
3. Cleaning the car
Remember This
The main idea of the story tells us what
the story is about. It is called the big idea.

413
When I grow up, I want to be an actor.
I can perform on T.V. and act on stage plays.
All my friends will watch me perform.

1. What I Want to Be
2. How to Be Healthy
3. My Manners

I Can Do It
Our school is a sight in our community. Be ready
for a walk inside our school. Your teacher will take
you around the campus and you will list all the things
that you see. Use the sentence pattern below. Bring
your notebook and pencil and use describing words
like number, size, and shape to complete the
sentence.
I see ___________( things).
(size)

Example:

I see small trash cans.
I see large rooms.

I see a round clock.
I see a square table.
414
Describing words are words that describe
the naming words. They tell about the number, size,
or shape of the person, animal, place, or thing.


I Can Read More Phrases
Read the following phrases. Copy and then color
the pictures.




a hut under the
hot sun

the hot sun
runs to the hut

a lucky lad
415

Lets Try


The children went to the playground.
They rode the seesaw. Some tried
the swing. Others went up and down the slide.
They played all day and had so much fun
in the playground.

Read and listen to clues to get the main idea
of the short story. What is the main idea
of the short story? Choose the best answer
and write it in your notebook.


Lesson 14
Planting Is the Best
Having Fun
in the Playground
Going Home School Is Cool

416
Lets Aim
Imagine that you are in a playground.
What do you see? Describe the size of the things
that you see.

The slide is _____.
The swing is _____.
The seesaw is _____.

How did you describe the things that you see
in a playground? You described the size of the things
that you see.


We Can Do It
Get some things in your bag then describe their size.
Describe them to your partner.

My pencil is long.
The ruler is ______.
My bag is ______.
My notebook is ______.



Remember This
We can describe naming words by telling
about their size like large, small, big, long,
short, wide, narrow, and many more.
417
I Can Do It
Complete each sentence in your notebook. Fill in
each blank with the correct describing word about
the size of the naming word.
1. The building is _____.
2. The mall is _____.
3. The bus is _____.
4. The hut is _____.
5. The restaurant is _____.


I Can Read

the letter the magnet the ruler the barber
the cotton
the
hammer
the
carpenter
the hamper
lucky dog lucky bug lucky cub lucky men


I Can Do It
Write in your notebook the phrase that
the teacher says.

1. the river the rubber the hammer
2. the popcorn the pop star the lollipop
3. Harry Potter Harry Rotter Harry Popper
4. a laptop a ladder a present
5. calendar coconut cabinet
418


Lets Try
What is the main idea of the poem? Find out
as the teacher reads it.


Sights and Shapes

Look, look, look at the shapes and sights
of our environment.
See the round sun shining like a ball of fire.
Look at the diamond kite which shines up
in the sky.
Yes, I love the oval petals of flowers
because they are so pleasant to the eyes.
How lovely the triangular roof of the nipa hut
But it is nothing compared to the cone-shaped
mountain,
Oh how grand these beautiful sights
and shapes!
Lesson 15
419
What is the big idea of the poem? Choose from
the following:
1. The Boy in a Farm
2. The Sights and Shapes in Our Community
3. I Love to Fly My Kite
A story has main ideas or big ideas.

Lets Aim

Describing Words: Shapes
Look at the poem again. Do you notice
the highlighted words? I will read them again.
Answer my questions.
1. round sun What is round?
2. diamond kite
What is the shape
of the kite?
3. oval petals of flowers What is oval?
4. cone-shaped mountain What is cone-shaped?

What are the words round, diamond, oval, and
cone-shaped? They are shapes. They are used
to describe naming words.


Remember This
Describing words describe people, animals,
places, and things.
When we describe objects, we can describe
them by looking at their shapes, numbers,
and sizes.
420
I Can Do It

I Can Read More Phrases
Draw each phrase in your notebook.
a fast car a fast van a fast bus
a big collar a dirty market a big cart
the sunset a summer day a sunny day
the carnival the carpet the cat naps
a hamburger a hammer
a hamburger
bun
the bananas the banner the barber
a hospital a doctor a helicopter



Lets Try

Places in the Community
Talk about the places you love to go to
in the community.
Pupil A will ask and Pupil B will answer. Then you
will switch roles. Pupil B will ask and Pupil A will
answer.
Time limit: 5 minutes only.
Lesson 16
421
What is your favorite place in your community?
My favorite place in our community is the _____.
I like to go there because _____.

Get Set
Listen as your teacher uses the word/s in the box
in a sentence. Listen to the clues which will be given
to you and look at my action, too.
Let us try to find out what the words mean.

enjoyed visit swam
went home caught harvest

In our story, find out where the main characters went
and how they felt in their grandfathers community.

Lets Aim

____________________________
(Title - Big Idea)

422
Mat-Mat and Erica went to Batangas to visit
their grandma and grandpa. Lolo Ricardo
showed them several farm animals like the
carabao, hens, pigs, horses, and goats, too.
They enjoyed feeding and playing with the
animals. They had fun watching bugs and
insects like lady bugs, beetles, spiders, and
grasshoppers.

The next day, Mat-Mat and Erica went to
the cool river. They swam in the crystal clear
river. Mat-Mat and his grandfather went fishing.
Erica and her grandmother swam happily in
the river. Mat-Mat caught a big fish so Lola
Adela immediately went home to cook it.

Erica harvested fresh round tomatoes
and other vegetables in the backyard.
She picked the sweet fruits and went to the
kitchen to help Lola Adela. They all ate
the delicious food for lunch.

Mat-Mat and Erica had a wonderful time
in the farm with their grandpa and grandma.

Listen to the questions about the story and try
to answer them:
1. Describe the things that Mat-Mat and Erica saw
in the farm.
2. What did they see in the farm?
3. Based on the story, how does the river look like?
4. Was the water of the river hot or cool?
423

5. What did Mat-Mat catch? What was the size
of the fish?
6. How did Lola Adela feel when she saw
the big fish? What did she do with it?
7. How did Erica help her Lola Adela?
8. What did Erica harvest?
9. What was the taste of the fruits?
10. How did Mat-Mat and Erica feel in the farm?



Lets Try
Try to recall the story. Answer the spider chart.
Do this in your notebook.


Lesson 17
Setting
Who
When
What
Happened?
Ending
424
Lets Aim
Which of the three titles or main headings
is the main idea or big idea of the story?
The Water Animals that I See
Fun Moments in Our Grandparents Farm
Matthew and Erica Went to Market

Describing Words
Listen as I read each sentence.
1. There were many animals in the farm.
2. Mat-Mat caught a big fish.
3. Erica harvested the round tomatoes.
4. Mat-Mat and Erica saw small bugs
in the backyard.
5. They saw the oval body of the spider.

Write the word in each sentence above to answer
the questions correctly.
1. How many animals were in the farm?
2. What is the size of the fish?
3. What is the shape of tomatoes?
4. What is the size of the bugs?
5. What is the shape of the spider?

Read the words you wrote. What do the words
talk about? These words tell something about
the naming words. They tell the number, size, and
shape of animals and things. Many, big, round, small,
and oval are called describing words.
425
What does many tell us?
It is a describing word that tells about the number.
What are big and small? These words tell about
what we see, hear, or feel.
Oval and round are describing words that tell about
the shapes.



We Can Do It

Grab from the Bag Game
Get anything inside a bag which you would like
to describe. Tell about its number, size, and shape.
You may also give words that tell what you see,
smell, taste, feel, or hear.
Use this sentence to describe what you are holding.


Grab and say something about the following:
candy ball
3 stones 2 toy blocks
It is _____.
Remember This
There are many ways to describe people,
animals, places, and things. Describing words
tell us how a person, a place, or something
looks like. Describing words can tell about the
number, size, and shape of things. We can
also describe by using words that tell about
what we see, hear, taste, smell, or feel.



426
Can you think of other possible titles or headings
for our game?
What was our game all about? What was the big
idea of our game?

My Title for Our Activity: ___________________________

We Can Do It
I also have a nice title for our game, Grab and Tell.
Why do you think did I choose this title?
Let us support the main heading with small ideas.
Lets read the other sentences which talk about
the big idea. Look at describing words in our
butterfly chart.

Grab
and Tell
candy
stone
ball block
small
hard sweet
three
tiny
two
big
round
427



More Sentences to Read
Read the story and answer the questions.

1. This is Rendel the cub.
Who is the cub?
2. Rendel is in the hot tub.
Where is Rendel?
3. Rendel rubs his armpit.
What does Rendel do?
What does Rendel rub?
4. The tub is full of suds and bubbles.
What is the tub full of?
5. Rendel felt happy in the tub.
How did Rendel feel in the tub?
Remember This
A story has a main idea or big idea.
It also has small ideas. The small ideas are
supporting ideas that talk about the main idea
or big idea.

428

Lets Try



They fed and played with the farm animals.



Matthew and Erica swam in the river.


They looked at the spider.
Lesson 18
429
Lets Aim

The Bug on the Barbers Bed
by Amcy M. Esteban
(Lets sing to the tune of Eensy-Weensy Spider)

The barber was on the bed
when an ugly insect crawled.
Down crept the bug,
and went on his back.
Out came the bug
and scared the barber up.
Now, the little baby bug
slept happily on his bed.

1. Where was the barber?
a. on the bed
b. in the garden
c. in the yard
2. What crept on the barbers back?
a. a bug
b. a dog
c. a cat
3. Where do you think did the barber go?
a. on the bed
b. in the mall
c. outside
4. What did the bug do on the bed?
a. slept happily
b. followed
c. ran
430
5. How did the barber feel when the bug crawled
on his back? He felt_____.
a. scared
b. sad
c. happy

Think of the main idea of the song and then
change its title.


We Can Do It
Look for two describing words mentioned in the song.
Write them in your notebook.

Read the questions to get a clue.
1. How does the insect look like?
It is ______.
2. What is the size of the baby bug?
It is ______.

The describing word ugly tells how the insect looked
like.
The word little tells the size of the bug.

Can you use other describing words to describe
the baby bug?
1. How many bugs were mentioned in the story?
There was ______ bug on the bed.

2. What do you think is the shape of the bug?
I think it was a ______ bug.
431
I Can Do It
Listen as I read the sentences. Complete each
sentence by writing a describing word for each
picture. You may use number, size, or shape
to describe the picture.

1.

_____ horses run
quickly.
2.

Dad is _____.
3.

____ caterpillars crawl.
4.

I see a _____ wheel.
432
Lets Try

More Sentences to Read
Read the sentences and answer the questions.
Write your answers in your notebook.



1. Where did the boy run?
2. What is fun to do?
3. When is it fun to run?

Read the sentences and then answer the questions.
1. The bug is in the puddle.
a. What is in the puddle?
b. Where is the bug?

2. The carpenter has a big coconut.
a. What does the carpenter have?
b. Who has a coconut?

3. Jessica has a basketful of red ribbons.
a. What does Jessica have?
b. Who has a basketful of ribbons?
Run in the hot tub.
It is fun to run in summer.



Run to the bus driver.



Run, run, run!
Run under the sun.



433

Lets Try
Let us try to recall the story in the song, The Bug on
the Barbers Bed by remembering and drawing
the events of the story. Do this in your notebook.

Lesson 19
The Bug on the
Barbers Bed
1 2
3 4
434
We Can Do It
Listen as I read the following sentences. Match each
sentence with the correct picture.
1. The farmer has
five hens in the
farm.

2. We planted the
tall trees.


3. There are several
buildings in
Makati.

4. They love to
watch the
playful clowns.

5. She wears her
heart-shaped
pendant.

Write in your notebook the describing word
that talks about the underlined word in each
sentence.
435
I Can Do It
Think of a describing word for each picture.
Read the questions to help you complete
each sentence. Write the answers in your notebook.

1.

There are ___
policemen.
How many policemen
are there?
2.

Milo has a _____ picture
frame.
What is the shape of
the picture frame?
3.



Ted has ____ marbles.
How many marbles are
there?

436
More Sentences to Read
Write the sentence the teacher says.
Read aloud the following sentences.
The helicopter of Rodrigo is different from the rest.
The big animals are in the carnival.
Teresa lit the lanterns.
Veronica visits the gardener in the hospital.



Lets Try
Listen to me and give the big idea. Choose the letter
of the best answer.

Conrads hair is too long. His teacher told him
that he needed a haircut. Conrad went to his mom
because he would like to go to his barber.
He asked for money and then he went out.
a. Conrad Goes to the Bakery
b. Conrad Goes to the Barber
c. Conrad Stayed Home

We Can Do It
Listen to me and give the big idea. Choose the letter
of the best answer.

The teacher asked the children to get their bags.
Then, the children started to line up.
The teacher reminded everyone to do
their homework.
Lesson 20
437
a. The class was starting.
b. The class was ready to go home.
c. They are going on a field trip.

I Can Do It

Describing Words
Listen as I read each sentence.
Write the correct describing word for each picture.
Do this in your notebook.

1. The cake is
(large, circle, one).

2. The man has
(little, four, square)
lamps.

3. Rita has
(wide, rectangular, 7)
rabbits.

4. Jenny has a
(old, 5, big) doll.
438
More Sentences to Read



Read the sentences and answer the questions.
Write your answers in your notebook.
1. Isabel helps the sick.
Who helps the sick?
2. The doctor gives some medicine
to the sick man.
What does the doctor give?
Who gives the medicine?
3. The boy gave the basket of canned goods.
What did the boy give?
Who gave the canned goods?
4. Teacher Anabel packed the old clothes.
Who packed the old clothes?
What did Teacher Anabel pack?
5. The poor family was so thankful.
Who was thankful?
How did the poor family feel?
439
Week 4: In the City and in the Country


Lets Try
Talk about where you live. Describe to us what you
see around.
Say: I live in _____.
I see ______.

Learning New Words
Listen as your teacher uses the word/s in the box
in a sentence. Look at the pictures that will
be shown, too. Find out what the words mean.

fireflies adorn
groove dark
calm city and country


Lets Recall
What do you see in the place where you live? Name
some things that you hear in this place.

Lets Aim
In the poem you are about to hear, you will find out
what the speaker sees and hears where he/she
lives in. Listen as I read the poem.
Lesson 21
440

I Like It Where I Live
by Teacher Nong
I like it in the city!
Bright lights all around me,
Red lights, green, blue,
and yellow, too!
The music makes me sing
and move.
Listen! Fun music makes
me groove!
And when city lights
adorn the dark nights,
Oh! The nights are not
so dark after all!

I like it in the country!
The nights may be dark,
But fireflies adorn the
gardens,
Frogs croak in the night
so calm.
Listen! Fun music makes
me hum!
And when the music plays
in the quiet night,
Oh! The nights are not
so quiet after all!
441
We Can Do It
Listen to the questions about the poem
and answer them.
1. In the poem, what can one see in the city?
2. What does one hear in the city?
3. Based on the poem, what can you see
and hear in the country?
4. Who do you think is speaking in each stanza?
5. How does the one in the city feel? Which lines
tell you how he/she feels?
6. How does the one in the country feel?
Which lines tell you how he/she feels?


I Can Do It
Where do you like to live, in the city or in the country?
Draw where you like to live in your notebook. Write
the following sentence below your picture.

I like to live in the _____.




Lets Recall
In our poem yesterday, we learned how it looks like
in the city and in the country. I will read the poem
again. Make actions as I read the poem. You may
recite the poem with me the second time I read it.
Lesson 22
442
Describing Words
Listen as I read each sentence.
1. The lights are green and red.
2. The lights are blue and yellow.
3. The lights are bright.
4. The music is fun.
5. The night is dark.
6. The night is quiet.

Write the word in each sentence above that answers
the question that I will read.
1. What color are the lights? (Numbers 1 and 2)
2. What word tells about the lights? (Number 3)
3. What word tells about the music? (Number 4)
4. What word tells about the night? (Numbers 5
and 6)

Read the words you wrote. What do the words
talk about? These words tell something about
the underlined words.

Green, red, blue, yellow, fun, dark, and quiet
are all describing words.
What are green, red, yellow, and blue?
Describing words can tell about colors.
What are fun, dark, and quiet? These words tell
about what we see, hear, or feel.
443


We Can Do It
Give describing words for the thing or picture I will
show or say. You may tell about its number, size,
shape, or color. You may also give words that tell
what you see or hear. Use the sentence form
in the box when you answer.




Say something about the following:
Show a pencil.
Show a school bag.
Point to the blackboard.
Point to the light in the ceiling.
Play loud music from a radio.
Show a picture of a room at night
when the lights are off.
Remember This
Describing words tell about how a person,
place, or something looks like. Describing words
can tell about the color of things. We can also
describe by using words that tell about what we
see, hear, or feel.
It is _____.
444
Lets Aim

Reading Sentences
Study the following pictures.
Say something about each picture.

5 + 2 = 7


A B C



D E

Let us read these sentences.
Look for the correct picture in the boxes above for
each sentence. Write the letter of your answer
in your notebook.
1. I have a ruler and a pen.
2. Supper is also dinner.
3. There is a coconut in the garden.
4. I get the sum when I add numbers.
5. Nelson has a rubber band.
445
We Can Do It
Find a partner. Read each sentence to your partner.
Act out what each sentence says.
1. The coconut is on the rug.
2. The nun has a ruler.
3. It is hot during summer.
4. Ten and six are numbers.
5. There is coco jam on the bun.




Lets Aim
Yesterday, we recited a poem about how it looks like
in the city and in the country. I will read the poem
again. Make actions as I read the poem. You may
recite the poem with me.

Outline: Big Ideas and Small Ideas
The poem talks about two big ideas. First, it tells what
it is like in the city. Second, it talks about what it is like
in the country. You will find these two big ideas
in Part I and Part II of the outline. I will read these
two big ideas.

There are small ideas under the big ideas in the
poem. You can see the small ideas in A, B, and C.
I will read the small ideas under each big idea.
Copy the following in your notebook.
Lesson 23
446
In the City and in the Country
I. I like it in the city.
A. There are bright lights.
B. The music makes me dance.
C. ____________________________
II. I like it in the country.
A. There are fireflies.
B. Frogs croak at night.
C. ____________________________

We Can Do It
I will read the small ideas in the box. Let us write
each sentence on the blank under the correct big
idea. Do this in your notebook.



We just made an outline. An outline has big or main
ideas. Small ideas or supporting details are written
under the big ideas. An outline helps put ideas that
talk about the same things together. Then, we have
a well-written paragraph.
The night is not so quiet.
The night is not so dark.


447
An outline looks like the one in the box below.



We Can Do It
Work with a partner. Think of other small ideas that
you can add under the big ideas below. What do
you like in the city or in the country?

I like it in the city.
I like it in the country.


Remember This
An outline has main ideas or big ideas
and small ideas. The small ideas or supporting
ideas are written under each main idea.
All the small ideas should talk about the main
idea where they belong.


Title
I. Big Idea (Main Idea)
A. Small idea (Supporting details)
B. Small idea
C. Small idea
II. Big Idea (Main Idea)
A. Small idea
B. Small idea
C. Small idea
448
I Can Do It
Listen as I read the poem in the big box. I will read
each stanza at a time. Then, draw in your notebook
what each stanza talks about.












There is something missing in the poem.
The main idea in each stanza is not there.
I will read the sentences in the box below.
Where should each main idea go?
Copy the poem in your notebook and write the
correct sentence on the blank above.



Now, I will read each line in the poem.
Encircle the describing word in each line in the poem.
I see buildings so high.
I see huts so low.
In the city, ________________
I hear the noise so loud,
I feel the air so warm,
And the air is not so clear!

In the country, ____________
I hear the sounds so soft,
I feel the breeze so cool,
And the air is just so fresh!

449
Lets Aim

Reading Sentences and Answering Questions
Let us read these sentences. Make a picture
in your mind as we read each sentence.
Can you find the correct picture in the box?
Answer the questions that follow orally.

a.

c.


b.

d.


e.


1. The nuns are in the convent.
Who are in the convent?
2. The ruler is under the rug.
What is under the rug?
3. Number the pad one to ten.
What will we number one to ten?
4. The coconuts are all over the garden.
Where are the coconuts?
450
5. Samson is in the river during summer.
When is Samson in the river?

You can now read sentences and answer questions
about them. Let us try to read some more.

We Can Do It
Find a partner. Take turns reading the sentences
and questions in the previous page. Then, your
partner will answer. He/She will then read and ask
the next question. Make sure that each one reads
and answers properly.


Lets Aim
Listen as I read these sentences. Match each
sentence with the correct picture.

a. b. c.

d. e. f.
Lesson 24
451
____1. The pillow is soft. ____ 4. The sun is hot.
____2. The rock is hard. ____ 5. The corridor is shiny.
____3. The music is loud. ____ 6. Len is beautiful.

Write in your notebook the describing word
that talks about the underlined word
in each sentence.

We Can Do It
Think of a describing word for each picture.
Complete the sentence for each picture orally.

1.

The kids are _____.
2.

Mom is ______.
3.

The top on the desk
is _____.
452
4.

The night is ______.
5.

The summer is _____.

I Can Do It
Listen as I read the sentences. Choose the correct
describing word for each picture. Write the complete
sentences in your notebook.

1.

The ruler is
(soft, long, hot).
2.

The mat is
(wet, warm, hot).
3.

The lights are
(bright, dark, hard).
453
4.

The night is
(bright, dark, noisy).
5.

The milk is
(wet, hot, soft).




Lets Try

Making an Outline
Read the sentences in the box. Each sentence
is a small idea. Write each sentence on the blanks
under the correct main idea. Do this in your
notebook.
We jog in the park.
The doctor is in the hospital.
We water the garden.
The farmer has a hammer.
The cop has a gun.
The vet helps our sick pet.
We get bananas from the market.
We visit the sick.
Lesson 25
454
1. Things We Do in Our Community
a. ____________________________________
b. ____________________________________
c. ____________________________________
d. ____________________________________

2. Our Community Helpers
a. ____________________________________
b. ____________________________________
c. ____________________________________
d. ____________________________________

I Can Do It
I will read the describing words in the box.
Use each word to write a sentence for each picture.
Do this in your notebook.

hard hot soft fat wet

1.


2.



455
3.


4.


5.




Week 5: People I Admire
in the Community


Get Set
Is there someone that you really like? Perhaps that
person does things that you like. Maybe he/she does
something very well. Then you admire that person.

Lets Try
Who do you admire?
Why do you admire that person?
Say: I admire _______.
I admire him / her because ________.
Lesson 26
456
We Can Do It
Look for a partner. Take turns asking the questions on
the previous page and in answering them. When
you hear the word STOP, everyone keeps quiet. It
means it is time to look for a new partner.

Lets Aim
In the poem you are about to hear, you will find out
about different people in the community.
Find out whom the speaker admires in the poem.
Listen as I read the poem aloud.
Try to create pictures in your mind
as I read each line of the poem.

Lots of People around Me
by Teacher Nong

Lots of people around me,
Lots of people in my community!
I see the farmer in the field,
Busy and working so hard.
I see the vendor in the streets,
Tired from selling the whole day.
I see my teacher in school,
Always greeting me with a smile.
I see the doctor in the clinic,
Helping me get well when I am sick.
Lots of people around me,
Lots of people I admire in my community!
457
I Can Do It
Listen to the questions about the poem and try to
answer them. Choose the letter of the correct
answer. Write the answers in your notebook.
1. Who is NOT mentioned in the poem?
a. a doctor
b. a farmer
c. a carpenter
2. Who is the vendor in the following pictures?



A B C
3. Where did the poem take place? (setting)



A B C
4. Who do you think is speaking in the poem?



A B C
458
5. What does the speaker feel in the poem?



A B C
6. What is another good title for the poem?
a. Many People Here and There
b. Happy People in the Community
c. People I Admire in the Community

We Can Do It
Listen to more questions about the poem. Let us try
to answer them.
1. Who are the people the speaker admires
in the poem?
2. Why do you think does the speaker in the poem
admire them? Give describing words for these
people.
3. What does the speaker in the poem feel?
What part shows how the speaker feels?

I Can Do It
Who among the people in the poem do you
admire? Why?
Draw the person that you admire in your notebook.
459

Lets Recall
In our poem yesterday, we learned about
different people in the community we can admire.
I will read the poem again. Make actions as I read
the poem. You may recite the poem with me
the second time I read it.

Describing Words
Listen as I read each sentence.
1. The doctor is busy.
2. The farmer is hardworking.
3. The teacher is happy.
4. The vendor is tired.
Write the word in each sentence that answers the
question that I will read. Do this in your notebook.
1. What word tells about the doctor? (Number 1)
2. What word tells about the farmer? (Number 2)
3. What word tells about the teacher?(Number 3)
4. What word tells about the vendor? (Number 4)

Read the words you wrote. What do the words
talk about? These words tell something about
the underlined words.
Busy, hardworking, happy, and tired are all
describing words.

What kinds of words are busy and hardworking?
These words tell about the character traits of persons.
These words tell us how a person acts
or does his work.
Lesson 27
460
Describing words tell about character traits.
What kinds of words are happy and tired?
These words tell about what one feels.
Describing words tell about feelings.





We Can Do It
The following words tell about feelings.
Listen as I read the sentences.

When you get a good grade,
what do you say?

I am happy.
I am glad.

When you are sick, what do
you say?

I am sad.
I am unhappy.

When someone breaks
your new toy, what do you say?

I am mad.
I am angry.
Remember This
Describing words tell about how a person, place,
or something looks like. Describing words tell
about feelings and character traits of people.

461

When you are lost in a place you
do not know, what do you say?

I am scared.
I am frightened.

When you get a gift and it is not
your birthday, what do you say?

I am surprised.

Lets Play
I will show different pictures with different feelings.
You will give the correct describing word for the
picture. Check the person in the picture if you will use
he or she.

Use the sentence form in the box when you answer.
Answer together as a class.



Now I will call you by your lines. The line I will call
will give the describing word for the picture.

I Can Do It
Now it is time to answer on your own when I call you
and show the pictures.
He / She is ______.
462


We Can Do It

Reading a Short Story
Let us read the short story in the box.
Monina will have supper.
She has a hamburger in a bun.
She has milk in a cup.
Yummy, yummy supper!

I Can Do It
Draw in your notebook what the story is all about.

Answer the questions that follow.
1. Who will have supper?
a. Monina
b. Marlon
c. Marissa
2. What will she have for supper?
She will have a _____.
a. ham on a bun
b. ham and milk
c. hamburger and milk
3. What does she feel?
a. She is sad.
b. She is mad.
c. She is happy.
Lesson 28
463
4. Which part of the story tells you how she feels?
a. She has milk in a cup.
b. Yummy, yummy supper!
c. Monina will have supper.
5. Which of the following is the best title
for the story?
a. Milk for Supper
b. Yummy Supper
c. Ham for Supper
6. Where do you think is the setting of the story?
The setting of the story is in a ______.
a. garden
b. kitchen
c. market

We Can Do It!

We Can Read a Map: Places in the Community
Let us study the map of a community below.

464
Listen and look for the places I will mention.
Follow the instructions carefully.
1. Look for the school.
2. What is the street name in front of the school?
3. Name the two streets beside the school.
4. Where will you go if you want to play?
Where is the park? What is the name
of the street where you will find the park?
5. What is in front of the school? What is the name
of the bridge?
6. Someone is sick. Where will we bring him?
Where is the hospital?
What is the name of the street where you will
find the hospital?
7. Point to the fire station. Which street can we find
the fire station?
8. Look for the city hall. It is beside the fire station.
9. Point to the community center.
Many community events happen in this place.
10. Your teacher walks to get to school. She lives
in Rivera Street. Her house number is 180.
Look for it.

Look for Different Places in the Community
Look for a partner. Take turns telling your partner
where you will find the places I will mention.
Listen carefully. You may use the words beside, in
front of, left, or right to describe where the place is.
You may also use the street name.
465
Where is it? Look for the:
1. park
2. fire station
3. hospital
4. school
5. community center






Lets Recall
In our poem the other day, we learned about
different people in the community we can admire.
I will read the poem again. Make actions as I read
the poem. You may recite the poem with me the
second time I read it.

Lets Aim

Describing Words
The poem tells about words that describe the people
in the community. Write the describing words
in each sentence.

Remember This
A map tells us where we can find
different places. It shows us the way
so that we will not get lost.


Lesson 29
466

The farmer is
hardworking.

The doctor is busy.

The describing words that you wrote talk about how
a person acts or does things. Describing words tell
about character traits of people.

We Can Do It
The following sentences use describing words that tell
about character traits of people. Listen as I read
each sentence.


When someone always helps,
we say: He is helpful.
467

When someone always
shares, we say: She is kind.

When someone always greets
other people nicely, we say:
He is polite.

When someone is always
clean and keeps her things in
order, we say: She is neat.

When someone always gives
the correct answer in class,
we say: He is smart.

When someone always tells
the truth, we say: She is
honest.
468



Lets Play
I will show pictures of children. Give the correct
describing word for the picture. Think of the correct
character trait of the child. Check the person
in the picture if you will use he or she.
Use the sentence form in the box when you answer.
Answer together as a class.



Now I will call you by your lines. The line I will call will
give the describing word for the picture.


I Can Do It
Look at the pictures. Listen as I read the words
in the box. Write in your notebook the correct
describing word for each picture. Get your answer
from the box.
Remember This
Describing words tell about how a person acts
or does his or her work. Describing words tell
about character traits of people.

He / She is ______.
469

1.

Nelson is _____.
2.

Pamela is _____.
3.

Rina is _____.



1.

Martin is _____.
2.

Elena is _____.
3.

Roberto is ______.
neat smart kind
honest polite helpful

470


I Can Do It
Let us study the city map. Listen as I read
each question. Write your answers in your notebook.



Look for the school.
1. At which streets do we find the high school?
2. What building is at the left of the school?
3. What is between the hotel and the bank?
4. What is the park along Estrella Street?
5. What building is between two parks?
Lesson 30
471
I Can Do It
Read the short story in the box.



Answer the questions that follow.
1. Who have towels?
2. What did they get?
3. What did they feel?

Where do you think will they go? What do you think
they will do? Draw your answers in your notebook.


Week 6: Gifts All Around


Get Set
Look around you. What do you see? Mother earth
gives us a lot of things.

Lets Try
What do you think are the gifts of mother earth to us?
Say: Mother earth gives us _____.
Lesson 31
What a hot summer!
Wilma and Susan have towels.
They get their jugs of water.
They will dip in the water.
Oh! Hot, hot summer!

472
Learning New Words
Listen as your teacher uses the word/s in the box
in a sentence. Look at the pictures that will be
shown, too. Try to find out what the words mean.

falls springs sea see abound

Lets Aim
In the poem you are about to hear,
find out what the gifts of mother earth are.
Try to create pictures in your mind as I read
each line of the poem.

Gifts of Mother Earth
by Teacher Nong

Mother earth has lots of gifts
To us she brings and offers!
See the clean rivers and the seas.
See the clear falls and the springs.
See the tall mountains and the forests.
See the green hills all around.
Feel the fresh air that abounds.
Mother earth has lots of gifts
To us she brings and offers!

I Can Do It
Draw the gifts of mother earth in your notebook.

Listen as I read the questions. Try to answer them.
1. Describe the gifts of mother earth in the poem.
473
2. Who do you think is speaking in the poem?
3. What do you think does the speaker feel?


Lets Recall
In our poem yesterday, we learned about the gifts of
mother earth to us. I will read the poem again.
Make actions as I read the poem. You may recite the
poem with me the second time I read it.

Lets Aim

Synonyms
Listen as I read each sentence.
1. Mother earth has lots of gifts.
Mother earth has many gifts
2. The rivers are clear.
The rivers are clean.
3. The air is fresh.
The air is clean.

Look at the underlined describing words
in each number above.
1. Lots and many tell about the gifts of mother
earth.
2. Clear and clean tell about the rivers.
3. Fresh and clean tell about the air.
The underlined words in each number mean
the same thing. Words that mean the same thing
are called synonyms.
Lets learn more synonyms.
Lesson 32
474
1. Melissa is a good friend. Melissa is a nice friend.
2. Rona is a beautiful girl. Rona is a pretty girl.
3. Don is a smart boy. Don is an intelligent boy.
4. Roman is quiet. Roman is silent.
5. The house is clean. The house is neat.
6. The pet is happy. The pet is glad.
7. The doctor is mad. The doctor is angry.
8. The animal is big. The animal is large.
9. The jet is tiny. The jet is small. The jet is little.




We Can Do It
Lets use the synonyms in sentences.
Listen as I read the sentences.
Complete the sentence with the name
of your friends or classmates.
1.
____ is a good friend.
____ is a nice friend.

2.
____ is a beautiful girl.
____ is a pretty girl.

Remember This
Synonyms are words with the same meaning.

475
3.
____ is a smart boy.
____ is an intelligent boy.

4.
_____ is quiet.
_____ is silent.

5.
The house of ____
is clean.
The house of ____
is neat.

6.
____ is mad.
____ is angry.

7.
____ is small.
____ is short.

476
We Can Do It

Reading a Short Story
Let us read the short story in the box.




I Can Do It
Draw in your notebook the things that Rosanna saw
in the story.

Read the questions. Write the letter of the correct
answer in your notebook.
1. Who went to the forest?
a. Rosa
b. Ramon
c. Rosanna
What a hot summer day!
Rosanna went to the forest.
See the forest!
See the red bud!
See the red bud in the forest!
See the insects!
See the insects in the forest!
See the river!
See the river beside the forest!
See the sunset!
See the sunset in the hills!
What a fun summer day!
477
2. Which of the following did she NOT see?
a. a red bud in the forest
b. the sunset and the forest
c. red insects and the forest
3. What did she feel as she visited the forest?
a. She is mad.
b. She is happy.
c. She is scared.
4. Which line tells what Rosanna feels?
a. What a hot summer day!
b. What a fun summer day!
c. See the insects!
5. Which of the following is the best title
for the story?
a. In the Forest
b. A Fun Summer Day
c. The Sunset in Summer



Lets Recall
In our poem the other day, we learned about
the gifts of mother earth to us. I will read the poem
again. Make actions as I read the poem. You may
recite the poem with me the second time I read it.

Lesson 33
478
Lets Aim

Reading a Bar Graph
Many things we use come from mother earth.
The paper we use comes from trees. Study the bar
graph to see how much paper we use.


Pad Papers Used by Different Grade Levels
in Central Elementary School



We Can Do It
Listen to the questions about the bar graph and
answer them. Write the letter of the correct answer
in your notebook.
1. What kind of graph is it?
a. bar graph
b. line graph
c. picture graph
P
a
d
p
a
p
e
r
Grade 1 Grade 2 Grade 3 Grade 4
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2. What is the bar graph about? We can find the
title on top of the bar graph. It is about the ____.
a. different schools
b. different grade levels
c. pad paper used by the different grade levels
3. How many grades are compared in the bar
graph? Look at the bottom of the bar graph.
a. two grade levels
b. four grade levels
c. three grade levels
4. Where will you look to find the number
of pad papers used? I will look at the _____.
a. top of the graph
b. left of the graph
c. bottom of the graph
5. Which grade level used the most pad papers?
a. Grade 2
b. Grade 3
c. Grade 4
6. Which grade level used the least pad papers?
a. Grade 1
b. Grade 2
d. Grade 3
7. How many pad papers did the Grade 2 pupils
use?
a. 60 pad papers
b. 70 pad papers
c. 80 pad papers
480
8. How many pad papers did the Grade 4 pupils
use?
a. 60 pad papers
b. 70 pad papers
c. 80 pad papers
9. How many pad papers did the Grade 3 pupils
use?
a. 70 pad papers
b. 75 pad papers
c. 80 pad papers






Lets Recall
Let us recite the poem about the gifts of mother
earth to us. Make actions as I read the poem.
Recite the poem with me the second time I read it.

Lesson 34
Remember This
A bar graph gives us data using bars
of different heights. The bars show us the
amount (how much or how little) of the things
being compared. The title of the bar graph
lets us know what it is about. We can
understand a bar graph by looking at all the
details in it.


481
Lets Aim

Synonyms
Let us give the synonym of each underlined word
that describes the picture. Select from the words in
the box. Write your answers in your notebook.




1.
She is a cute girl.
She is a ____ girl.

2.
The house is neat.
The house is _____.

3.
They are angry.
They are _____.

mad small clean pretty intelligent
482

4.
The kids are short.
The kids are ____.

5.
Arnel is smart.
Arnel is _____.


I Can Do It
Look at the words in the box. Find the synonym
of the underlined word in each sentence. Write it
in your notebook.



1. The kids were in a large room.
They were in a _____ room.
2. The kids were glad.
They were _____.
happy big silent little many good

483
3. The kids are small.
They are _____.
4. There are lots of kids.
There are ____ kids.

5. The children are quiet.
They are ____.
6. The teacher is nice.
She is _____.

I Can Do It

Reading a Short Story
Read the short story in the box.


There are coconut trees.
There are coconut trees by the river.
The vendor gets the coconuts.
The coconuts are big.
There are many big coconuts.
The vendor sells the coconuts in the
market.
The vendor works hard to sell the coconuts.
The vendor sells all the coconuts.
The vendor is happy.
484
Read the questions. Write the correct answers
in your notebook.
1. Who gets the coconuts?
2. Where did the vendor get the coconuts?
3. What two words tell about the coconuts?
4. Where will the vendor sell the coconuts?
5. What describing word tells about the vendor
who works hard? h__ r __ w__ __ king
6. Give a title for the story.





Lets Recall
Let us recite the poem about the gifts of mother
earth. Make actions as I read the poem.
Recite the poem with me the second time I read it.

Lets Aim

Reading a Bar Graph
The fruits we eat come from mother earth. Study the
bar graph. Find out how many vegetables
the vendor sells in a day.


Lesson 35
485
Mang Joses Vegetable Sales



I Can Do It
Listen to the questions about the bar graph. Choose
the letter of the correct answer.
1. How many baskets of did Mang Jose sell?

a. 3 baskets
b. 4 baskets
c. 5 baskets
2. How many baskets of did Mang Jose sell?

a. 3 baskets
b. 4 baskets
c. 5 baskets


B
a
s
k
e
t
s
ampalaya pechay eggplant tomato onion
486
3. Which vegetable did he sell the least?
a. pechay
b. tomato
c. ampalaya

4. Which vegetables had the same baskets sold?

a. onion and pechay
b. eggplant and onion
c. eggplant and pechay

5. Which vegetable should he sell more tomorrow?
a. pechay
b. tomato
c. ampalaya


Week 7: Care for Mother Earth



Lets Recall
The other week we learned a poem about the gifts
of mother earth to us. Let us recite the poem
together with proper actions.


Lesson 36
487
Lets Try
Look around you. What can you say about how the
hills, mountains, rivers, and forests look like?
Describe them. You may use the describing words
that you already know.

Say: The hills are ____.
The forests are _____.


Learning New Words
Listen as your teacher uses the word/s in the box
in a sentence. Look at the pictures that will be
shown, too. Let us try to find out what the words
mean.



Lets Aim
The poem you are about to hear is a longer version
of our poem last week. Find out what happened
to the gifts of mother earth to us. Try to create
pictures in your mind as I read each line of the poem.

bare breathe polluted air
488
Care for Mother Earth
by Teacher Nong

Mother earth has lots of gifts
To us she brings and offers!
See the clean rivers and the seas.
See the clear falls and the springs.
See the tall mountains and the forests.
See the green hills all around.
Feel the fresh air that abounds.

But look once more and see!
Look at the dirty seas and rivers.
Look at the bare forests and mountains.
Look at the polluted air we breathe.
Look once more and see!
Mother earth has lots of gifts
Gifts we enjoyed and forgot to care for!


I Can Do It
Draw in your notebook how the poem described
the gifts of mother earth at the end of the poem.

We Can Do It
Listen as I read the questions. Try to answer them.
1. Compare the gifts of mother earth at the start
and at the end of the poem.
2. What do you think is the cause why the gifts from
mother earth look like this now?
3. How do you feel about how mother earth looks
like now?
489
4. If mother earth can talk, what do you think is she
saying to us?
5. What are you willing to do to save mother
earth?

Are you ready to make a pledge to save mother
earth? A pledge is a promise that we make. It shows
that we are willing to do what we say.

My Pledge
by Teacher Nong

Small as I am, I will do my best!
I will pick up trash,
To keep mother earth clean.
I will care for plants,
And make mother earth green.
490


Lets Recall
In our poem yesterday, we learned about what
happened to mother earth. I will read the poem
again. Make actions as I read the poem. You may
recite the poem with me the second time I read it.

Lets Aim

Antonyms
Listen as I read each sentence. Look at the
underlined describing words in each number.
1. The rivers are clean. Now, these are dirty.
2. The air is fresh. Now, it is polluted.
3. Mother earth is happy. Now, she is sad.

Clean and dirty tell about the river.
Polluted and clean tell about the air.
Happy and sad tell about mother earth.

The underlined words in each number say opposite
things. Words with opposite meanings are called
antonyms.



Lesson 37
Remember This
Antonyms are words with opposite meanings.

491
We Can Do It
Let us learn more antonyms. Listen as I read each
sentence. Repeat after me as you point to the
picture and the sentence.


1. The tree is low.
The building is
high.


2. The mouse is small.
The elephant is
huge.


3. The jug is new.
The cup is old.


4. Ramon is young.
Lolo is old.


5. The man is rich.
Lola is poor.


Now take turns reading the sentences with a partner.
492
We Can Do It

Reading a Story




I Can Do It
How well did you remember the story? Read the
questions. Put a if the sentence is correct.
Put a if it did not happen in the story. Do this
in your notebook.

1. Lola has fish for supper.
2. Mom has hamburger in a bun.
3. Little baby naps in a corner.
4. I order egg for supper.
5. Kuya has corn on the cob.
It is time for supper!
Yummy, yummy supper!
We order what we want.
Lola has a fish on her dish.
Dad has hamburger in a bun.
Mom has a ham sandwich!
Kuya has corn on a cob.
I have an egg in my fork.
And little baby has her milk.
Yummy, yummy supper for all!
493

Lets Recall
Let us recite the poem Care for Mother Earth.

Lets Aim

Reading a Table
We show we care for mother earth by keeping
our surroundings clean. The pupils in a school helped
clean the community.
Let us study the table. A table can give us a lot of
details. It can help us see how much trash the
different grades collected for two months.

We Can Do It
Look at the title of the table as I read it.
Point to the part that shows how many sacks of trash
were collected in March. It is in bold.
Point to the part that shows how many sacks of trash
were collected in April. It is underlined.

Trash Collected by Pupils


March April
Grade 1 2 sacks 1 sack
Grade 2 3 sacks 2 sacks
Grade 3 2 sacks 2 sacks
Grade 4 3 sacks 2 sacks
Grade 5 5 sacks 3 sacks
Grade 6 4 sacks 3 sacks
Total 19 sacks 13 sacks
Lesson 38
494
Listen to the questions about the details in the table.
Write the letter of the correct answer in your
notebook.
1. What is the title of the table?
a. Trash of the Pupils
b. Trash Collected by the Pupils
c. Pupils Collection of Trash
2. How many months of trash collection are shown
in the table?
a. one month
b. two months
c. three months
3. In which months were trash collected?
a. March and May
b. March and July
c. March and April
4. Which grade level collected the most number
of sacks of trash in March?
a. Grade 4
b. Grade 5
c. Grade 6
5. Which grade level collected the least number
of sacks of trash in March?
a. Grade 4
b. Grade 5
c. Grade 6
6. Which grade level collected the most number
of sacks of trash in April?
a. Grades 4 and 5
b. Grades 6 and 5
c. Grades 4 and 6
495
7. Which grade level collected the least number
of sacks of trash in April?
a. Grade 1
b. Grade 2
c. Grade 3
8. What is the total number of sacks of trash
collected by all the pupils in March?
a. 5 sacks
b. 13 sacks
c. 19 sacks
9. What is the total number of sacks of trash
collected by all the pupils in April?
a. 3 sacks
b. 13 sacks
c. 19 sacks
10. Which grade level should get an award for the
most number of sacks of trash collected?
a. Grade 4
b. Grade 5
c. Grade 6


We Can Do It

Antonyms
Listen as I read the sentences. Find out if the
sentences talk about antonyms.

Say: Yes, it is. or No, it isnt.
Lesson 39
496

1. Mad and angry are antonyms.

2. Short and long are antonyms.

3. Unhappy and sad are antonyms.

497

4. Warm and sunny are antonyms.

5. Bad and good are antonyms.

498
I Can Do It
Read the story in the big box. Complete the story.
Get the correct words from the small box.
Write your answers in your notebook.





Draw the story in your notebook. Write a title
for the story.



Lets Recall
Let us recite the poem Care for Mother Earth.

Lets Aim

Reading a Table
The people in the community want to care for
mother earth. They collected different kinds of trash
around the community.
Lesson 40
Ramon summer hamburger
happy doctor sick

It was a hot _____ day!
Rona met ______.
He is a _____.
They went to visit the ____ man.
They had a _____ in a bun for the man.
The man was _____.
499
Let us study the table. Let us see the different kinds
of trash collected in two months.

Trash Collected in Barangay Malinis

Kind of Trash June July
Paper 1 sack 0
Plastic 3 sacks 2 sacks
Tin Cans 1 sack 1 sack
Bottles 5 sacks 3 sacks
Cardboard 1 sack 0
Total 11 sacks 6 sacks


We Can Do It
Listen to the questions I will read. Write the letter
of the correct answer in your notebook.
1. What is the title of the table?
a. Trash in Barangay Malinis
b. Trash Collected in Barangay Malinis
c. Collection of Trash in Barangay Malinis
2. In which months were trash collected?
a. June and May
b. June and July
c. July and April
3. Which kind of trash had the most number
of sack collection in June?
a. tin cans
b. bottles
c. cardboard
500
4. Which kind of trash had the least number
of sack collection in July?
a. paper and bottles
b. cardboard and tin cans
c. cardboard and paper
5. What is the total number of sacks of trash
collected in June?
a. 5 sacks
b. 6 sacks
c. 11 sacks
6. If they sell the collected trash, from which kind of
trash would they get the most cash?
a. bottles
b. plastic
c. tin cans