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NATIONAL READING PROGRAM

Lesson Script in English

Quarter 1 Week 1
National Reading Program
Lesson Script in English
Quarter 1: Week 1
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the
MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum content, standards,
and lesson competencies.

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Published by the Department of Education

.
DEVELOPMENT TEAM
DepEd R-XII - SOCCSKSARGEN
Prepared by:

Jolle Mae V. Gayanilo

Writer
Reviewed by:
Farnaida A. Kawit Agnes S. Morante Mary Ann C. Umadhay Karla Jane P. Cabiling, PhD
Internal Evaluator Internal Evaluator Internal Evaluator External Validator

Approved by:

Shienna Lyn L. Antenor, PhD John Jerson P. Constantino, MAEd Arturo D. Tingson, Jr. Luz Lalli L. Ferrer
EPS EPS REPS-LRMS CLMD Chief

Kathrine H. Lotilla Carlito D. Rocafort

OIC-Asst. Regional Director Regional Director
Quarter 1 Intervention Category Consolidation Category Enhancement Category

WEEK 1 (Emerging and Developing Readers) (Transitioning Readers) (Grade Level Ready Readers)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary;
A. Content
understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about
Standards
regional themes and content-specific topics.
The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences
B. Performanc
to comprehend, create, and compose narrative and informational texts about regional themes and content-specific topics; and
e Standards
read grade level texts with appropriate speed, accuracy, and expression.
C. Learning At the end of the lesson, the learners At the end of the lesson, the learners will be At the end of the lesson, the learners will
Objectives will be able to: able to: be able to:

Day 1 Day 1 Day 1

1. tell whether a given pair of 1. blend specific letters (a,m,t) to form 1. read grade level sentences and
words rhyme; syllables and words; passages with appropriate speed,
2. give the name and sound of 2. orally segment a two-three syllable accuracy, and expression (using the
each letter (a, m, t); words into its syllabic parts; and formed words composed of target
3. identify the upper-and-lower 3. match words with pictures and letters); and
case of letters (a,m,t);and objects. 2. answer comprehension questions
4. match words with pictures Day 2 about the given text and/or
and objects with letters passage.
1. blend specific letters (s,i,f) to form
(a,m,t). Day 2
syllables and words;
Day 2
2. orally segment a two-three syllable 1.read grade level sentences and
1. tell whether a pair of given words into its syllabic parts and passages with appropriate speed,
words rhyme; 3.match words with pictures and objects. accuracy, and expression (using the
2. give the name and sound of Day 3 formed words composed of target
each letter (s,i,f); letters).
1. read sight words ( Grade 1-3 Dolch
3. identify the upper-and-lower
Sight Words); and 2. answer comprehension questions
case of letters (s,i,f);and

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 4. match words with pictures about the given text and/or
and objects with letters (s,i,f). 2. give meanings of words through, realia, passage.
Day 3 picture clues, actions, and gestures. Day 3
Day 4
1. blend specific letters to form 1. note important elements from the
syllables and words (cvc 1. read a large number of regularly spelled given passage/text/ story:
pattern); multisyllabic words;
a. Setting
2. use vocabulary (formed words) referring
2. isolate the beginning and
to self, family, friends, animals, objects, b. Character
ending sounds of given words
musical instruments and environments
that start with letters a, m, Day 4
in phrases and sentences.
t,s,i,and f; and
1. note important elements from the
3. orally segment the given given passage/text/ story:
words which start with letters
c. Events
a, m, t,s,i,and f.
2. relate story events to one’s
Day 4
experience.
1. add or substitute individual
sounds in
(/a/,/m/,/t/,/s/,/i/,/f/,and/
t/) simple words to make new
words ;
2. say a new spoken word when
two or more syllables are put
together; and
3. give meanings of words
through picture clues.

II. CONTENT: Letters a,m,t,s,i,and f

III. LEARNING RESOURCES

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 2016 MTB-MLE K to 12 Curriculum Guide
A. References Revised Grade 1 MTB-TG and LM
Matatag Curriculum (Reading and Literacy)
NRP (CG),Primer -English (Draft)
B. Other Learning Pictures that begin with letters (a,m,t,s,i,and f)
Resources Letter and Word cards (a, m, t,s,i,and f)

IV. TEACHING AND LEARNING PROCEDURES

Day 1

Before/Pre-Lesson Proper
Good morning, class! Today, we're going to learn about the letters a,m, and t. Let's start by arranging the jigsaw puzzle( Teacher will
cut the picture of mat into jigsaw form) to complete the picture. You will do this by pair. Are you excited?
Learners’ Possible Response: Yes, we are!
Activating Prior Great! Now you can start." After you complete the task. Please post the picture on the board. Do you know what picture this is?
Knowledge Learners’ Possible Response: Teacher, it’s a mat.
Who among you here have seen a mat? Wy do we use mat? at home?
Learners’ Possible Response: To keep our feet and shoes clean.
To know more about the uses of mat, we will have a story time, Everybody sit back and relax.
Lesson Today, we will read a story entitled “Twin brothers’ favorite spot” that features Art, Tam and their Mom.
Purpose/Intention
Art and Tam are twin brothers. Art loves to eat tart while Tam likes to put jam on it. During eating time, they make fun of ants on
the mat. Since their mat was placed before the entrance door, the twin brothers always jumped and sat on the mat. That’s why their
mom uses a broom to clean the mat at all times.

(While the pupils answering the questions orally, the teacher will paste the picture of Art,Tam, their mom,a mat,a tart and a jam
on the board.)

Who are the characters in the story?

Learners’ Possible Response: Art and Tam.

(Pointing to Picture 1 and 2. Who are these pictures? ( Art and Tam)

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 Learners’ Possible Response: Art and Tam .(Pointing to picture 3 and 4. What are these pictures?)
Learners’ Possible Response: Tart and Jam
(Afterwards, the teacher will remove the pictures from the given set except for the images of Art, Tam, and the mat. Next, the
teacher will ask the pupils to review each of the pictures and do the following for each: 1. name the picture; 2. say the name of the
picture three times; and 3. produce the beginning sound of each word.)
Since the words Art and Tam are specific names of people, they are examples of proper nouns and should be in uppercase (big
letters). A proper noun is a a specific name of a person, a place, or a thing and the first letter of a proper noun should be in
uppercase that’s why we used A and T instead of a and t.

(Practice the sounds of the focus letters together through singing a chant.) THE WHEELS ON THE BUS TUNE

Lesson Language One of the sounds letter a is /ă/( short vowel a)(without tune.)
Practice
What is the sound of letter “a” ? (with tune)

Learners’ Possible Response: /ă/ (short vowel/ ă/ sound) (Do the same process with other letters.)

Here the words with short vowel/ ă/ sound: (mat,man,apple)

Another sound of letter a is /ā/(Long vowel a) (without tune)

What is the another sound of letter”a”? (with tune)

Learners’ Possible Response: / ā / (long vowel/ ă/ sound) (Do the same process with other letters.)

Here the words with long vowel/ ā / sound: (ape, age and ate)

This time,write a lowercase letters a,m,t in the board and air." (Teacher demonstrates in the air, students follow). (The teacher will
also introduce the upper case letters of a,m and t. This corresponds to name of person mentioned in the story which is an example
of proper noun.)

Intervention Camp Consolidation Camp Enhancement Camp

(Say the names and sounds of these (Blend the sound of the letters (a,m,t). (Pupils will read a sentence. e.g.Art eats tart
focus letters (a,m,t,) together. Identify Put m, a, and t together to make 'mat'. while sitting on the mat.They will identify the
the letters in some words: ash, ant, (Teacher will demonstrate, learners will words that starts with a,m,t)

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 mat, man, tan and tap) (Give the follow). Learners’ Possible Response: Art, mat, and
beginning and ending sound of the Blend the word ’mom'. tart
word ”Art” (/m/-/o/-/m/)
Learners’ Possible Response: /ă / Learners’ Possible Response:
and /t/ m-o-m
(The teacher will demonstrate how to
segment syllables, learners will follow)
Segment the word ‘armchair’
(arm-chair)
Learners’ Possible Response:
Arm-chair

During/Lesson Proper

Intervention Category Consolidation Category Enhancement Category

(Emerging and Developing Readers) (Transitioning Readers) (Grade Level Ready Readers)

Reading the Key We’ll work with the letters a, m and t. Let’s see how they work in words and practice using them in different ways."
Idea/Stem

Developing (The teacher shows pictures and allow (Practice blending sounds of letters Read the sentence and the story
Understanding of learners to identify the rhyming words (a,m,t) to form words). Repeat after me: independently and answer the following
the Key Idea/Stem with the same ending sounds or m- a – t mat." questions.
syllable. Ex. Men-ten)
Another word, Ex. blend t-a-m Sentence
(The teacher will give more examples)
(Say the word three times) - Art eats tart while sitting on the mat.
Ex. Men-ten Here’s the passage:
Learners’ Possible Response:
(Another Activity) Clap your hands if it’s - Art and Tam are twin brothers. Art loves
t-a-m, tam,tam
rhyming word and stamp your feet if to eat tart while Tam likes to put jam on
not. (Segment the word money into sounds) it. During eating time, they make fun of
ants on the mat. Since their mat is

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 Ex. mum-gum (Clap) Learners’ Possible Response: placed before the entrance door, the twin
brothers always jumped and sat on the
Art-Ark ( Stamp) M-o-n-e-y."
mat. That’s why their mom uses broom
(Pupils will make the sounds of letter (Another word (armchair) segment into to clean the mat at all times.
(a,m,t) The teacher will then ask pupils syllables) (Pupils will give the words that begins
to write their uppercase letters on air. with a,m,t)
Learners’ Possible Response:
Teacher demonstrates in the air while
students follow) Arm-chair
(Work independently on reading and
(The teacher will provide more words comprehension activity.)
and let pupils segment them into
(Pupils will look at some words given by
sounds or 2-3 syllables).
the teacher. Then, they will identify the
beginning and ending sounds ),e.g. ant) Pupils will have a drill in segmenting the
sounds of the word.
Learners’ Possible Response: /a/,/t/
(Clap syllabication)(One clap per sound.
(The teacher will provide words with
focus letters (a,m,t) Ex. Towel =/t/-/o/-/w/-/e/-/l/

Pupils will give words that starts with Provide another words or worksheets on (Pupils will answer the comprehension
(a,m,t) segmenting words that starts with questions orally and independently).
Letters a, m and t.
Ex. Man)
Deepening
(Teacher will provide more examples.)
Understanding of What is the beginning sound of the word
the Key Idea/Stem man? Ex.1.tomato = to-ma-to

Learners’ Possible Response: /m/

After/Post-Lesson Proper

Making (Pupils will give the sounds of letters (Practice blending of sounds a,m,t and Write down the identified words from story
Generalizations understand how letters sounds come

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 a,m,t one by one.) together to make words.) and use it in a sentence.

and Abstractions

(Ask learners one by one randomly to Match the following words with its (The teacher will provide comprehension
assess their skills in sounding ,naming, correct picture by writing letter on the questions from the another example of
Evaluating
identifying letters a, m and t) blank before the number. (Left column passage for them to answer independently).
Learning
will be words,(Ex____1.man) while right
column are for pictures.

Additional Ask learners to write letters (a,m,t) on Ask learners to try writing down Ask learners to create their own short story
Activities for the board and label objects around the different words and see if they can blend using words that starts with a, m, and t.
Application or room that start with these sounds. and segment them. The teacher may use Share their stories with a partner or with the
Remediation (if flashcards to provide more examples. class.
applicable)

Remarks

Reflection

Day 2

Before/Pre-Lesson Proper

Activating Prior Good morning, class! Today, we're going to learn about the letters s,i, and f. Let's start by singing a song.
Knowledge (Title of the activity: Singing Bee)

In the land of shimmering sands, lived a snake named Sif. He Slithered through the grassy lands, With his friend a frog named If,
Together they play in the wide pond. So happy with their bond. (Old Mcdonald had a farm tune) (The teacher and pupils will sing
the song thrice)

Pupils will identify the words that starts with s,i,f. ( Ex. Snake,in,and frog) Then,the teacher will show pictures that corresponds to

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 words that starts with s,i, and f) Teacher will explain the rule in using upper case letters which makes them a proper noun.

Excellent! Children . Now let’s identify rhyming words. (words having the same ending sound or syllable

( Ex. Man-can,hot-not)If the words rhyme with each other hands up and hands down if not.

Ex. sands-lands ( hands-up) , Sin-if ( hands-down) (The teacher will introduce more examples.)

Lesson You will be learning the names and sounds of these letters, others will be blending them to make new words, and some will be
Purpose/Intention reading and understanding stories with words starting with s, i, and f. Let's have fun learning together!

Let’s sing a chant with focus letters (s,i,and f) ( THE WHEELS ON THE BUS TUNE)”

-The sound of letter s is /s/(without tune.)

What is the sound of letter “s” ? (with tune)

Learners’ Possible Response: /s/-/s/-/s/ (with tune) (Do the same process with letters i and f.)

"Now, let's write these letters in the air with our fingers. Follow along with me."

(Write a lowercase s,i and f." (Teacher demonstrates in the air, students follow).

Intervention Camp Consolidation Camp Enhancement Camp

Lesson Language
Practice Say the names and sounds of these Pupils will blend words with the (The teacher and the pupils will read this
letters together. Pupils will find letters in beginning sounds of letters s,i,and sentence: The frogs and the snakes were in
some words, e.g., 'self’'. (Pupils will give f. .e.g sit (s-i-t). an igloo.)
the beginning and ending sound of the
Teacher will give words for syllable (Pupils will give words that start with
word (self)
segmentation, e.g., insect,sunday, s,i,and f and they will also answer
Learners’ Possible Response: /s/ and and flower. comprehension questions independently.)
/f/
Try to segment the word’insect’

Learners’ Possible Response: (in-

sect)

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During/Lesson Proper

Intervention Category Consolidation Category Enhancement Category

(Emerging and Developing Readers) (Transitioning Readers) (Grade Level Ready Readers)

Reading the Key Today, we're going to work with the letters s, i and f. We're going to see how they work in words and practice using them in different
Idea/Stem ways."

Developing Pupils will give the name and (The teacher and pupils will practice blending Read the sentence and the story
Understanding of sounds of the letters (s,iandf) They letters to form words. i- f – s ifs."(The teacher independently.
the Key Idea/Stem will also practice writing Uppercase will give more words for blending and
Here is the sentence:
letters of (s,i and f) on air. segmentation.)
The frogs and the snakes were in an
Answer the following worksheets. Segment the syllables that found in the word
igloo.
‘index’
(1.Circle the matching lowercase
letter to the uppercase letter in each
row.) Best of Friends
Learners’ Possible Response:
In the land of shimmering sands, lived a
"in-dex." Index
snake named Sif. He slithered through the
The teacher will demonstrate how to blend grassy lands, with his friend a frog named
(2. Color all sounds through clapping. Pupils will repeat If. Together they played in the wide pond
the circles the same way.(one clap per sound) and they are happy with their bond.
that
1.ink /i/-/n/-/k/= ink (List down the words that starts with s,i
has (s,i,f).
and f)
( The teacher will provide words that starts
with s,i,f for drill in blending)

(The teacher will introduce the word

sun and pupils will give the

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 beginning and ending sound.)

(Pupils will identify the sounds of Segment the syllables that found in words The teacher and pupils will read the story
Deepening letters s,i and f one by one. They will that start with letters s, i and f. entitled Best of Friends ( Learners will
Understanding of also give words that’s starts with work independently on reading and
1.sandal= san-dal
the Key Idea/Stem (s,i,and f) ) comprehension activity.)
2.sanitize (Another set of words will be given
by the teacher).

After/Post-Lesson Proper

(Pupils will determine the beginning (Pupils will worked on blending and (Ask them to read the text provided by
Making letter of each picture. Afterwards, segmenting words that starts with (s,i,and f)) the ) and identify words that start with the
Generalizations learners will give the sound (The teacher may introduce other words for letters s, i, and f.)
and Abstractions corresponding to first letter of the segmentation)
word).

(Ask learners one by one randomly Look at the following scrambled words. Pupil will read answer the questions about
to assess their skills in Rearrange the letters to form the name of the passage
sounding ,naming, identifying letters each picture.
Here is the passage.
s, i andf through pictures. )
Evaluating
Silly Tim saw a big fish,
Learning
1.) x o f=____ ____ ____ (picture of In swift motion, he made a wish
To fish it out, what a dish,
Fox)
In the shimmering lake, his favorite wish.

Additional Ask the learners to write letters s,i,f Ask learners to try writing down different Ask learners to create their own one
Activities for on the a paper strip words with s,i and f and see if they can blend stanza poem using as many words as you
Application or and segment them. can that start with s, i, and f.
(upper and lower case )
Remediation (if
applicable)

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Remarks

Reflection

Day 3

Before/Pre-Lesson Proper

Activating Prior Good morning, class! Today, we're going to review the letters a,m,t,s,i, and f. Let's start by an activity called scavenger hunt. (Pupils
Knowledge will look for the 6 pictures hid by the teacher under their tables. Each pictures corresponds an initial sounds of (a,m,t,s,i and f). After
they found the pictures,pupils will identify the beginning letters and review the sound of each letter.
Lesson (Pupils will learn the names and sounds of these letters, others will be blending them to make new words, and some will be
Purpose/Intention reading and understanding stories with words starting with a,m,t, s, i, and f.)

Lesson Language
Practice

Intervention Camp Consolidation Camp Enhancement Camp

Practice blending letters. Let's put Practice reading one by one sight We will read a passage and try to identify the words
the sounds of our focus letters words that start with our target that starts with a,m,t,s,i,f. The title of story:
a,m,t,s,i and f .(Ex. Word (sit)s-i-t) letters. (Teacher shows a list of sight The Busy Ant
words; and, much, try, said, is, five A busy ant on top stands on a
mop.An insect that loves to
clean
Keeps the floor tidy with sheen.
During/Lesson Proper

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 Intervention Category Consolidation Category Enhancement Category

(Emerging and Developing Readers) (Transitioning Readers) (Grade Level Ready Readers)

Reading the Key Today, we're going to master with the focus letters a, m, t, s, i and f. We will practice how these letters use to form variety of words.
Idea/Stem

(Isolate the initial sound of the words (The teacher will introduce and read Pupils will read the passage independently.
(apple,mom,ink). the sight words (any, must, too, see,
it,for,ice, said and friend.) Pupils will A Midnight Adventure
Learners’ Possible Response: /a/, /m/,
repeat after the teacher read each sight Amidst shadows deep, Max and
/i/
word. Tim found an old map. It
(Isolate the ending sounds of the words marked a trail through dense
tablet, grass, cliff) woods to a hidden trap. They set
off bravely, following the winding
Learners’ Possible Response:
path, Through tangled vines and
/t/,/s/, /f/
dark trees in a silent bath.
Developing
(Practice blending to form words with Suddenly, they stumbled upon a
Understanding of
sounds m, a, t (mat) secret cave, inside it glimmered
the Key Idea/Stem
with treasures. They filled their
(More examples will be given by the
bags with gold; eyes wide in
teacher.)
disbelief. Their adventure ended
(In forming words, we blend sound to with joy beyond belief.
syllables and syllables to words)

Let’s do clap syllabication (one clap,one

syllable to know how many syllables
does a word have.)

Ex. Army. Ar-my.

Deepening Teacher: Let’s try to blend the Read and color the sight word that Identify the words that starts with

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 sounds/a/-/s/-/k/. what word did you starts with a,m,t,s,i,and f a,m,t,s,i,and f from the story read.
form?

Learners’ Possible Response: ask

Circle the correct picture that matches to

the word.

Understanding of
the Key Idea/Stem (On the left column are the sounds that
pupils will blend (Ask pupils about the words that starts
with a,m,t,s,i,and f,e.g., axe Pupils will
Ex. /i/-/g/-/l/-/o/-/o/
share their knowledge on axe and how
While on the right side are the pictures it is used. (Show the picture an axe)
for them to choose). (The teacher will
demonstrate first how to blend the
sounds, and the pupils will follow)

After/Post-Lesson Proper

Making (Pupils will practice blending one by one (The teacher randomly points to a List the words that starts with a,m,t,s,i and f.
Generalizations with focus letters a,m, t, s, i, and f to sight word in the board and pupils will Pupils will discuss by pair about the meaning
and Abstractions form words .) read it altogether.) of listed words.

Evaluating Syllabicate some words and count how Let’s read phrases with sight words Pupils give observation on the words from the
Learning many syllables they have.Stamp your and cvc words that begins (a,m,s,t.i.f) passage ( Some are in an upper case
feet according to the number of syllables. manner.)
Ex.1. ant is too small
Rule : one stamp,one syllable) ( The teacher will explain the rule in using
2. I saw a frog
upper case letters) (Pupils will answer the
Ex: flower=flo-wer = 2 syllables
3. she loves cat comprehension questions indepently.
(Do the same process with the words
1. What is the title of the story?
given by the teacher.)

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 2. Who are the characters in the story?

3. Where did Max and Tim found an old

map?

The teacher will show pictures that The class will be divided into six. Each Pupils will draw and color their favorite scene
Additional
starts with letters a, m, t s, i, and f. group corresponds to the focus letters. from the story (A Midnight Adventure)
Activities for
Pupils will identify,give the name of each a,m,t,s,i,and f.The teacher will give a
Application or in their English notebook.
picture and segment the syllables. worksheet for them to answer. (Color
Remediation (if
and trace the assigned focus letter.)
applicable)

Remarks

Reflection

Day 4

Before/Pre-Lesson Proper

Good morning, class! How are you today. I hope you are doing great! I know you are all excited about what will be our lesson. But
before that let’s have a quick drill to know if you have mastered our topic yesterday.
Activating Prior (Pupils will isolate the beginning sound of each word [each word corresponds to the focus letters that begin with a,m,s,t.i, and f]
Knowledge e.g., act,mug,top,set,in,fix; act-/a/)

(Teacher will present pictures (milk,snowman, and telephone) and pupils will identify them. Learners will segment the name of
each picture e.g., teacher flashes a picture of milk-/m/-/i/-/l/-/k/)
Lesson Pupils will be learning to change the letter sounds of words as well as blend them to make new words. Some of you will be reading
Purpose/Intention multi syllabic words and stories with words starting with a, m, t, s, i, and f.

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 Intervention Camp Consolidation Camp Enhancement Camp
(Pupils will practice substituting letters. (Practice reading multisyllabic Read a passage and try to relate with the
Let’s interchange the sounds of our focus words that starts with our focus experience of the characters.
letters (a,m,t,s,i and f) Ex. mat. letters (a,m,t,s,i and f.) (Teacher Max and Tim found an old map. It marked a
Change the beginning sound /m/ in the shows a list of multisyllabic trail through dense woods to a hidden trap.
word mat to the sound/f/.What word can words) They set off bravely, following the winding path
we come up with? Repeat after me class: avocado, through tangled vines and dark trees in a
Learners’ Possible Response: mountain,telephone,saturday, silent bath. Suddenly, they stumbled upon a
f-a-t,fat incident, fantasy. secret cave, and inside it was glimmered with
Syllabicate the word with two syllables Learners’ Possible Response: treasures. They filled their bags with gold;
Ex.“money” avocado,mountain,telephone, their eyes wide in disbelief. Their adventure
Mo-ney saturday, incident, fantasy ended with joy beyond belief.
(Remember that a syllable is a part of a
word with one vowel sound.)

Lesson Language
Practice

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During/Lesson Proper

Intervention Category Consolidation Category Enhancement Category

(Emerging and Developing Readers) (Transitioning Readers) (Grade Level Ready Readers)

Reading the Key Teacher: Today, we're going to work with all the focus letter a,m t, s, i, and f, and . We are going to explore and practice how they
Idea/Stem are used to form different words.

Developing Let's practice adding and substituting the Let's practice reading some Teacher: Remember the story that we read
Understanding of beginning sounds of word. Here we have multisyllabic words that I will introduce yesterday about Max and Tim. The story has
the Key Idea/Stem the word mat. What is the beginning today. Here are these words. As I read some words start with a, m, t,s, i, and f. Read
sound? each word, please repeat after me. the passage again and answer the questions
that follow. Here’s the passage:
Learners’ Possible Response:/m/ Here are the words for letter a:

Change the beginning sound of the word address, anniversary, activity, and
mat to /s/. What word did we make? avocado. A Midnight Adventure
Amidst shadows deep, Max and
Learners’ Possible Response:
Tim found an old map. It
sat Learners’ Possible Response: marked a trail through dense
woods to a hidden trap. They set
( Repeat the process in the word top to address, anniversary, activity, and
off bravely, following the winding
mop.) alligator.
path through tangled vines and
Great! That is how you substitute a For letter s here are the multisyllabic dark trees in a silent bath.
sound to make new words. Now let us try words: Suddenly, they stumbled upon a
putting two syllables together to form a secret cave, and inside it was
Summer, sugar,support,supermarket glimmered with treasures. They
word. The two syllables ma and gic form
the word magic. The syllables san and (The learners repeat after the teacher in filled their bags with gold; their
dal form the word sandal. Now you try. reading each multisyllabic word). eyes wide in disbelief. Their
What word can you form when you put adventure ended with joy
(The teacher will introduce more beyond belief.
the following syllables together. Flo and
example of multisyllabic words that
wer
starts with m,t,i and f.)

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 Learners’ Possible Response: flower

Deepening Change the beginning sound of the word Bravo! Let’s try to use some of the Now let us answer some questions regarding
Understanding of to the given sound in each item. Circle multisyllabic words in sentences. I’m the story.
the Key Idea/Stem the correct picture. going to show you pictures.

1. fly - /s/ (choices, Ex pictures The first picture is avocado. (The

1. Where did the story happen?
teacher will show a picture of a boy
Sky and fly.)
eating avocado). 2. What is the challenging part of the story for
__ __ __ Max and Tim?
What can you say about the picture?
Do the same process with another set of 3. What will do if you found bags filled with
Learners’ Possible Response: The boy
words) gold?
is eating an avocado.
This time let’s unlock your vocabulary
skill.
The next picture is a teacher. Can you
Class will be divided into 6 groups. Each
use this in a sentence? (Show picture of
group assigned one focus letter. (The
a teacher)
teacher will give a picture which has a
name that starts with letters Learners’ Possible Response: The
(a,m,t,s,i,and f) teacher teaches children.

Members will be discussing about The next picture is a microphone. Can

meaning of the word.) you use this in a sentence?

Let’s have the first word is salad. What (Show picture of a microphone)
do you know about a salad?
Learners’ Possible Response: The girl
(The teacher will show a picture of is holding a microphone.
vegetable salad , and picture of a boy
eating vegetable salad)

17
 Learners’ Possible Response : Salad is
mix of fruits or vegetables. We eat salad
(The teacher will provide more pictures
at home teacher.
for pupils to use in the sentence.)
Another word is fish. Who among you
here knows what is fish?

(The teacher will show a picture of fish.)

Learners’ Possible Response: Fish is an

animal that swims. Fish can eat and can
be a pet.

( Do the same process with other

words.)

After/Post-Lesson Proper

Today, we've worked on substituting our Read the multisyllabic words as I point What is your favorite scene that happened in
focus letters a,m,t,s, i, and f to form new it on the board. (The teacher randomly the story?
words. Let us try another example. When points to a multisyllabic word in the
(Learners will share the best moment for
we change the beginning sound /m/ in board)
them from the story read. They will explain
Making the word mat to a beginning sound /f/),
their choices.)
Generalizations what word can we form?
and Abstractions Here are the words:
Learners’ Possible Response: fat
fabricate, monday, incident,
Good! Now if we blend the two syllables
supermarket, and minimal
to and wel, what word can we form?

Learners’ Possible Response: towel

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 (Substitute the beginning sounds of the (Read sentences with sight words and Teacher: Please work with your group to
following words. The first word is fit. multisyllabic words that you have answer this activity.
Change the beginning sound into /s/ learned from your previous lesson.)
Each group will think of their dream
and what do we get?
1. My mother gives me a teaspoon of adventure. They will draw a place where they
Learners’ Possible Response: sit medicine. imagine the adventure to happen and color
Evaluating the illustration after. They will then share the
(The teacher may introduce other words 2. I bought fish from the supermarket.
Learning things they wish to do on their dream
for substitution)
3. Hooray! It’s Monday today. adventure.

4. The insect loves to eat an avocado.

5. I put sugar in my tea

The teacher will make a list of words The teacher will give a worksheet on Ask learners to think about the adventures
(e.g., Tam, Sam, sit, fit). The learners will tracing multisyllabic words that starts that happened in their lives. Pupils will share
Additional
change the beginning sounds of the with (a,m,t,s,i,and f). their experiences on class.
Activities for
given words to form new words, and they
Application or
will also practice reading them at home.
Remediation (if
applicable)

Remarks

Reflection

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