Professional Documents
Culture Documents
First Quarter
Date: _____________________________
Page 1
OBJECTIVES:
Read phrases, sentences and stories using short a e i o CVC in combination with sight words and
vocabulary words learned from the literature
cob
job
rob
mob
box
pox
fox
Rox
cop
hop
top
pop
mop
dot
hot
got
Phrases
Sentences
A Big Box
There is a pot in the box.
There is a fox in the box.
There is a cop in the box.
There is a top in the box.
There is a mop in the box.
What a big box it is!
- N.N. Hermosa
Date: _____________________________
Page 2
lot
not
hot
jot
pot
cot
rot
tot
OBJECTIVES:
Read for fluency words, phrases, sentences, and stories containingox, -op, and ot word
families plus sight words
Read words, phrases, sentences, and stories containing od, -og, -om, -on, andoy word families
plus sight words
-od
cod
God
nod
pod
rod
-og
hog
log
fog
Sight Words
away
down
eat
here
one
three
wont
Date: _____________________________
again
after
any
could
from
little
Page 3
-om
Rom
Tom
-on
Dom
Don
Jon
son
ton
Date: _____________________________
Page 4
-um
bum
gum
hum
mum
rum
sum
-un
bun
fun
gun
nun
run
sun
-ub
cub
rub
tub
-up
cup
pup
sup
-ud
Jud
mud
sud
bud
cud
Date: _____________________________
Page 5
Date:__________________________________________
Page 6
WORD BANK:
place
plane
plastic
plate
player
plumber
blue
blade
bloom
blow
black
clock
clip
clay
cleans
claps
clown
plant
plastic
plate
plane
player
plumber
Date:__________________________________________
Page 7
OBJECTIVE:
brunch
crab
drum
frog
grass
present
Say: When two consonant letters are beside each other in a word, their sounds blend.
Example:
frog - /f/ and /r/ blend when we say the word frog.
grass - /g/ and /r/ blend when we say the word grass.
present - /p/ and /r/ blend when we say the word present.
truck - /t/ and /r/ blend when we say the word truck.
/fr/, /gr/, /pr/, and /tr/ are -r blends.
Say: This time, let us read the sentences with r blends.
1. A truck hit my fruit tree.
2. A lot of fruit fell from the tree.
3. The fruit fell on the green grass below.
4. The fruit was to be a present for my friends.
5. Now, I have nothing to bring to them.
6. Many branches of the tree broke, too.
7. One big branch fell into the pond.
8. It made a loud noise like a drum.
9. Frogs jumped out of the pond.
10. Crabs left the pond, too.
Ask:
1. What did a truck hit? (fruittree)
2. What fell from the tree? (fruitfrom the tree)
3. On what did it fall? (on the green grass below the tree)
4. What was the fruit meant to be? (apresent for friends)
5. What will happen now? (has nothing to bring to friends)
6. What else happened to the tree? (manybranches broke)
7. What fell into the pond? (one big branch of the tree)
8. What kind of noise did it make? (a loud noise like that of a drum)
9. What jumped out of the pond? (frogs)
10. What else left the pond? (crabs)
Date:__________________________________________
Page 8
truck
OBJECTIVE:
blood
grass
clay
present
clown
truck
clip
drum
Date:__________________________________________
Page 9
OBJECTIVE:
got
bus
hungry
lots
sum
up
shop
hub
lots of food
on the bus
had to shop
went up
food hub
sum of money
it
Have the children read aloud the words in A, by columns. Then call on whole class, small groups,
and individual child to read a column of words at a time. If needed, you can model how a word
should be read.
with
is
red
him
black
his
can
when
B. Do the same with the phrases in B. Ask questions to see if pupils know the meaning of the phrases.
black top
can go up
will be down
when it is cold
red car
when it is warm
Date:__________________________________________
Page 10
OBJECTIVE:
sc
scarf
scab
scuff
scar
score
sk
skit
skip
skin
skull
sketch
sl
slam
slab
slap
sled
slow
sn
snack
snap
sniff
snip
snail
sp
sport
spin
spill
spell
spot
st
stop
star
stem
stick
stamp
sw
swim
swat
swell
switch
swift
Have children do Exercise A, then read the words aloud after they have completed them.
star
sled
swim
spots
stop
Date:__________________________________________
Page 11
sm
Small
smell
smog
smile
small
OBJECTIVE:
Singular Plural
tray trays
day days
joy joys
key keys
toy toys
monkey monkey
Singular Plural
daisy daisies
lily lilies
lady ladies
puppy puppies
jelly jellies
Ask: What letter comes before y in the words in the box A? What do we add to nouns ending in y with a vowel
before it? What letter comes before y in the words in box B? How do we form the plural of nouns ending in y with a
consonant before it? Say: Noun ending in y with a vowel before it form their plural by adding s only. Examples: family
families city cities
Guided Practice
Say: Work by pairs. Lets talk about the pictures on the chart. Set a partner. Your partner will give the singular and the
plural form of the objects in the picture while you will make a sentence using the plural form of the noun in the picture.
toys
turkeys
monkeys
ladies
fairies
Independent Practice
Say: Complete the poem. Give the plural forms of the nouns in the parenthesis. Refer your pupils
to LM Activity 86 on page 94.
Date:__________________________________________
Page 12
classmates
speeding
splashed
best
proud
cried
green
speeding car
splashed water
best of all
three clips
classmates in school
a green cap
Date:__________________________________________
school
Page 13
stopped
Second Quart
Date:__________________________________________
Page 14
Say: How are ch sounded in chocolate, change and much? Can you hear /c/? Can you hear /h/?
A different sound is given to ch. The sound of ch is /ch/.
Let the pupils sound it three times.
Model reading the words and let the pupils read after you.
Words with /ch/
chips
chin
check
chest
chick
children
cherry
chicken
Chop
chocolat
e
Chair
champ
choose
chew
cheese
Activity
Say: Now lets identify the pictures by completing the words with ch. Read the words, then the
phrases and the sentences with /ch/ in that order.
Refer the pupils to LM Activity 107 on pages 114-115.
much
such
bunch
rich
inch
Date:__________________________________________
bench
sketch
reach
Page 15
Say: I have here on the board a list of words and pictures they represent. I will read each set of words three times.
On my first reading just listen to me read the words. On the second time, I will read each word and repeat after me.
On the third time, you all read the set by yourselves. We will do the same thing to the next to the next two sets of
words.
/ck/
/th/
/ph/
picture duck
picture
thirty
picture
pharmacy
picture
picture
cloth
picture
Philippines
picture lock
picture
teeth
picture
telephone
sack
picture
thigh
picture
photo
picture
clock
Say: Lets have more words with sh. Let the pupils read the words in a teaching chart. Make sure that the pupils
know the meaning of each word through vocabulary development activities such as pictures, action and context.
shell
shed
shelf
sheet
shack
shall
shape
shake
shop
shore
shock
shut
splash
smash
clash
wash
brush
crush
rush
bush
Date:__________________________________________
wish
fish
dish
finish
Page 16
Present the pictures and the words. Let the class read the words.
cake
lake
illustrate
take
illustrate
make
illustrate
rake
illustrate
bake
illustrate
shade
Word Instruction
Flash BRAIN LIST for fast reading ( flash words one by one)
run
fog
wash
wish
bake
Jake
fun
jog
cash
fish
take
Kate
fall
mash
dash
dish
make
mate
tall
rash
/ a/te pattern
gate
late
mate
date
Kate
rate
/a/ve pattern
save
gave
Dave
cave
Date:__________________________________________
/a/pe
cape
tape
nape
Page 17
Introduce more words with long /a/ and silent e in ame and ale family. Be sure to illustrate or act out each word
before the pupils read them.
Teaching Chart
-ame
dame
fame
game
flame
frame
name
shame
-ale
male
pale
sale
scale
stale
tale
whale
Guided Practice
Refer the pupils to LM Activity 141 on page 161.
Independent Practice
Refer the pupils to LM Activity 142 on page 161.
Date:__________________________________________
Page 18
Say: Read the word under the picture. Model how the word should be read. Let us spell chime: c-h-i-m-e. Point to
the letters as you do so. What is the vowel in the middle? What is the sound of iin chime? Read the word again.
Read the following sentences and present the flashcard of the highlighted word as you say it then put each word in
the pocket chart or board.
The grasshopper has a clock with a chime.
The clock chimed nine times at night.
chimed
nine
night
Present the Teaching Chart for the words with long /i/.
Teaching Chart
chime
night
sight
time
light
nine
child
slide
fight
bite
ride
Date:__________________________________________
bright
Page 19
Irregular verbs
Past Form
hurt
_________
lay
_________
break
_________
put
_________
After the children have chosen the right answers, ask them:
What did you notice with the verbs when they are in the past form?
What two verbs remained the same in their past form?
What two verbs showed a change in their past form? What change took place?
Group Activity
Say: Now let us play like a cat and dog. One volunteer from each group will be the It or the cat. They have to
jump on the right past form of the verb they are holding in order to get the bone. If they jump on to the wrong verb,
they will fall and the dog will get the bone instead.
ride
blow
fight
rides
rode
blew
blowed
fighted
fought
Say: What did you notice about the past form of the verbs?
What was added at the end of the verbs? Why?
What do we call this verb then?
Date:__________________________________________
Page 20
Read words with the long vowel /o/ and ending in silent e as in hose
Read frequently occurring irregular verbs
Say: Sometimes, letter o, in words that end in e like bone and cone, is pronounced as /ow/.
Let us say the following words correctly.
bone
lone
3.
cone
tone
hone
phone
Guided Practice
Refer the class to LM, Lesson 171B.
4.
Independent Practice
Refer the class to LM, Lesson 171C.
ring-rang
rise-rose
sing-sang
sit-sat
throw-threw
Date:__________________________________________
swim-swam
wake-woke
write-wrote
win-won
drive-drove
Page 21
cooked
helped
prepared
poured
Ask: What do you noticed about these action words. Lets study the chart below.
Base Form
cook
pour
prepare
help
Add
-ed
-ed
-ed
-ed
Past Form
cooked
poured
prepared
helped
gently
bubbly
Now, clap your hands every time you say blend sounds in the words that Ill flash. Then read the whole word.
tenths
sixths
rafts
humbly
tight
Date:__________________________________________
gifts
Page 22
Read words with the long vowel /o/ and ending in silent e as in hose
a magic stove
hard as stone
called by phone
have no fear
close
those
chose
pose
nose
hose
rose
froze
zone
tone
lone
phone
cone
throne
stone
bone
dome
home
hope
rope
vote
note
drove
stove
choke
smoke
broke
mole
stole
hole
globe
robe
OBJECTIVE:
Decode words with long vowel words ending in silent e: long u as in cube
Date:__________________________________________
Page 23
duke
the duke
excused
excused himself
muse
amusing
introduce
to introduce Muley
Once upon a time there was a king who owned a cute mule. He named it Muley.
Third Quarter
Muley, the mule, looks like a horse. Muley, the mule, looks like a donkey.
One night in the middle of a celebration, the duke excused himself. The duke and Muley wanted to visit
the muse of the Amusing Kingdom. He wanted to introduce Muley to the muse.
When they arrived at the Amusing Kingdom, the muse went out and looked at Muley. She instantly
loved the cute Muley. She went back to her room. She got a bottle of perfume and gave the duke and Muley a
kiss and the perfume.
Questions:
1. Have you ever seen a mule?
2. Who owns Muley, the mule?
3. Why did the king excuse himself in the middle of the celebration?
4. Where did the duke and Muley, the mule, go?
5. Why did they go there?
6. What did the muse give the king and Muley?
Date:__________________________________________
Page 24
OBJECTIVE:
Read and write words, phrases and sentences with oi and oy diphthongs
Date:__________________________________________
Page 25
Date:__________________________________________
Page 26
yawn
paw
sausage
lawn
law
fault
pawn
straw
crawl
vault
Date:__________________________________________
Page 27
owl
fowl
down
gown
town
frown
brown
crown
OBJECTIVE:
Date:__________________________________________
Page 28
wet soap
bog on the ground
on the wide road
OBJECTIVE:
Read words, phrases, sentences and stories containing words with digraph ee as in sheep
Date:__________________________________________
Page 29
OBJECTIVE:
Read and write words, phrases and short sentences with ea diagraphs
Date:__________________________________________
Page 30
OBJECTIVE:
Read and write words, phrases and sentences with ei and ie diagraph
Date:__________________________________________
Page 31
cried
fried
necktie
untie
tie
friend
patient
OBJECTIVE:
Read and write words, phrases and sentences with long /i/ sounds
Page 32
rainbow
railway
Read the
phrases.
1. red nail
2. pair of hair
clip
3. rainbow
across the
4. fresh air
from the farm
5. long tail of
horse
sky
OBJECTIVE:
Week 9 3rd
Quarter
Read and write
words, phrases and
sentences with ay
diagraph
Date:__________________________________________
Page 33
Fourth Quarte
Date:__________________________________________
Page 34
OBJECTIVE:
Date:__________________________________________
Page 35
OBJECTIVE:
Read words and phrases, with ough (sounded as /f/ and //)
-ough Words
Date:__________________________________________
Page 36
OBJECTIVE:
Page 37
It is never wrong!
I just really love her
I want to wrap a gift or write a letter.
I want to give a Valentine wreath or a wren or whatever.
It is never wrong
I want to tell grandmother
My love for her is deeper than her wrinkle
I want to tell her I love her.
It is never wrong!
To say I love her.
It is never wrong to say
I love you grandmother!
Questions:
1. What is never wrong?
2. Is it all right to say I love you?
3. Have you ever given a gift to anyone? Why did you give them a gift?
OBJECTIVE:
Page 38
Let us read each word. Write the word in your notebook and cross out the
letters that are not sounded.
1. again ___ ____ ____ ____ _____
2. because ___ ___ ___ ____ ____ _____ ____
3. earth ____ ____ ____ ____ _____
4. height ____ ____ _____ _____ _____ _____
5. Wednesday ___ ___ ___ ___ ___ ___ ___ ___ ___
6. come ____ ______ _____ _____
7. could _____ _____ _____ _____ _____
8. does ____ _____ ______ _____
OBJECTIVE:
Irregularly-spelled Words
Read the following words. Then, tell me what letters are not sounded out in each word.
enough
please
knife
said
again
Date:__________________________________________
Page 39
Say:
Let us have the game Pass the Baton. I will show a word written on a flashcard. You will trace
the name of each letter of the word while saying the letter names. Then read the word.
Cover the word and let them write the word again in the air while spelling it.
Repeat until all words had been read and spelled. Words written in the flashcards are:
1. enough
2. please
3. knife
4. said
5. again
OBJECTIVE:
Practice reading this poem in groups. The first group will ask the questions
while the second group will answer.
Are These Mine, Yours, Hers or His?
By: Ma. Criselda C. Ocang
Page 40
Date:__________________________________________
Page 41