DAY 7

Initial Consonant Clusters with Long Vowel /ē/ Sound

Objectives:
1. Produce the Initial Consonant blends with long vowel / ē/ sound clearly.
2. Read set of words with the Initial Consonant blends with long Vowel /ē/
sound correctly.
3. Identify the appropriate Initial Consonant blends with long Vowel /ē/
sound.

References:
Sounds for Beginning Reading by Mildred Frago-Ruallo
Journey to the World of English: Integrated Language and Reading by
Josefina V. Santiago

Materials:
 Module
 Writing Notebook
 Triangular Pencil/Mongol Pencil
 Crayon (16)

Lesson Proper

Prayer

Discussion
Instruction: Read the following blends with long Vowel /ē/ Sound.

br blends cr blends fr blends gr blends

breach creek freak grease

breeze cream freeze greed

creep freed greet

free greek

STEP 1 | Communication Skills and Development

Summer Learning 2019
 green

pr blends tr blends sn blends dr blends

priest tree sneak dread

preach treat sneeze dream

sp blends st blends cl blends fl blends

speak steel clean flea

spear steer clear fleet

speech steam cleat flee

speed

gl blends pl blends sl blends bl blends

gleam plead sleet bleach

glee pleat sleeve bleed

please

Activity 1:
Instruction: Look at each picture. Circle the consonant blend that matches the
beginning of the word.

1.

cr fr gr pr

STEP 1 | Communication Skills and Development

Summer Learning 2019
2.

tr sp pr st

3.

Br dr tr sc

4.

sn pl cl sl

5.

sp sl bl fl

STEP 1 | Communication Skills and Development

Summer Learning 2019
Activity 2:
Instructions: Match the pictures with their correct name.

1.
• • sleeve

2.
• • leaf

3.
• • bleed

4.
• • priest

Activity 3:
Instruction: Write the name of the pictures in each box.

1.

2.

3.

STEP 1 | Communication Skills and Development

Summer Learning 2019
4.

5.

STEP 1 | Communication Skills and Development

Summer Learning 2019
DAY 8
Initial Consonant Cluster with Long Vowel /ī/ Sound

Objectives:
1. Produce the Initial Consonant Blends with Long Vowel / ī/ sound clearly.
2. Read set of words with the Initial consonant blends with long vowel / ī/
sound correctly.
3. Identify the appropriate Initial Consonant blends with long vowel / ī/ sound.

References:
Sounds for Beginning Reading by Mildred Frago-Ruallo
Journey to the World of English: Integrated Language and Reading by
Josefina V. Santiago

Materials:
 Module
 Writing Notebook
 Triangular Pencil/Mongol Pencil
 Crayon (16)

Lesson Proper

Prayer
Discussion
Instruction: Read the given blends with long vowel / ī/ sound.

br blends cr blends fr blends gr blends dr blends

bride cried fries grime drive

bribe fried gripe

bright freight grind

pr blends tr blends sm blends sp blends

price tribe smile spine

STEP 1 | Communication Skills and Development
Summer Learning 2019
prize spike

pride spire

prime

fl blends gl blends sl blends

flight glide slice

flies slight

sline

slime

Activity 1:
Instruction: Choose from the box the correct consonant blends that will
complete the name of each picture.
sl bl sp br fr cr

sm cl fl

1.
ind

2.
ies

3.
ies
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4.
imb

5.
ile

6.
ide

7.
ied

8.
ide

9.
ice

10.
ied
STEP 1 | Communication Skills and Development
Summer Learning 2019
Activity 2:
Instruction: Box the word that has a consonant blend with long /ī/ sound.

1. The sun is so bright.

2. Her smile is as sweet as a candy.

3. My daddy drives me to school.

4. She got the first prize.

5. Tony climbs up the tree.

Activity 3:
Instruction: Circle the words that your teacher will tell (5 words).

pride spine grime

tribe crime

slime glide drive

STEP 1 | Communication Skills and Development

Summer Learning 2019
DAY 9
Initial Consonant Cluster with Long Vowel /ō/ Sound

Objectives:
1. Produce the Initial Consonant Blends with Long Vowel /ō/ sound clearly.
2. Read set of words with the Initial consonant blends with long Vowel /ō/
sound correctly.
3. Identify the appropriate Initial Consonant blends with long Vowel /ō/
sound.

References:
Sounds for Beginning Reading by Mildred Frago-Ruallo
Journey to the World of English: Integrated Language and Reading by J
osefina V. Santiago

Materials:
 Module
 Writing Notebook
 Triangular Pencil/Mongol Pencil
 Crayon (16)

Lesson Proper

Prayer

Discussion
Instruction: Read the following blends with long Vowel / ō/ Sound.

br blends cr blends dr blends fr blends

bronze croak drove froze

broke crow drone frozen

broad
STEP 1 | Communication Skills and Development
Summer Learning 2019
gr blends sm blends sn blends

groan smoke snow

growl

grown

grow

grope

st blends cl blends fl blends sl blends

stove close float slow

stole cloak flow slope

clove

gl blends bl blends

glow blow

globe bloat

gloat

Activity 1:
Instruction: Cross – out (x) the correct initial consonant blend.

1. fl

cr

STEP 1 | Communication Skills and Development

Summer Learning 2019
 gr

2. cr

br

dr

3. sm

fl

fr

4. gl

pl

sl

5. bl

st

pl

Activity 2:
Instruction: Draw a line to match each picture with its correct name.

1. smoke

snow

stole
STEP 1 | Communication Skills and Development
Summer Learning 2019
2. glove

glow

globe

3. close

cloak

clove

4. spoke

smoke

snow

5. cloak

blow

plow

Activity 3:
Instruction: Write the correct initial consonant blend to complete each word.

1.

_____ _____ ove

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Summer Learning 2019
2.

_____ _____ ope

3.

_____ _____ ow

4.

_____ _____ old

5.

_____ _____ ow

STEP 1 | Communication Skills and Development

Summer Learning 2019
DAY 10
Initial Consonant Cluster with Different Long Vowel /ū/ Sound

Objectives:
1. Produce the Initial Consonant Blends with Long Vowel /ū/ sound clearly.
2. Read set of words with the Initial consonant blends with long vowel /ū/
sound correctly.
3. Identify the appropriate Initial Consonant blends with long vowel /ū/ sound.

References:
Sounds for Beginning Reading by Mildred Frago-Ruallo
Journey to the World of English: Integrated Language and Reading by
Josefina V. Santiago (page 131)

Materials:
 Module
 Writing Notebook
 Triangular Pencil/Mongol Pencil
 Crayon (16)

Lesson Proper

Prayer

Discussion
Instruction: Read the following blends with long vowel /ū/ sound.

Read the following set of words:

/ew/

blew knew drew

flew stew

grew screw

STEP 1 | Communication Skills and Development

Summer Learning 2019
/oo/

proof smooth gloomy troop

scoop igloo brook broom

bloom gloom crook groom

/ue/

glue blue

clue flue

Activity 1:
Instruction: Fill in with the correct word from the box to complete each
sentence.
crude flute prune truth

1. You should always tell the .

2. My daddy bought a oil.
3. Daena knows how to use the .
4. Mommy buys the in the grocery.

Activity 2:
Instruction: Write the name of the pictures in each box.

1.

STEP 1 | Communication Skills and Development

Summer Learning 2019
2.

3.

4.

5.

Activity 3:
Instruction: Cross – out (x) the words that has a long vowel /ū/ sound.

flow clue gloat drove

glue crook truth crude

flute flow

STEP 1 | Communication Skills and Development

Summer Learning 2019
DAY 11
Consonant Digraphs with Long Vowel Sounds and Phrases

Objectives:
1. Learn how to recognize and pronounce consonant digraphs with long
vowel sounds.
2. Read simple words with consonant digraph with long vowel sounds.
3. Read simple phrases.

References:
St. Patricks Day Digraph Activities Pinterest.Com
Journey to the World of English by Josefina V. Santiago (pages 256-264)

Materials:
 Module
 Writing Notebook
 Triangular Pencil/Mongol Pencil
 Crayons (16)

Discussion
Instruction: Read the following words below.

Initial sh Initial ch Final ch

shake cheese beach

shape chain peach

share chase reach

sheep cheat teach

shine cheer porch

shade chair

show chime

STEP 1 | Communication Skills and Development

Summer Learning 2019
shoal

shoot

shore

Initial th Final th

thief faith

thigh smooth

thrice youth

My Phrases
care a rose
bake a cake
a weak deer
a wide beach
hold the cube
pray and praise
ride a bike
eat a rice
five gates
the deep sea
a fine life
roll a dice
pope in Rome
fire on wire
five cubes

Activity 1:
Instruction: Read and encircle the correct name of each picture.

1.
thigh thrice thief

STEP 1 | Communication Skills and Development

Summer Learning 2019
2.
whale wheel wheat

3.
chain chase cheese

4.
bloom clue blue

5.
spear speech spade

6.
smear stay smile

7.
beach peach reach

8.
mice dice size
STEP 1 | Communication Skills and Development
Summer Learning 2019
9.
trace tribe troop

10.
wheel wheat whale

Activity 2:
Instruction/s: Read and cross-out (x) the word that has a different long vowel
sound.

1. grape pray spade broke

2. creep cream bride tree

3. globe trail scale frail

4. glee plead please flute

5. grain spare drove stay

Activity 3:
Instruction: Fill in the missing letters to complete the word that identifies the
given picture.

1.
br m

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Summer Learning 2019
2. fr s

3.
br k _____

4.
sh pe

5.
sh ke

6.
m c

7.
bl e

8.
fl te
STEP 1 | Communication Skills and Development
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9.
fl me

10.
pr ne

Activity 4:
Instruction: Look at the picture on the left then encircle the phrase that tells
about it.

1.
a bay a hay

2. a cave a cage

3.
a bean a lean

4.
a wipe a pipe

STEP 1 | Communication Skills and Development

Summer Learning 2019
5.
a bone a cone

6.
a mole a sole

7.
a sleek a sleigh

8.
flies flying a flight

9.
a globe a glove

10.
a stain a stage

STEP 1 | Communication Skills and Development

Summer Learning 2019
DAY 12
Reading Sentences and Paragraphs with Long Vowel Sounds

Objectives:
1. Read simple sentences and paragraphs accurately.
2. Answer simple questions.

References:
Teacherspayteachers.com and Pinterest.

Materials:
 Module
 Writing Notebook
 Triangular Pencil/Mongol Pencil
 Crayons (16)

Discussion
Instruction: Present simple sentences and paragraphs for a pupil to read. Guide
him as he reads it.

Sentences:
1. The priest preaches in Rome.
2. He has a bright smile.
3. Bless breaks the screen.
4. A seal is on the beach.
STEP 1 | Communication Skills and Development
Summer Learning 2019
5. Sam likes to play the flute
6. The green leaf is on the tree.
7. The ground is clean.
8. Pam has a flu.
9. Ted likes the fries.
10. Kit is a blind drake.

Paragraphs:

A Big Cake
Wake up, Jake! Let’s bake a cake.
We make a cake. The cake is big.
We take the cake to the lake. Jake
And I like it.

Ride the Tide

Jen and I like to surf. We like to ride the tide.
We ride a wide wave. We slide and glide on
the wave. Jen and I ride the tide.

Activity 1:
Instruction: Read each sentence and answer the question that follows. Encircle
the letter of the correct answer.
1. I hike with my dog Spike. Who is my dog?
a. It is Spine. b. It is Spike.
2. Tom saves the whale in the cage. What did Tom save in the cage?
a. the whale b. the male
3. The deer is on the cave. Where was the deer?
a. on the cave b. on the cage
4. Tine has a nine slimes. How many slimes does Tine have?
a. ten slimes b. nine slimes
5. Paz likes to play a game. What did Paz like?
a. to play b. to pray
6. Joy flips the flea on the flute. Where did Joy flips the flea?
a. on the flute b. the flea flee
7. The bride was his wife. Who is the bride?
a. his wife b. his life
8. Ben eats a lot of fries. What did Ben eat?
a. a cake b. a fries
STEP 1 | Communication Skills and Development
Summer Learning 2019
9. The fish has a scale. What does a fish has?
a. a spine b. a scale
10. The pope preaches in Rome. Where does the pope preach?
a. in Dome b. in Rome

Activity 2:
Instruction: Read the given paragraphs then answer the questions that follow.

The Snail
Gail the snail was very sad.
She felt like she was too plain.
“I know how to fix this!” she said on her brain.
“I will stain my shell with paint!”
Gail did not want to wait. She got a pail
and started to paint.
Oh no! It started to rain. The paint washed off.
Gail the snail was plain again!
Why was Gail sad?
What did Gail do to her shell?
At the end, why was Gail plain again?

Luke and the Rule

Luke will race his car. He will follow the rules,
so he will be safe. If he is not safe, his wife will
make him ride his mule.

What will Luke race?

Does Luke follow the rules?
What will Luke ride if he is not safe?

STEP 1 | Communication Skills and Development

Summer Learning 2019