q1 g2&3 english multigrade outline (even cycle)

BASA PILIPINAS SUPPLEMENTARY OUTLINES

fOR MULTIGRADE CLASSES (GRADES 2 & 3) ENGLISH

QUARTER 1

JUNE 2016

This learning resource was produced with the generous support of the American people through the United States Agency for International Development (USAID) under the Basa Pilipinas Project and the Department of Education.

EVEN CYCLE

Developed based on DepEd’s K–12 Curriculum Guide in English, July 2015

QUARTER 1 SUPPLEMENTARY OUTLINES FOR MULTIGRADE ENGLISH (GRADES 2 & 3)


English – Grades 2 and 3 (Quarter 1 Even Cycle)

Supplementary Outlines for Multigrade Classes

Second Edition, 2016

Published by U.S. Agency for International Development (USAID)

Produced under USAID/Basa Pilipinas with support from the Department of Education (DepEd)

Technical Director: Nancy Clark-Chiarelli, EdD

Author: Bonita Marie Cabiles

DepEd Reviewer: Rosalina Villaneza, PhD, focal Person, MTB-MLE Program and the Early Language Literacy and Numeracy/ECARP DepEd – Bureau of Learning Delivery

Content Reviewer: Regina Ubaña

Language Reviewer: Ofelia flojo

Layout Artists: Paulo Padre, Harry James Creo, and Princess Orveen Calderon


3QUARTER 1 SUPPLEMENTARY OUTLINES FOR MULTIGRADE ENGLISH (GRADES 2 & 3)

Non-text materials, i.e., songs, stories, poems, pictures, photos, brand names, etc. included in this Teacher’s Guide are copyright to their respective owners. The publisher and authors claim no credit or ownership over them. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners.

A selection of stories from Adarna House and LGM/Vibal Publishing were used with permission from the publishers.

No part of this material may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system without permission from the publisher.

Printed in the Philippines

Department of Education - Bureau of Learning Resources (DepEd - BLR) Ground Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City Telefax: +63 (02) 634-1072; 634-1054; 631-4985 E-mail Address: [email protected] * [email protected]



Background In the Philippines, there is a significant number of combined classes, otherwise known as multigrade (MG) classes. A multigrade class consists of two or more different grade levels inside a single grade classroom taught by one teacher for the whole school year. An MG class can be a combination of Grades 1 and 2; Grades 2 and 3; Grades 1, 2, and 3 or even Grades 1 to 6 depending on the school’s population. According to a study conducted by SEAMEO INNOTECH (2011,) most MG classes can be found in schools within more rural and often isolated communities usually situated in mountainous areas and hard-to-reach islands where the population is scattered.

Basa-Approach to Multigrade Realizing the challenges and distinctiveness of a multigrade classroom, Basa Pilipinas organizes and implements training specifically for multigrade teachers, and develops multigrade supplementary materials. Basa Pilipinas training is designed to help prepare teachers and improve their skills in handling a multiple-grouped class. This is done with the existing curriculum, teachers’ competencies, and pupils’ needs in mind. The same goes for the multigrade supplementary materials.

The development of the multigrade materials is guided by the principle that in a multigrade classroom, pupils learn and work at different levels of competence. Pupils are expected to do tasks and produce outputs according to the set objectives for their grade levels.

For example, Grades 1–2/2–3 pupils may listen to the same Read Aloud or Listening Story and answer the same set of questions but may focus on different elements of the story (i.e. characters, plot, etc.) or reading skill

(i.e. making inferences or predictions.) They are also expected to produce different outputs depending on the skills being developed in that particular week.

The Multigrade Supplementary Outlines In the Basa Pilipinas multigrade plan, the units of curriculum content in Grades 1–2 and Grades 2–3 are spread across two grades over two years rather than one. All learners work through the same general topic or theme. However, instruction is differentiated. Learners in each grade engage in learning tasks appropriate to their level of learning.

Basa Pilipinas produces two sets or cycles of multigrade outlines–one for even years (2014, 2016, and 2018, etc.) and another for the odd years (2015, 2017, and 2019, etc.) The Grades 1–2/Grades 2–3 two-week instructional sequences are alternately used for the two cycles as reflected in the MG Addenda.

For instance in the 2014 cycle, Week 1 of Grades 1–2 multigrade class follows the Grade 1 Teacher’s Guide (as the Read Aloud Story for that week is read and discussed in class). Pupils do the same Pre-Reading, During Reading, and After Reading Activities while targeting specific competencies for each grade level. Also, the general theme or topic is discussed and reinforced in activities like Sharing Information/News Sharing. Weeks 2 and 3 of the same multigrade class follow the Grade 2 Teacher’s Guide. Pupils listen to and discuss the same Read Aloud Story in the first instructional week, while they read and discuss different Leveled Readers in the second instructional week. Weeks 4–5 use the Grade 1 Teacher’s Guide as reference while following the two-week instructional sequence, and so on.

BASA MULTIGRADE fRAMEWORK



In the 2015 cycle, Week 1 of Grades 1\2 multigrade class follows the Grade 2 Teacher’s Guide (as the Read Aloud Story for that week is read and discussed in class.) Pupils do the same Pre-Reading, During, and After Reading Activities while targeting specific competencies for each grade level. Also, the general theme or topic is discussed and reinforced in activities like Sharing Information/News Sharing. Weeks 2 and 3 of the same multigrade class follow

the Grade 1 Teacher’s Guide. Pupils listen to and discuss the same Read Aloud Story in the first instructional week, while they read and discuss different Leveled Readers in the second instructional week. Weeks 4–5 use the Grade 2 Teacher’s Guide as reference while following the two-week instructional sequence, and so on.

OUTLINES fOR ENGLISH MULTIGRADE CLASSES (GRADES 2 & 3) QUARTER 1

School years beginning on even years (2016, 2018, 2020...)

Week TG Grade Level Read Aloud Story Leveled Reader Multigrade Notes

1 Two Tuko, the Tenor Wannabe

Grade 3: Mr. Particular• Refer to Grades 2 and 3 English Teacher’s

Guides for the discussion of the Read Aloud, Leveled Reader, and other activities.

• Some activities are added to the outlines to cater the needs of the Grades 2 and 3 pupils.

2 Two Grade 3: Mr. Particular

3 Two

Tuko, the Tenor Wannabe

Listening Story: “Town of Makinang”

Grade 3: Town of Makinang

READ ALOUD STORY

LEVELED READER



The pattern of instruction for a Grades 2-3 multigrade class is similar to that of Grades 1–2. However, Grade 3 Teacher’s Guides use Listening Stories, instead of Read Aloud stories. A Listening Story is related to a Leveled Reader and is read by the teacher to pupils. It is found in the Teacher’s Guide.

In 2014, Basa Pilipinas distributed the following Grades 1–2 multigrade outlines for even cycle (SY 2014, 2016, 2018, etc.)

Quarter 3 Quarter 41. Mother Tongue

a. Ilokano

b. Sinugbuanong Binisaya

2. English

3. Filipino

1. Mother Tongue

a. Ilokano

b. Sinugbuanong Binisaya

2. English

3. Filipino

This year, the multigrade teachers will receive the odd and even cycles (2015, 2017, 2019, etc.) for all subjects: Mother Tongue, English, and Filipino for Grades 1-2 and English and Filipino for Grades 2-3.

References:

• Mathot, G.B. (2001). A handbook for teacher of multi-grade classes. France. UNESCO.

• SEAMEO INNOTECH. (n.d.). Profile of multigrade schools in the Philippines. Philippines. Author.



OUTLINES fOR ENGLISH MULTIGRADE CLASSES (GRADES 2 & 3) QUARTER 1

School years beginning on even years (2016, 2018, 2020...)

Week TG Grade Level Read Aloud/Listening Story Leveled Reader Multigrade Notes

1 Two• Tuko, the Tenor Wannabe

Grade 3: Mr. Particular • Refer to Grades 2 and 3 English Teacher’s Guides for the discussion of the Read Aloud, Leveled Reader, and other activities.

• Some activities are added to the outlines to cater the needs of the Grades 2 and 3 pupils.

• If necessary, you may still add other activities to achieve the expected competencies for each grade.

• The Listening Stories used in Weeks 3, 4–5, and 8–9 are found in the Grade 3 English Teacher’s Guide.

2 Two Grade 3: Mr. Particular

3 Two

• Tuko, the Tenor Wannabe

• Listening Story: “Town of Makinang”


4 Three• One, Two, Three... I have a Gift!


5 Three Grade 3: Mrs. Post’s Science Class

6 Two• Listening Story:

“Mrs. Post’s Science Class”Grade 3: Mrs. Post’s Science Class

7 Three• Listening Story:

“Problems at the Restaurant”Grade 3: Problems at the Restaurant

8 Three• Alamat ng Ampalaya

Grade 3: Problems at the Restaurant

9 Three Grade 3: Problems at the Restaurant



CONTENTS

Week 1: Opening Week and Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Week 2: My Birthday and My friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Week 3: How to Properly Dispose of Waste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Week 4: My Bigger family/Extended family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Week 5: My Bigger family/Extended family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Week 6: Classify Objects and Materials as Solid, Liquid, and Gas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Week 7: Changes that Materials Undergo Based on the Effect of Temperature: Solid to Liquid, Liquid to Solid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Week 8: My Body: Health and Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Week 9: My Body: Health and Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

1QUARTER 1 - WEEK 1 SUPPLEMENTARY OUTLINES FOR MULTIGRADE ENGLISH (GRADES 2 & 3) 1



1WEEK SUPPLEMENTARY OUTLINE

MULTIGRADE CLASSESGRADES 2 AND 3

ENGLISHTHEME: OPENING WEEK AND ROUTINES

READ ALOUD STORY: Tuko, The Tenor Wannabe

LEVELED READER fOR GRADE 3: Mr. ParTicular

QUARTER 1 - WEEK 1 SUPPLEMENTARY OUTLINES FOR MULTIGRADE ENGLISH (GRADES 2 & 3) 2

OUTLINES fOR MULTIGRADE ENGLISH (GRADES 2 & 3) QUARTER 1, WEEK 1 (50 MINUTES PER DAY)

Theme: Opening Week and Routines Read Aloud Story: Tuko, the Tenor Wannabe (Author: Nemah Hermosa; Illustrator: Ruben de Jesus) Leveled Reader for Grade 3: Mr. Particular (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Hannah Manaligod)

DOMAINS: OL – Oral Language PA – Phonological Awareness BPK – Book and Print Knowledge (Orientation) f – Fluency PWR – Phonics and Word Recognition S – Spelling WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development RC – Reading Comprehension LC – Listening Comprehension ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies * – Basa-added Objective

Note to the Teacher: Use the Basa Pilipinas instructional materials for Grades 2 and 3 to implement the lessons and activities in this guide. The activities for the Read Aloud story are found in the Grade 2 Teacher’s Guide. note that the objectives for Grade 3 are in bold italics.

Day Domain Objectives Subject MatterTeacher and Learner Activities

Grade 2 Grade 3

1

OL

f

• Recite poems with appropriate speed, rhythm, and intonation*

• Poem: “I Have Something in my Pocket”

• Sharing Information

1. Routine Activities

a. Poem

• Introduce the poem, “I Have Something in my Pocket.” Let the pupils recite the poem as a whole group. Then, discuss the poem with the pupils.

b. Sharing

• For Grade 2 pupils, encourage pupils to share the news of the day (reporting.)For Grade 3 pupils, ask pupils to describe an object to a friend. Encourage them to imagine talking to a friend in a conversational manner.

OL • EN3OL-IVa-j-5 engage in a variety of ways to share information (e.g. role playing, reporting, summarizing, retelling, and show and tell)



Grade 2 Grade 3

1

OL • EN3OL-Ib-3.6express ideas in a conversational manner

LC • EN3LC-Ia-j-2 activate prior knowledge based on a story to be read

• Read Aloud Story: Tuko, the Tenor Wannabe

2. Read Aloud session: Tuko, the Tenor Wannabe

Pre-Reading Activities

a. Activating Prior Knowledge

• Ask question for pupils to relate the story to their lives. Encourage pupils to make predictions about what the story is about.

• Show cover of the book and let pupils talk about the picture. Ask pupils to identify the title, author, and illustrator.

b. Unlocking of Vocabulary

• Discuss unfamiliar words found in the story.

During Reading Activities

• Read the story while pausing two to three times to ask comprehension questions.

BPK • EN2BPK-Ib-c-4Recognize terms in English relating to parts of the book

V • Give the meaning of some words using pictures and context as clues*

LC • EN3LC-Ia-j-2.1 note important details

• EN3LC-Ia-j-2.8 infer feelings and traits of characters

• Noting Important Details

• Inferring Characters’ Feelings and Traits

After Reading Activities

• Discuss the story by asking questions about details from the story.

• Ask questions about feelings and traits of the characters.



Grade 2 Grade 3

1

G • EN2G-If-g-2.1Identify naming words that refer to person and place*

• Naming Words 3. Naming Words

a. Worksheet/Activity (with the Group Leader)

• Provide a worksheet to assess what pupils know about naming words focusing on names of persons and places.

b. Discussion (with the Teacher)

• Discuss the naming words.

4. Concluding the Session

• Let pupils talk about a significant person or place in groups of three.

WC • EN3WC-Ia-j-4 Draw and write sentences about one’s drawing

• Composing Activity 3. Composing Activity

a. Modeling Composing Activity (with the Teacher)

• Model the activity.

(1) Draw their favorite part of the story.

(2) Finish the sentence frame: “The part I like about the story is when _________________.”



Grade 2 Grade 3

1

b. Writing About the Story (with the Group Leader)

• Let pupils accomplish their composing activity.


• Let pupils share their written work in groups of three.

2

OL • EN2OL-If-1.3.1;EN2OL-Ig-1.3.1 Talk about one’s name and other personal information

• Providing Information about Self

1. Routine Activities

a. Sharing Information

• Ask pupils to share personal information. Let them talk in pairs and ask questions to each other. After, call on a few pupils to share information to the whole class.

Sample questions are:

– “What’s your name?

– “How old are you?”

– “Where do you live?”OL

PA

• Sing songs with correct melody, tempo, and pronunciation*

• Song: “Today is Monday …”

b. Song

• Have a short review of the days of the week. Introduce the song. Let pupils sing the song as a class.

LC • EN2LC-Ia-j-1.1Note important details pertaining to characters, setting, and events


2. Rereading of the Read Aloud Story: Tuko, the Tenor Wannabe

• Reread the story to pupils. Leave some parts for the pupils to guess or retell.

• Ask questions about the story after rereading.



Grade 2 Grade 3

2

3. Group Work: Tuko, the Tenor Wannabe (with the Group Leader)

• Discuss the instructions for the activities about the Read Aloud Story. Let pupils work in groups.

PWR • EN3PWR-Ib-d-19.1 recognize more common sight words in order to read simple phrases and sentences

• Grade 3 Leveled Reader: Mr. Particular (Chapter 1)

• New Vocabulary and Structures

3. Leveled Reader: Mr. Particular (Chapter 1) (with the Teacher)


• Ask pupils questions to stimulate interest about the story.

• Discuss unfamiliar words and expressions.

• Conduct a picture walk.

• Point out high frequency words and the phonics patterns.

f • read aloud from grade level text with fluency, appropriate rhythm, pacing, and intonation*

• Reading of the Leveled Reader: Mr. Particular (Chapter 1)


(with the Group Leader)

• Guide pupils to read the text individually.

(with the Teacher)

• Lead pupils through echo reading.



Grade 2 Grade 3

2

G • EN2G-If-g-2.1Recognize names people, objects, things, and places

• Naming Words (Nouns)

Discussion of Group Work (with the Teacher)

• While Grade 3 pupils are reading individually, teacher discusses with Grade 2 pupils their group work.

4. Naming Words (Nouns): Objects (with the Group Leader)

• Prepare worksheets on naming words for things to assess pupils’ background knowledge. Let pupils answer worksheets independently.

• review the parts of a sentence (subject, verb, direct object)*

• Story Discussion: Mr. Particular (Chapter 1)

• Let pupils continue working on worksheets. Ask them to compare their answers with a partner.

After Reading Activities (with the Teacher)

• Ask questions to elicit oral and written reactions to the story. Ask pupils to retell the correct sequence of a story.

• Review the parts of a sentence: subject, verb, direct object.

RC • EN3RC-I0-2.10 Sequence three events


• Writing Three Events in a Story

5. Concluding the Session:

Homework: Tell family members about the story and draw or write about three parts of the story in correct sequence of events.

For Grade 2, the story is Tuko, the Tenor Wannabe. For Grade 3, the story is Mr. Particular.



Grade 2 Grade 3

3

OL

f


• Poem: “I Have Something in my Pocket”

1. Routine: Poem

• Review the poem, “I Have Something in my Pocket.” Let the pupils recite the poem as a whole class.

ATR • EN3A-Ia-b-1. Participate/engage in a read-along of texts (e.g. poetry, repetitive text)

• Rereading of Leveled Reader: Mr. Particular (Chapter 1)

2. Shared Reading: Mr. Particular (Chapter 1) (with the Group Leader)

• Ask pupils to share their drawings or sentences in pairs.

• Ask pupils to reread the story in pairs.

LC • EN2LC-Ia-j-1.1Discuss, illustrate, and dramatize specific events from a story


2. Rereading of the Read Aloud Story: Tuko, the Tenor Wannabe (with the Teacher)

• Read the story again. Let pupils discuss parts of the story in small groups.

3. Group Work: Tuko, the Tenor Wannabe (with the Group Leader)

• Prepare small group activities related to the story (e.g. role play, dialogues, drawing.) Discuss instructions of the activities and let pupils work in groups.

• EN2LC-Ia-j-1.1Note important details pertaining to characters, setting, and events

• Discussion of the Story: Tuko, the Tenor Wannabe



Grade 2 Grade 3

3

PWR • contrast word families: -at, -ot, -ag, -og, -ug*

• Word Families: -at, -ot, -ag, -og, -ug

Discussion of Group Work (with the Teacher)

• Let pupils present their group work to the class.

3. Phonics: Word Families (with the Teacher)

• Write words on the board from the Leveled Reader and word list.

Various activities: Categorize word families (Interactive Word Sort,) whole class reading

• Ask pupils to sort a series of words on their own. Let pupils check their answers together.

4. Skill Builder

• Discuss instructions for the Skill Builder. Let pupils complete the Skill Builder on page 6 of the Leveled Reader.

Exercise: Read and sort the words.S • EN2S-IVa-e-2

Spell words with short /e/ and /a/ sound in CVC patterns

• Spelling Words 4./5. Concluding the Session

• Provide homework on spelling words. Pupils practice: Look, Cover, Write, Check.

For Grade 2, spelling words come from the Read Aloud Story.• Spell one-to-two

syllable words from word families*



Grade 2 Grade 3

4

LC • EN2LC-Ia-j-1.1 Retell parts of the story, with the aid of some visuals


1. Retelling of Story (with the Group Leader)

• Prepare pictures for pupils to sequence events. In groups, let pupils retell the story through picture narration, illustration or role playing.

f • EN3F-Ia-j-3.5.1 read Grade 3 level texts (with at least 95–100% accuracy) consisting of word families: - at, -ot, -ag, -og, -ug

• Grade 3 Leveled Reader: Mr. Particular

1. Leveled Reader: Mr. Particular (with the Teacher)


• Discuss unfamiliar words and expressions. Let pupils use the words in sentences.

• Ask pupils questions to help them recall what happened before.



• Point out high frequency words and phonics patterns.

• Guide pupils to read the text individually.

• Lead pupils through echo reading.

ATR • EN3A-Ia-b-1 Participate/engage in a read-along of texts (e.g. poetry, repetitive text)



Grade 2 Grade 3

4

RC • EN3RC-I0-2.2 note details regarding characters, setting, and plot

• Noting Details Group Presentation (with the Teacher)



• Ask questions about details, characters, setting, and plot.

G • EN2G-Ia-1.1 Recognize sentences and non-sentences

• Sentence vs. Phrase 2. Sentence vs. Phrase

• Present phrases and sentences. Let pupils talk about the difference between the groups of words.

• Discuss phrases and sentences. Ask pupils to participate in the given exercises.


• Discuss homework.

Homework: Complete the phrases to make sentences.

(1) I like __________.

(2)The cat is __________.

(3) This evening, __________.



Homework: Copy the Skill Builder (p. 11) on sentences vs. phrases in their notebooks. Answer at home.

Practice Spelling Words.

5

S • EN2S-IVa-e-2 Spell words with short /e/ and /a/ sound in CVC patterns

• Spelling Words 1. Spelling Weekly Assessment

• Provide spelling test. There are different spelling words for Grades 2 and 3. Using differentiated worksheets is recommended.

• Spell one-to-two syllable words from word families*



Grade 2 Grade 3

5


• Naming Words (Nouns)

2. Skills Enrichment (with the Group Leader)

• Teacher prepares worksheets for the following skills as practice:

– Naming Words (Nouns)

– Phrases vs. Sentences

Note to the Teacher: While Grade 3 pupils are writing, teacher monitors and discusses activities of the Grade 2 pupils.


• Discuss the answers to the activities and let pupils’ check each others’ worksheets.

• EN2G-Ia-1.1Recognize sentences and non-sentences

• Sentence vs. Phrase

WC • EN3WC-Ia-j-2.2 Write a diary

• Writing a Diary 2. Writing (with the Teacher)

a. Model Diary Writing

b. Conduct Guided Practice of Writing a Diary.

c. Assign Individual Writing: Writing your own diary or the diary of a character (connect to inferred feelings of character)


• Ask for volunteer pupils to share their diaries to the class.



THEME: MY BIRTHDAY AND MY fRIEND


LEVELED READER fOR GRADE 3: Mr. ParTicular


ENGLISH



Theme: My Birthday and My friends Read Aloud Story: Tuko, the Tenor Wannabe (Author: Nemah Hermosa; Illustrator: Ruben de Jesus) Leveled Reader for Grade 3: Mr. Particular (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Hannah Manaligod)

DOMAINS: OL – Oral Language PA – Phonological Awareness BPK – Book and Print Knowledge (Orientation) f – Fluency PWR – Phonics and Word Recognition S – Spelling WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development RC – Reading Comprehension LC – Listening Comprehension ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies * – Basa-added Objective Note to the Teacher: Use the Basa Pilipinas instructional materials for Grades 2 and 3 to implement the lessons and activities in this guide. The activities for the Read Aloud story are found in the Grade 2 Teacher’s Guide. note that the objectives for Grade 3 are in bold italics.


Grade 2 Grade 3

1

f • EN3F-Id-e-1.10 read aloud familiar prose and poetry consisting of short-vowel words with fluency, appropriate rhythm, pacing, and intonation

• Poem Related to Matter or Properties of Matter

1. Poem

• Introduce a poem for pupils to practice. Give them time to practice in small groups and present to the class.

• The following are some online resources for poems on matter:

“Matter Matters Poetry,” http://goo.gl/gWwrpD

Matter Poems on slideshare, http://goo.gl/jCPpU0

PA • EN3LC-Ic-2.18 identify the rhyming words*

• Rhyming Words 2. Rhyming Words

• Ask pupils to identify the rhyming words in the poem.

Activity: Identify if a pair of words rhyme or not.



Grade 2 Grade 3

1

LC • EN2LC-Ia-j-1.1 Retell a story listened to


3. Group Work: Tuko, the Tenor Wannabe

• Let pupils work in groups to role play and answer questions about the Read Aloud Story, Tuko, the Tenor Wannabe.



• EN2LC-Ia-j-1.1 Discuss, illustrate, and dramatize specific events

2

f • EN3F-Id-e-1.10 read aloud familiar prose and poetry consisting of short-vowel words with fluency, appropriate rhythm, pacing, and intonation


1. Review the poem(s) introduced on matter. Let pupils practice in pairs or individually. Then, call on pairs or individuals to perform to the class.

BPK • EN2BPK-Ia-3 Identify some environmental prints

• Tell what each environmental print conveys*

• Environmental Prints 2. Environmental Prints (with the Group Leader)

• Recognize some environmental prints and tell what they convey.

• Match the environmental print with the correct picture.

• While Grade 2 pupils are answering worksheets, guide reading of the Leveled Reader with Grade 3 pupils.



Grade 2 Grade 3

2

V • EN1V-Ia-b-01 Give the meaning of words used in stories listened to and read


• Make Predictions

3. Leveled Reader: Mr. Particular (Chapter 3) (with the Teacher)



• Give questions for pupils to share experiences related to the story. Let them talk about the illustrations in the story.

b. Unlocking of Vocabulary Words

• Discuss unfamiliar words with the pupils.

• Conduct a picture walk. Discuss high frequency words and phonics patterns.


• Use New Vocabulary and Structures

f • EN3F-Id-e-1.10 read aloud from familiar prose and poetry consisting of short vowel words with fluency, appropriate rhythm, pacing, and intonation

• Story Reading • While Grade 3 pupils are reading the text individually, discuss with Grade 2 pupils their activity.


• Let pupils read the text individually. After, let pupils echo read the text.


• Discuss the story by asking questions about the plot, characters, and setting.



Grade 2 Grade 3

2

G • EN3G-Ib-1.4.1.1 Differentiate a declarative from an interrogative sentence

• Declarative and Interrogative Sentences

4. Grammar

• Review declarative and interrogative sentences.



Homework: Write one declarative and one interrogative sentence.

3

f • EN3F-Id-e-1.10 read aloud from familiar prose and poetry consisting of short-vowel words with fluency, appropriate rhythm, pacing, and intonation


1. Poem

• Review the poem(s) introduced on matter. Let pupils practice in pairs or individually. Then, call on pairs or individuals to recite the poem to the whole class.

LC • EN3LC-IIIc-d-2.5 Validate ideas made after listening to a story


2. Rereading of the Story: Tuko, the Tenor Wannabe

• Let pupils participate in the rereading of the Read Aloud story. Identify pupils to read some parts of the book.

• EN3LC-Ia-j-2.1 note important details in the story

• Noting Details 3. Activity: Tuko, the Tenor Wannabe (with the Group Leader)

• Provide worksheet for Grade 2 pupils to answer. Worksheet is about noting important details in the story. (Examples: draw the character, draw the setting, etc.)



Grade 2 Grade 3

3

PWR • contrast mixed-vowel word families: -ack, -ock, -ick, -uck*

• Word Families: -ack, -ock, -ick, -uck

• While Grade 2 pupils are answering worksheets, discuss the phonics activity with the Grade 3 pupils.

3. Phonics: Word Families -ack, -ock, -ick, -uck

• Let pupils categorize, read, and participate in an interactive word sort on the board.

• Let pupils sort a series of words on their own and correct them together.

V • Show understanding of meaning of mixed-vowel word families: -ack, -ock, -ick, -uck words through drawing, actions, and using them in sentences*

4. Skill Builder

• Guide pupils in completing the Skill Builder on page 16 of the Leveled Reader.

Phonics: Words with -ack, -ock, -ick, -uck endings

S • EN2S-IVa-e-2Spell words with short /e/ and /a/ sound in CVC patterns

• Spelling Words 4. Concluding the Session


Homework: Pupils practice reading grade level words at home. A wheel chart may be used.

Suggested Words: Rhyming words


• Discuss Homework.

Homework: Practice - Look, Cover, Write, Check

Spelling Words: show, pick, small, tick, duck, pack, back, sick, stuck, kick, truck




Grade 2 Grade 3

3

4



1. Poem

• Introduce a new poem on matter. Let pupils practice as a class and then, give them time to practice in small groups.

LC • EN2LC-Ia-j-1.1Discuss, illustrate, and dramatize specific events


• Rereading the story

2. Retelling the Story: Tuko, the Tenor Wannabe

• Retell parts of the story where some parts are left off for pupils to finish off or supply.

• EN2LC-Ia-j1.1Identify the problem and solution

p

r

c

b

at



Grade 2 Grade 3

4

3. Group Work (with the Group Leader)

• Participate in small group activities.

(1) Illustrate or dramatize parts of the story

(2) Identify the problem and solution in the story

f • EN3F-Ia-j-3.5.1 read Grade 3 level texts (with at 95–100% accuracy) consisting of the word families: -ack, -ock, -ick, -uck


• Word Families: -ack, -ock, -ick, -uck

• While Grade 2 pupils are doing the activity, conduct a guided reading of the activity with Grade 3 pupils.

3. Leveled Reader: Mr. Particular (with the Teacher)


• Let pupils talk about the illustrations in the story.

• Review unfamiliar words with pupils.


• Let pupils read the text individually.

• Let pupils do a picture walk, identify high frequency words, and phonics patterns.


RC • EN3RC-I0-2.2 note details regarding characters, setting, and plot

• Noting Details: Characters, Setting, and Plot


• Let pupils discuss the characters, setting, plot, and details in the story.



Grade 2 Grade 3

4

G • EN3G-Ib-1.4.1.1 Differentiate a declarative from an interrogative sentence

• Distinguishing between Declarative and Interrogative Sentences

4. Declarative and Interrogative Sentences

• Review declarative and interrogative sentences. Let pupils identify the different types of sentences.

• Ask pupils to create declarative and interrogative sentences.


• Discuss the homework.

Grade 2: Copy and read the sentences. Write the proper punctuation mark for each.

Grade 3: Copy the Skill Builder in their notebook (p. 22) and complete at home. Practice their spelling words.

• EN3G-Ib-1.6 use proper punctuation for declarative and interrogative sentences

• Using the Correct Punctuation Marks

• EN3G-Ib-1.4.7 construct declarative and interrogative sentences

• Sentence Construction

5


• Spelling Words 1. Spelling Assessment

• Give spelling test. Let pupils check their work.

Note to the Teacher: Grades 1 and 2 pupils will have different sets of spelling words. Provide differentiated worksheets to the pupils.




Grade 2 Grade 3

5

LC • EN2LC-Ia-j-1.1Infer the characters’ feelings and traits


2. Paired Work: Tuko, the Tenor Wannabe (with the Group Leader)

• Ask pupils to discuss the feelings of the character during different parts of the story.


• After giving pupils time to discuss in pairs, let them form groups of 4 to share what they have talked. Provide guide questions.

PWR • contrast mixed-vowel word families: -ack, -ock, -ick, -uck*

• Grade 3 Leveled Reader: Mr. Particular

2. Skill Builder

• Correct Skill Builder (p. 22) with the pupils.

G • EN3G-Ib-1.4 construct simple sentences

• Writing a Diary 3. Concluding the Session: Scavenger Hunt Fun!

• Facilitate pupils in doing the activity in the Leveled Reader, p. 23.




ENGLISHTHEME: HOW TO PROPERLY DISPOSE Of WASTE


LISTENING STORY: “THE TOWN Of MAKINANG”

LEVELED READER fOR GRADE 3: ToWn of MakinanG



Theme: How to Properly Dispose of Waste Read Aloud Story: Tuko, the Tenor Wannabe (Author: Nemah Hermosa; Illustrator: Ruben de Jesus) Listening Story: “Town of Makinang” (Author: Basa Pilipinas) Leveled Reader for Grade 3: Town of Makinang (Author: Basa Pilipinas; Illustrator: Rea Diwata Mendoza) DOMAINS: OL – Oral Language PA – Phonological Awareness BPK – Book and Print Knowledge (Orientation) f – Fluency PWR – Phonics and Word Recognition S – Spelling WC – Writing and Composition G – Grammar Awareness V – Vocabulary Development RC – Reading Comprehension LC – Listening Comprehension ATR – Attitude Towards Language (Reading), Literature, and Literacy SS – Study Strategies * – Basa-added Objective



Grade 2 Grade 3

1

OL

PA

• Sing a song about the environment*

• Talk about the message of the song*

• Song About Taking Care of Environment

1. Introduce a song about caring for the environment by keeping the surroundings clean. Let the pupils sing as a whole class and then, in small groups.

This website may be helpful to find some songs on environment: “Preschool Education, Discover The Fun in Learning,” http://goo.gl/48eyQw

LC • EN2LC-Ia-j-1.1 Retell parts of a story using visual aids


2. Group Activity (with the Group Leader)

• In small groups, let pupils retell the story through illustrations.

• While Grade 2 pupils are doing the activity, teacher reads the listening story to Grade 3 pupils.

• EN2LC-If-g-2.1 Recognize naming words that refer to animals

• Naming Words: Names of Animals

3. Naming Words (with the Group Leader)

• Identify the naming words that refer to animals. Prepare a worksheet on naming words.



Grade 2 Grade 3

1

LC • EN3LC-Ia-j-2 activate prior knowledge based on the stories to be read

• Listening Story: “Town of Makinang”

• Making Predictions

2. Listening Story: “Town of Makinang” (with the Teacher)



• Let pupils make predictions about the story.

b. Vocabulary Development

• Discuss unfamiliar words, phrases, or expressions found in the story. Ask questions so pupils can talk about them. Unlock words through illustrations, actions, realia, or context clues.


• Read the story to the pupils. During reading ask one to two questions as comprehension check.

V • Show understanding of meaning of words (word families: -ink, -ank, -unk) through drawing, actions, and using them in sentences*

• EN1V-Ia-b-01 Give the meaning of words used in stories

• Using New Vocabulary and Structures

LC • EN3LC-Ia-j-2.1 note important details

• Story Discussion: “Town of Makinang”


• Give questions about the story for pupils to answer. Let them note important details about the setting, characters, and plot.



Grade 2 Grade 3

1

LC • EN3LC-Ia-j-2.16 identify cause and effect

• Identifying Cause and Effect of Actions

• While Grade 3 pupils copy homework, discuss with Grade 2 pupils the answers to the activity and collect their group work and worksheets.


Homework: Pupils tell the story to a family member and draw or write the things that cause the townspeople to get sick.


• Story Response

2

OL

PA


• Song about Taking Care of Environment

1. Review the song(s) introduced. Let the pupils perform in pairs or individually.

G • EN2G-If-g-2.1 Recognize naming words that refer to persons*

• Naming Words: Persons

2. Review naming words.

• Prepare worksheet for Grade 2 pupils to answer.

PWR • EN1V-Ia-b-01 Give the meaning of words used in stories

• Grade 3 Leveled Reader: Town of Makinang (Chapter 1)


• Give worksheet and instructions to Grade 2 pupils before going to Grade 3 pupils to guide them with the reading of the Leveled Reader.

3. Leveled Reader: Town of Makinang (Chapter 1) (with the Teacher)


• Let pupils share experiences related to the story. Let them talk about the illustrations in the story.




Grade 2 Grade 3

2

f • EN3F-Ia-j-3.5.1 read Grade 3 level texts consisting of 1-2-syllable words with mixed-vowel word families: -ink, -ank, -unk with at least 95–100% accuracy

• Echo Reading • While Grade 3 pupils are reading individually, teacher discusses the answers to the activity of the Grade 2 pupils.




RC • EN3RC-Ic-e-2.1 Describe literary elements of texts including characters, setting, and plot

• Story Discussion • While teacher discusses the story with Grade 3 pupils, Grade 2 pupils are given the opportunity to read a story or book of their choice.


• Discuss the story and let pupils identify character traits, setting, and the plot.

G • EN3G-Ic-1.3 use different kinds of sentences (e.g. declarative, interrogative, exclamatory)

• Grammar Lesson 4. Types of Sentences

• Review different types of sentences: declarative, interrogative, exclamatory.


Homework (Grade 2): Write one declarative, interrogative, and exclamatory sentences.


• Elements of a Story 6. Concluding the Session

Homework: Tell family members about the character, the setting, and the plot of the story.



Grade 2 Grade 3

3

OL • EN3OL-Ib-1.19 express one’s ideas by presenting a skit

• Taking Care of the Environment

1. Sharing

• Discuss about taking care of the environment. Let pupils perform a skit on how to take care of the environment.


• Leveled Reader: Town of Makinang

2. Shared Reading (with the Group Leader)

• Let pupils share their favorite part in the story. Let them reread the story in pairs.

PWR

G

• EN2G-If-g-2.1Recognize names of places

• Naming Words: Places

2. Naming Words (with the Teacher)

• Review naming words with the pupils. Give them a worksheet as assessment on naming words.

f • EN3F-Ia-j-3.5.1 read Grade 3 level texts consisting of one-to-two syllable words (word families: -ink, -ank, -unk) with at least 95–100% accuracy

• Mixed-vowel Word Families: -ink, -ank, -unk

3. Phonics Word families: -ink, -ank, -unk

• Discuss phonics patters through an interactive word sort.

4. Skill Builder

• Guide pupils in answering the Skill Builder (p. 6)

Phonics: Word Hunt, Making New Words, Fill in the Missing Letters, and Read, Touch, and Say Phonemes

PWR • contrast mixed-vowel word families: -ink, -ank, -unk*



Grade 2 Grade 3

3

V • Show understanding of meaning of words (word families: ink, -ank, -unk) through drawing, actions, and using them in sentences*




Homework: Pupils practice reading grade-level words with CVC pattern.

Suggest words: hat, pat, cat, rat, bat, fat


Homework: Pupils practices - Look, Cover, Write, Check – for spelling words.

Spelling Words: drink, full, around, everything, junk, think, pink, thank, tank

4

OL

PA


• Songs About Taking Care of Environment

1. Song

• Introduce a new song about caring for the environment of keeping the surroundings clean. Let them sing as a whole class and then, in small groups.

This website may be helpful to find some songs on environment:

“Preschool Education, Discover The Fun in Learning,” http://goo.gl/nEhGDELC • EN3LC-Ia-j-2.16

identify cause and effect

• Cause and Effect Relationship

2. Cause and Effect Relationship

• Discuss cause and effect relationship.

• Provide a worksheet for Grade 2 pupils to answer.



Grade 2 Grade 3

4

f • EN3F-Ia-j-3.5.1 read Grade 3 level texts consisting of one-to-two syllable words (word families: - ink, -ank, -unk) with at least 95–100% accuracy


• While Grade 2 pupils answer the worksheet, guide Grade 3 pupils in the reading of the Leveled Reader.




• Let pupils talk about the illustrations in the book. Ask questions and let them ask questions, too.





• Do a comprehension check. Discuss the story and ask questions about the chracters, setting, and plot.



G • EN3G-Ic-1 identify an imperative sentence

• Sentence vs. Phrase • Pupils answer questions about sentences and phrases



Grade 2 Grade 3

4


Homework: Copy Skill Builder (p. 9) on imperatives in your notebook and complete at home. Practice spelling words.

PW • EN2PWR-IIIc-d-3Read words with short /e/ sound in CVC pattern

• Words with CVC Patter (e.g. hen, men)



Suggest words: ham, hat, had, hal, has

5

OL

PA

• Sing songs with correct melody, tempo and pronunciation *

• Song about Taking Care of the Environment

1. Review the song(s) introduced. Let the pupils perform in pairs or individually.

S • Spell words from the story, sight words, and words from phonics list*

• Spelling Words 2. Assessment

• Let pupils check Skill Builder.

• Give spelling test to pupils.PWR • contrast mixed-

vowel word families: -ink, -ank, -unk*

2. Assessment

• For Grade 2 pupils, prepare a worksheet on phonics and word recognition.

Example: Filling in the missing middle vowel to complete the name of the picture; Matching picture and name



Grade 2 Grade 3

5

G • EN3G-Ic-1.3 use different kinds of sentences (e.g. declarative, interrogative, exclamatory, imperative)

• Declarative and Interrogative Sentences

3. Review: Declarative and Interrogative Sentences

• Provide practice exercises to pupils. Let them differentiate between declarative and interrogative sentences.

Note to the Teacher: This activity requires differentiated worksheets suitable to respective Grade levels. For Grade 2 pupils, more scaffolding is need. Provide a sample before letting them do their work independently.

WC • EN3WC-Ia-j-5 Write a note of advice (with poster)

• While Grade 3 pupils are doing the writing activity, discuss cause and effect, and naming words to Grade 2 pupils.

3. Writing:

a. Model to pupils how to write a note of advice.

b. Let pupils contribute ideas and spelling for teacher guided practice.

c. Pupils generate their ideas down (drawing, web, quadrant) for their note of advice.

LC • EN2LC-Ia-j-1.1Identify cause and effect relationships

• Cause and Effect 4. Review: Cause and Effect Relationships

• Provide practice exercises.

• While Grade 2 pupils are doing the activity, let Grade 3 pupils share their compositions with a partner.

G • EN2G-If-g-2.1Recognize names of things

• Naming Words: Things

5. Review: Naming Words





ENGLISHTHEME: MY BIGGER fAMILY/ExTENDED fAMILY

READ ALOUD STORY: one, TWo, Three… i haVe a GifT!

LEVELED READER fOR GRADE 3: ToWn of MakinanG



Theme: My Bigger family/Extended family Read Aloud Story: one, Two, Three… i have a Gift! (Author: Christine S. Bellen; Illustrator: Jason K. Dy, SJ) Leveled Reader for Grade 3: Town of Makinang (Author: Basa Pilipinas; Illustrator: Rea Diwata Mendoza)


note to the Teacher: Use the Basa Pilipinas instructional materials for Grades 2 and 3 to implement the lessons and activities in this guide. The activities for the Read Aloud story are found in the Grade 2 Teacher’s Guide. Note that the objectives for Grade 3 are in bold italics.


Grade 2 Grade 3

1

OL

PA

• Sing songs about family*

• Talk about the message of the song*

• Song About Family 1. Introduce a song about family. Let pupils practice it as a whole class and then, in small groups.

This website may be helpful to find some songs on family:

“Preschool Education, Discover the Fun in Learning,” http://goo.gl/K1FkwtLC • EN3LC-Ia-j-2

activate prior knowledge based on the stories to be read

• Read Aloud Story: One, Two, Three… I Have a Gift!

2. Read Aloud Story: One, Two, Three… I Have a Gift!


• Encourage pupils make predictions about the story based on title and cover of the books.

V • Give meaning of words used in listening stories and level text read*


• Discuss unfamiliar words, phrases or expressions found in the story.



Grade 2 Grade 3

1


LC • EN3LC-Ia-j-2.17 Draw conclusions

• Drawing During Reading Activities

• Read the story a loud. While reading, give comprehension checks by asking the pupils three to five questions in the different parts of the story.


• Discuss the story to recount the events that were significant. Ask questions that focus on drawing conclusions. For example: What do you think about ... ?

WC • EN3WC-Ia-j-5 Write a note of advice

• Story Response: Note of Advice

• While Grade 3 pupils are doing composing activity, Grade 2 pupils draw about the story heard.

3. Writing (with the Teacher)

• Guide the pupils in drafting a note of advice.


Homework: Pupils tell family members about the story, answer the question: Why do you think the children go talk to the stranger?



Grade 2 Grade 3

1

RC • Note important details pertaining to characters, setting, and events*

• Elements of the Story

3. Group Work: Noting Details (with the Group Leader)

• Give activities that pupils work in pairs.

Examples: Answering questions, Drawing setting or character, creating a dialogue

2


• Poem: Rhyming Poem

1. Poem

• Introduce a rhyming poem. Let the pupils recite as a whole class. Discuss the message of the poem.

PA • EN2PA-If-1.2.1 Identify rhyming words in the poem

• Rhyming Words 2. Rhyming Poems (with the Group Leader)

• Identify the rhyming words in a poem.

• Give activities for Grade 2 pupils to work on. These can be worksheets on finding or identifying rhyming words.

• While Grade 2 pupils are doing the activity on rhyming words, guide Grade 3 pupils in reading the Leveled Reader.



Grade 2 Grade 3

2





• Facilitate discussion about the illustrations found in the story.

• Discuss unfamiliar words found in the story. Let pupils share experiences related to the story.



• Discuss high frequency words and phonics patterns.

V • Give the meaning of words used in stories listened and read*

f • EN3F-Id-e-1.10 read aloud short stories/poems consisting of word families: -ash,-ish, -ush words with appropriate speed, accuracy, and proper intonation


• While Grade 3 pupils are reading individually, discuss answers to the activity given to Grade 2 pupils.

• Let the pupils read the text individually. After, let pupils do echo reading.


• Story Discussion (with the Group Leader)

• While teacher discusses the story with Grade 3 pupils, teacher lets Grade 2 pupils read CVC words written on flash cards.

After Reading Activities (with the Teacher)

• Discuss the elements of the story. Use a story map to illustrate the elements of a story.



Grade 2 Grade 3

2

G • EN3G-Id-1.6 use appropriate punctuation marks (e.g. period, comma, question mark, exclamation point)

• Types of Sentences 3. Grammar: Types of Sentences

• Review discussion on punctuation marks associated with declarative, interrogative, and exclamatory sentences discussed in the story.

WC • EN3WC-Ia-j-5 Write a note of advice

• Writing: Note of Advice


• While Grade 3 pupils are finishing their drafts, call on Grade 2 pupils individually to read the grade level words. Keep a running record of words a pupil is able and not able to read. This is to monitor progress of the pupils.


• Guide the pupils in revising and completing their drafts.


Homework: Pupils take their drafts home and finish their revisions

3

OL • EN2OL-If-j-1.3 Tell something about oneself or one’s family

• Sharing Activity: Talking about Family

1. Sharing

• Ask questions that will encourage pupils to talk about a family activity such as: “What do you and your family do together on a certain day?”

Guide the pupils in using the sentence starters: “My name is (pupil’s name). Every (day of the week), my family and I (family activity). I enjoy my time with my family because (reason).”



Grade 2 Grade 3

3

f • EN3F-Ia-j-3.5.1 read Grade 3 level readers consisting of one-to-two syllable words (word families: -ash, -ish, -ush) with at least 95–100% accuracy


• While Grade 3 pupils are sharing their drafts and rereading the story in pairs, discuss the listening story again to Grade 2 pupils.

2. Shared Reading

• Give time for pupils to share their revised draft with a partner. Pupils reread the story in pairs.




2. Read Aloud Story: One, Two, Three… I Have a Gift!

(with the Teacher)

• Give questions for pupils to answer creatively in small groups.

Refer to Appendix A for ideas of small group activities.

• While Grade 2 pupils are doing group work, guide Grade 3 pupils in answering the Skill Builder.



Grade 2 Grade 3

3

V • Show understanding of meaning of words (word families: /ash/, /ish/, /ush/) through drawing, actions, and using them in sentences*

• Grade 3 Leveled Reader: Town of Makinang

• Word Families: /ash/, /ish/, /ush/ (Final Digraphs)

3. Skill Builder

• Answer Skill Builders (p. 16)

• Discuss phonics patterns through an interactive word sort. Let pupils sort a series of words on their own.

PWR • contrast word families: /ash/, /ish/, /ush/*

S • Spell one-to-two syllable words from word families*


Homework: Pupils practice Look, Cover, Write, Check to review spelling words.

Spelling Words: clean, done, everywhere, trash, fish, dish, wish, dash, wash, rush

• EN2S-IVa-e-2Spell words with short /e/ and /a/ sounds in CVC patterns

• Reading CVC words 3. Concluding the Session


Some suggested words: hen, hem, her, get, set



Grade 2 Grade 3

4

OL

f

• EN2OL-Ih-j-1.3.2 Talk about one’s environment (e.g. persons, animals, places, things, events, etc.)

• News Sharing 1. Sharing

• Encourage pupils to share some recent news about themselves.

Some ideas:

– What happened during the weekend?

– What is a new thing that you would like to try this weekend? Why?

– Did you notice anything new or unusual in your neighborhood? What is it?

– How do you feel today? Why?ATR • EN3A-Ia-b-1

Participate/engage in a read-along of texts (e.g. poetry, repetitive text)


• While Grade 3 pupils are rereading the story, review the Read Aloud Story again with Grade 2 pupils.

2. Shared Reading: Town of Makinang (Chapter 3)

• Let pupils reread the story in pairs.

• Let pupils locate the words: everywhere, clean, done, drink, water, fire, make, trash, street, river


• Story Rereading: One, Two, Three… I Have a Gift!

• Story Discussion

2. Rereading of the Story: One, Two, Three… I Have a Gift!

(with the Teacher)

• Continue parts of the story where the teacher leaves off.


• Do the small group activities.

Examples: Role Play, Drawing Characters of the Story, Making Dialogues, Extending the Story

• While Grade 2 pupils are doing the group work, guide Grade 3 pupils with the reading of the Leveled Reader.



Grade 2 Grade 3

4



• While Grade 3 pupils are reading individually, discuss the group work of Grade 2 pupils.



• Facilitate discussion about the illustrations in the story.




• Let pupils read the text individually.RC • EN3RC-Ic-e-2.1

Describe literary elements of texts including characters, setting, and plot



• Facilitate discussion of the details of the story.


Homework: Copy the Skill Builder (p. 22) on different types of sentences and punctuation marks in the notebook and complete at home. Practice the spelling words.



Grade 2 Grade 3

5


• Poem About Family 1. Introduce a poem about family. Let pupils read it as a class. Then, let them practice reciting the poem in small groups and present to the class.

For a collection of poems, these websites may be useful:

“Kenn Nesbitt’s Poetry4Kids.com,” http://goo.gl/QSMUL9

S • Spell one-to-two syllable words from word families*

• Spelling Words 2. Spelling (with the Teacher)

• Conduct spelling test. Then, ask pupils to check each other’s work.

• EN2S-IVa-e-2 Spell words with short /e/ and /a/ sound in CVC patterns

• Reading CVC words (with the Group Leader)

• While Grade 3 pupils are doing assessment, let Grade 2 pupils practice reading CVC words.

PWR • contrast mixed-vowel word families: /ash/, /ish/, /ush/*

• Mixed-vowel Word Families: /ash/, /ish/, /ush/


• While Grade 3 pupils are answering Skill Builders and rereading the story, discuss the Read Aloud Story again with Grade 2 pupils. Then, let pupils present their group work from the previous day.

3. Weekly Assessment (with the Teacher)

• Let pupils correct the Skill Builder (p. 22) by checking their work.

• Let pupils locate: trash, dish, wash, dash, rash, fish, hush, wish, rush



Grade 2 Grade 3

5

LC • EN2LC-IIc-2.1EN2LC-Ia-j-1.1 Answer questions about the story and infer feelings of characters

• Inferring Feelings of Characters

2. Story Discussion (with the Teacher)

• Let pupils participate in the story discussion.


• Let pupils present group output from the previous day.

WC • EN3WC-Ia-j-5 Writing a note of advice

• A Note of Advice 4. Composition (with the Group Leader)

• Let pupils do their final corrections and write out good copy.

5. Concluding the Session: Sharing and Reading

• Encourage pupils to share their written work in pairs.




ENGLISHTHEME: MY BIGGER fAMILY/ExTENDED fAMILY

READ ALOUD STORY: one, TWo, Three… i haVe a GifT!

LEVELED READER fOR GRADE 3: MrS. PoST’S Science claSS



Theme: My Bigger family/Extended family Read Aloud Story: one, Two, Three… i have a Gift! (Author: Christine S. Bellena; Illustrator: Jason K. Dy, SJ) Leveled Reader for Grade 3: Mrs. Post’s Science class (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Rea Diwata Mendoza)


note to the Teacher: Use the Basa Pilipinas instructional materials for Grades 2 and 3 to implement the lessons and activities in this guide. The activities for the Read Aloud story are found in the Grade 2 Teacher’s Guide. note that the objectives for Grade 3 are in bold italics.


Grade 2 Grade 3

1

OL • Sing a song and talk about its message*

• Song About Family 1. Song

• Introduce a new song about family. Let pupils practice it as a whole class and then, in small groups. Then have pupils discuss what the song is all about.

This website may be helpful to find some songs on family:

“Preschool Education, Discover the Fun in Learning,” http://goo.gl/1bjO0mLC • EN3LC-Ia-j-2.1

note important details

• EN3LC-Ia-j-2.17 Draw conclusions


• Noting Important Details

• Drawing Conclusions

2. Read Aloud Story: One, Two, Three … I Have a Gift

• Review the Read Aloud Story. While reading, leave off some parts for the pupils to supply the missing part of the story.

• Let pupils answer questions about the story, noting important details about the setting and what Mrs. Post’s Science class is like. They discuss why Mrs. Post is a good teacher or why her Science class is a good one or not. Have pupils draw conclusions.



Grade 2 Grade 3

1

Note to the Teacher: The Listening Story is found in the Grade 3 English Teacher’s Guide, Week 5.

G • EN2G-Ih-2.4Recognize nouns in simple sentences

• Nouns 3. Nouns

• Have pupils review nouns and let them classify the naming words according to persons, places, and things.


• Writing a Response to a Story


Homework: Pupils tell family members about the story and answer the question: What would you give to a friend? Draw a picture.

2

OL • EN2OL-IIi-j-1.6Recite memorized verses, short poems, and rhymes

• Poem Recitation 1. Poem Recitation

• Review a poem introduced in the past weeks. Let pupils form small groups and decide on a poem they wish to practice reciting.

G • EN2G-Ih-2.4Recognize proper nouns in simple sentences

• Proper Nouns for Persons

2. Proper Nouns (with the Group Leader)

• Review the use of proper nouns. Provide exercises for the pupils to accomplish.


• Grade 3 Leveled Reader: Mrs. Post’s Science Class (Chapter 1)

• While Grade 2 pupils are doing the exercises, guide Grade 3 pupils in reading of the Leveled Reader.

2. Leveled Reader: Mrs. Post’s Science Class (Chapter 1) (with the Teacher)


• Facilitate discussion of pupils’ experiences related to the story.




Grade 2 Grade 3

2



• Facilitate a game to introduce the sight words.

f • EN3F-IId-e-4.4.1 read Grade 3 level texts consisting of one-to-two syllable words (word families: -st, -sp, -sk) with at least 95–100% accuracy

• Reading of the Leveled Reader: Mrs. Post’s Science Class

• While Grade 3 pupils are reading the text independently, discuss the exercises of Grade 2 pupils.


• Conduct a picture walk. Discuss the high frequency words and phonics patterns.

• Let the pupils read the text independently. Then, facilitate echo reading of the text.

RC • EN3RC-Ic-e-2.1 Describe literary elements of texts including diagrams, tables, etc.

• Story Map: Characters, Setting, Events

• While Grade 3 pupils discuss the story, let Grade 2 pupils read a story of their choice (e.g. past Read Aloud Stories or Leveled Readers) or answer enrichment activities.


• Discuss the story with the pupils using a diagram.

G • EN3G-Ie-2.4 use nouns (e.g. people, animals, places, things events) in simple sentences

• Nouns 3. Grammar

• Let the pupils identify nouns in certain sentences.


• Grade 2 Homework: Write proper nouns for person and place.

• Grade 3 Homework: Show their diagram and tell family members about the character, the setting, and the plot of the story.



Grade 2 Grade 3

3

OL

f

• EN2OL-If-j-1.3Talk about oneself and one’s family

• Sharing Activity: Talking about Family

1. Sharing

• Ask questions that will encourage pupils to talk about one of their family members.

Guide the pupils in using the sentence starters: “My name is (pupil’s name). My (family member) is (name of family member) He or she is (say something about the family member).”

f • EN3F-IId-e-4.4.1 read Grade 3 level texts consisting of one to two syllable words (word families: /st/, /sp/, /sk/) with at least 95–100% accuracy


2. Shared Reading: Mrs. Post’s Science Class (Chapter 1)

• Encourage pupils to share their drawing or sentence with a partner.


V • EN3V-IId-e-5.1 Show understanding of meaning of one-to-two syllable words (final consonant blends: /st/, /sp/, /sk/ in cVc pattern) words through drawing, actions, and using them in correctly in sentences

• Word Families: /st/, /sp/, /sk/

• While Grade 3 pupils are answering the exercises, teacher discusses proper nouns to Grade 2 pupils.

(with the Teacher)

3. Phonics: mixed-vowel word families: /st/, /sp/, /sk/

• Discuss the phonics pattern through an interactive word sort. Let pupils sort a series of words on their own.

3. Skill Builder

• Let pupils complete the Skill Builder (p. 6)

Phonics: /st/, /sp/, /sk/



Grade 2 Grade 3

3


• Proper Names of Places

2. Spot proper nouns from the Listening Story (with the Teacher)

• Discuss how to write proper names of persons. Let pupils Identify the proper names of places and write them properly.

S • EN3S-IIa-b-4 Spell one-to-two syllable words from word families


Homework: Practice - Look, Cover, Write, Check – for spelling words.

Spelling Words: what, good, very, must, best, ask, grasp, task, past, just, lost, last

• EN2S-IVa-e-2Spell words with short /e/ and /a/ sound in CVC patterns

• Reading CVC Words


Homework: Practice reading grade-level words with CVC pattern.

Some suggested words: bed, red, Ned, pen, hen, ten, wet, net

4

BPK • Give the meaning of some environmental prints*

• Environmental Prints 1. Discuss environmental prints. Conduct activities to reinforce discussion.

G • EN2G-If-g-2.1 Recognize proper names of things and animals

• Proper Names of Things and Animals

2. Proper Names of Things and Animals

• Review proper names of things and animals.

• Provide practice exercises for Grade 2 pupils.



Grade 2 Grade 3

4

f • EN3F-Ia-j-4.2.1 read Grade 3 level texts consisting with at least 95–100% accuracy*


• While Grade 2 pupils answer practice exercises, teacher facilitates reading of leveled reader by Grade 3 pupils.

• While Grade 3 pupils are reading independently, discuss the practice exercises with Grade 2 pupils.

3. Leveled Reader: Mrs. Post’s Science Class



• Discuss the unfamiliar words found in the story.



• Discuss high frequency words and phonics patterns. Let pupils read the text independently. Then, facilitate echo reading of the text.

SS • EN3SS-Ia-6 Monitor and self-correct one’s comprehension by scanning and skimming

RC • EN3RC-Ic-e-2.1 Describe literary elements of texts including diagrams, tables, etc.

• Note Details: Characters, Setting, and Plot


• Facilitate discussion of the characters, setting, and plot.

• Highlight phonics patterns found in the story.

G • EN3G-Ie-2.4 use nouns (e.g. people, animals, places, things, and events) in simple sentences

• Nouns 3./4. Nouns

• Facilitate review of nouns.


Homework: Copy the Skill Builder (p. 11) on nouns in notebook and complete at home. Practice their spelling words.



Grade 2 Grade 3

4


• CVC Words 4. Concluding the Session

Homework: Practice reading CVC words.

5

BPK • EN2BPK-Ia-3Recognize environmental prints

• Environmental Prints 1. Environmental Prints

• Review environmental prints.


• Spelling 2. Weekly Assessment

• Give spelling test.

• Provide differentiated activities for this:

For Grade 2, let the pupils spell CVC words or fill in the missing letter to complete the name of the picture. For Grade 3, let the pupils answer a crossword puzzle or write dictated words.

PWR • contrast word families: /st/, /sp/, /sk/*

• Mixed-vowel Word Families: /st/, /sp/, /sk/

G • EN2G-Id-e-1.3 Recognize different kinds of sentences

• Sentences 3. Practice Skills (with the Group Leader)

• Guide pupils in completing worksheets to review: sentence vs. phrase and nouns.

• While Grade 2 pupils are answering worksheets, Grade 3 pupils will do the writing activity.

• EN2G-If-g-2.1Recognize names of persons, objects, things, and places

• Nouns

WC • EN3WC-Ia-j-7 Write a descriptive paragraph

• Descriptive Paragraph


• Model brainstorming of ideas for writing through a web.



Grade 2 Grade 3

5

• Guide pupils in making of web as pre-writing of descriptive paragraph about liquids.

• Let pupils generate their web for writing a descriptive paragraph.


• Let pupils to share their work.

Homework: Share your work with family members.




ENGLISHTHEME: CLASSIfY OBJECTS AND MATERIALS AS SOLID, LIQUID, AND GAS

LISTENING STORY: “MRS. POST’S SCIENCE CLASS”

LEVELED READER fOR GRADE 3: MrS. PoST’S Science claSS



Theme: Classify Objects and Materials as Solid, Liquid, and Gas Listening Story: “Mrs. Post’s Science Class” (Authors: Nathalie Louge and Suzanne Simard) Leveled Reader for Grade 3: Mrs. Post’s Science class (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Rea Diwata Mendoza)




Grade 2 Grade 3

1

OL • EN2OL-Ia-e-1.5 Use appropriate expressions in common situations (polite expressions)

• Polite Expressions in School

1. Introduce some polite expressions. Let pupils form small groups and act out situations where they can use the polite expressions in the school.


• Listening Story: “Mrs. Post’s Science Class”

• Activating Prior Knowledge

2. Listening Story: “Mrs. Post’s Science Class”

Note to the Teacher: This story is found in the Grade 3 Teacher’s Guide, Quarter 1, Week 6.


• Discuss unfamiliar words, phrases, or expressions found in the story. Let pupils talk and discuss the words, phrases, or expressions.

• Ask questions allowing pupils to relate the story to their personal experiences.

V • EN1V-Ia-b-01 Give the meaning of words used in stories listened to

• Use New Vocabulary and Structures



Grade 2 Grade 3

1

f • EN3F-Id-e-1-10 read aloud from familiar prose and poetry consisting of short-vowel words with fluency, appropriate rhythm, pacing, and intonation

• Reading of Listening Story: Mrs. Post’s Science Class

b. During Reading Activities

• Read the story aloud to the pupils pausing at certain parts to ask questions.


c. After Reading Activities

• Discuss the story with the pupils. Ask questions to draw conclusions about the story.


• EN3WC-Ia-j-7 Write descriptive paragraph

• Writing a Story Response

• Drafting a Descriptive Paragraph

3. Writing

• Guide pupils in writing a draft of a descriptive paragraph.


Homework: Pupils tell family members about the story.

2

PA • EN2PA-If-1.2.1 Identify rhyming words in the poems read

• EN2PA-Ih-2.4 Give a rhyming word for the words given

• Rhyming Words 1. Rhyming Poems (with the Teacher)

Review rhyming poems. Introduce poems with rhyming words. Grade 2 and 3 pupils participate in reciting rhyming poems.

• While Grade 2 pupils are doing activity on rhyming words, facilitate guided reading of the Leveled Reader with Grade 3 pupils.



Grade 2 Grade 3

2

Note to the Teacher: Look for more challenging poetry. Refer to Appendix A for suggested poems or sources of poetry.

2. Rhyming Words (with the Group Leader)

• Identify the rhyming words.

• Give worksheet on rhyming words to Grade 2 pupils.

PWR • EN3PWR-Ib-d-19.1recognize more common sight words in order to read simple phrases and sentences


• Vocabulary Words

• When Grade 3 pupils are reading independently, discuss the activity of the Grade 2 pupils.



• Facilitate discussion of personal experiences related to the story. Let pupils talk about the illustrations in the story.


• Let pupils play a game of sight words.

f • EN3F-IId-e-4.4.1 read aloud short stories consisting of word families: /ft/, /pt/, /lt/ words with appropriate speed, accuracy, and proper intonation



Grade 2 Grade 3

2


• EN2V-Ie-14 Classify common words into conceptual categories (e.g. solid, liquid, gas)



• Let pupils read the text individually. After, facilitate echo reading.


• Elements of a Story After Reading Activities

• Answer questions about the characters, setting, and events.

WC • EN3WC-Ia-j-7 Write a descriptive paragraph

• Revising Descriptive Paragraph

• While Grade 3 pupils are doing the composing activity, do a guided exercise with Grade 2 pupils on constructing a paragraph by filling in missing words, phrases, and punctuation marks.


• Finish and begin revising their draft.


Homework: Pupils take their drafts home and finish their revisions.



Grade 2 Grade 3

3

OL • Sing a song and discuss its message*

• Songs Related to Solid, Liquid, and Gas

1. Song

• Introduce the song. Let pupils practice and sing as a whole class.

• Refer to Appendix A for some suggested website on songs.

PWR • contrast words with consonant blends: /ft/, /pt/, /lt/*

• Words with Consonant Blends: /ft/, /pt/, /lt/

• While Grade 3 pupils are doing the phonics exercise, reread the Listening Story to the Grade 2 pupils and facilitate the activities that follow.

2. Words with Consonant Blends: /ft/, /pt/, /lt/ (With a Group Leader)

• Let pupils categorize, read, and participate in interactive word sort on board.

• Let pupils sort a series of words on their own. Then, check together.

f • EN3F-Ia-j-3.5.1 read Grade 3 level texts consisting of one-to-two syllable words with mixed-vowel word families: /ash/, /ish/, /ush/ with at least 95–100% accuracy

V • EN2V-IIIa-b-13.1Give the meaning of some words using pictures and context as clues


• Group Activities

2. Rereading of the Listening Story (with the Teacher)

• Reread the story. Leave out some parts for pupils to fill in and talk about.

3. Group Activities (with the Group Leader)

• Participate in small group activities.

Examples: Role Playing, Making a Dialogue, Making a Poster, Making a Card, Drawing a New Cover of the Book

• While Grade 2 pupils are doing the group activity, facilitate the Skill Builder with Grade 3 pupils.



Grade 2 Grade 3

3

V • EN3F-IId-e-4.4.1 Show understanding of meaning of words (words with consonant blends: /ft/, /pt/, /lt/) through drawing, actions, and using them in sentences

• Skill Builder • While Grade 3 pupils are doing the Skill Builder, let Grade 2 pupils present their group work.

3. Skill Builder

• Guide pupils in completing the Skill Builder (p. 16)

Phonics: word hunt, making new words, fill in missing letters, and read, touch, and say phonemes.



Homework: Practice-Look, Cover, Write, Check-for spelling words.

Spelling Words: felt, lift, wilt, raft, kept, keep, same, bolt, shift


• CVC Pattern 4. Concluding the Session


Some suggested words: sit, pit, pin, tin, lid, win, bin, rim, fin

4

OL • EN3SS-Ia-2.1 arrange words with a different first letter in alphabetical order

• Alphabetical Order 1. Alphabet Name Game

• Explain the alphabet game to the pupils. After, let pupils play the game in pairs or groups of 3–4.



Grade 2 Grade 3

4

f • EN3F-IId-e-4.4.1 read Grade 3 level texts consisting of one-to-two syllable words (words with consonant blends: /ft/, /pt/, /lt/) with at least 95–100% accuracy

• Grade 3 Leveled Reader: Mrs. Post’s Science Class

• While Grade 2 pupils are playing the game, let Grade 3 pupils reread the story in pairs.

2. Shared Reading (with the Group Leader)


• Let pupils locate words in the story: liquid, show, tilt, bottom, keep, same, something.

LC • Supply some parts of the story as the teacher reads it*

• EN2LC-Ia-j-1.1 Note important details in a story heard


2. Retelling of the Story: “Mrs. Post’s Science Class”

• Let pupils retell the Listening Story.

• Let pupils answer questions about the story. Provide a worksheet for pupils to answer.

V • EN2V-Ie-14Classify common words into conceptual categories (e.g. solids, liquids, gases)


• While Grade 2 pupils are answering the worksheet, teacher facilitates guided reading of the leveled reader with Grade 3 pupils.







Grade 2 Grade 3

4



• Let pupils read the text individually.RC • EN3RC-Ic-e-2.1

Describe literary elements of texts including characters, setting, and plot



• Discuss the character, setting, and events in the story.

G • EN2G-Ig-h-2.3 Use plural form of regular nouns by adding -s or -es (e.g., dog, dogs; wish, wishes)

• Plural Forms of Nouns

3./4. Plural Forms of Nouns

• Discuss plural forms of nouns. For the activity, let pupils pick out nouns in singular and plural forms. Let them sort on the board in 2 columns and ask what they notice.

PA

PWR

• Read mixed vowel families*

• Mixed-vowel Word Families: /ft/, /pt/, /lt/


Homework: Practice reading CVC words.


Homework: Copy Skill Builder on plurals in notebook and complete at home. Practice their spelling words.

5

OL • Sing songs with correct melody, tempo, and pronunciation*

• Songs Related to Solid, Liquid, and Gas

1. Review the songs learned. Let pupils practice and perform the song in small groups.



Grade 2 Grade 3

5


• Spelling Words 2. Weekly Assessment

• Conduct spelling test. Then, ask pupils to check each other’s work.

• Give differentiated activities. For Grade 2, let the pupils spell CVC words or fill in the missing letter to complete the name of the picture. For Grade 3, let the pupils answer a crossword puzzle or write dictated words.

• EN2S-IVa-e-2 Spell words with short /e/ and /a/ sound in CVC patterns

PWR • contrast words with consonant blends: /ft/, /pt/, /lt/*


• Words with Consonant Blends: /ft/, /pt/, /lt/

• While Grade 3 pupils are rereading the story and answering activities, review alphabet and familiar words with Grade 2 pupils.

3. Rereading of the Leveled Reader: Mrs. Post’s Science Class (Chapter 4)

• Let pupils reread the story in pairs

• Let pupils locate words ending with the consonant blends: /ft/, /pt/, /lt/.

4. Skill Builder

• Pupils answer and review the Skill Builder.

LC • EN2LC-Ia-j-1.1 Infer the character feelings and traits


• Group Activities

3. Review the Listening Story (with the Teacher)

• Discuss inferring characters’ feelings.


• Each group gets a question and they answer the questions in a creative way.

• While Grade 2 pupils are doing the group activity, discuss answers for the Skill Builder with Grade 3 pupils.



Grade 2 Grade 3

5


• Ask pupils to present their group work to the whole class. Let Grade 3 pupils ask questions or react about the presentations.




ENGLISHTHEME: CHANGES THAT MATERIALS UNDERGO BASED ON THE EffECT Of

TEMPERATURE: SOLID TO LIQUID, LIQUID TO SOLID

LISTENING STORY: “PROBLEMS AT THE RESTAURANT”

LEVELED READER fOR GRADE 3: ProbleMS aT The reSTauranT



Theme: Changes that Materials Undergo Based on the Effect of Temperature: Solid to Liquid, Liquid to Solid Listening Story: “Problems at the Restaurant” (Authors: Nathalie Louge and Suzanne Simard) Leveled Reader for Grade 3: Problems at the restaurant (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Jericho Moral)




Grade 2 Grade 3

1

OL • EN3OL-Ic-1.3 Share relevant information

• Sharing 1. Sharing

• Ask pupils to look around them and identify objects that are solid, liquid, and gas.

V • EN1V-Ib-23Show understanding of meaning of short /o/ words through drawing, actions, and using them in sentences

• Listening Story: “Problems at the Restaurant”


• Short /o/ words

2. Listening Story: “Problems at the Restaurant”


• Facilitate discussion so pupils can make predictions about the story.

• Discuss unfamiliar words, phrases, or expressions found in the story. Let pupils talk about them and use them in sentences.


• Read the story. Do comprehension checks by pausing at some parts to ask questions about the story.



Grade 2 Grade 3

1


• Discussion of the Story


• Discuss the story. Give questions that will allow pupils to draw conclusions and give their own opinion.


• Writing a response to a story listened to


Homework: Pupils tell family members about the story, make a prediction, and draw a picture

2

OL • Sing songs with correct melody, tempo, and pronunciation*

• Songs:

– “Today is a Special Day”

– “The Alphabet Song”

– “If You are Happy and You Know It”

1. Song

• Introduce or review a song previously learned. Divide pupils into small groups and let them choose a song they will sing to the whole class.

WG • EN2G-Id-e-1.3Recognize different kinds of sentences

• Telling (Declarative) Sentences

2. Declarative Sentences (with the Teacher)

• Discuss telling sentences.

3. Activity (with the Group Leader)

• Provide worksheets for pupils to answer.

• While Grade 2 pupils are answering the worksheets, discuss the Leveled Reader with the Grade 3 pupils.



Grade 2 Grade 3

2


• Grade 3 Leveled Reader: Problems at the Restaurant (Chapter 1)

• Sight Words and Vocabulary Words

• While Grade 3 pupils are reading the Leveled Reader independently, check the Grade 2 activities and discuss the answers with them.

2. Leveled Reader: Problems at the Restaurant (Chapter1) (with the Teacher)


• Ask pupils to share experiences related to the story.

• Review the sight words.

• Discuss unfamiliar words or expressions found in the story.

f • EN3F-Ie-j-4.3 read with accuracy, appropriate speed, and proper phrasing sentences and stories consisting of words with final nasal sounds*

• Reading of the Leveled Reader: Problems at the Restaurant



• Point out frequency words and phonics patterns.

• Let pupils read the text independently. After, let pupils echo read the text.


• Elements of a Story After Reading Activities

• Discuss the story. Encourage pupils to ask questions about the story.

G • EN3G-If-2.2use common and proper nouns

• Common and Proper Nouns

4./3. Grammar

• Discuss common and proper nouns. Describe situations that will allow pupils to use common and proper nouns. Highlight the difference between the two.



Grade 2 Grade 3

2

RC • EN3RC-If-j-2.8 Make and confirm predictions about texts

• Making and Confirming Predictions


Homework: Tell family members about the story, make a prediction, and draw a picture.

G • EN2G-Ib-c-1.4Recognize simple sentences

• Telling (Declarative) Sentences


Homework: Write three telling sentences.

3

OL • EN3OL-Ii-j-1.10.3 connect information heard to personal experience

• Polite Expressions in Different Situations

1. Sharing: Polite Expressions

• Review polite expressions. Let pupils share in pairs about situations where they used polite expressions. After, call on some volunteers to share to the class.

f

ATR

• EN3A-Ia-b-1 Participate/engage in a read-along of texts (e.g. poetry, repetitive text)


• While Grade 3 pupils are sharing and rereading the story, teacher discusses about asking sentences to Grade 2 pupils.

2. Shared Reading

• Facilitate pupils’ sharing of drawings or sentences with a partner.

• Let pupils reread the story in pairs.G • EN2G-Ib-c-1.4

Recognize simple sentences

• Asking (Interrogative) Sentences

2. Asking (Interrogative) Sentences (with the Teacher)

• Identify asking sentences.

• Discuss the difference between asking and telling sentences.

Ideas for exercises to give:

– Oral and written activity in constructing asking questions

• While Grade 2 pupils are answering exercises, teacher discusses phonics lesson with Grade 3 pupils.



Grade 2 Grade 3

3

– Write the correct punctuation mark for the asking sentences.

– Give own examples of asking sentences

PWR • contrast words with nasal sounds: /mp/, /ng/, /nt/, /nk/, /nd/*

• Phonics: Words with Nasal Sounds /mp/, /ng/, /nt/, /nk/, /nd/ (eg. camp, sting, pant, pink, sand)

3. Phonics (with the Teacher)

• Discuss phonics lesson using an interactive word sort. Let pupils sort a series of words on their own.

Words with Nasal Sounds: /mp/, /ng/, /nt/, /nk/, /nd/

4. Skill Builder

• Guide pupils in completing the Skill Builder (p. 6)

Phonics: Word Hunt, Making New Words, Fill in the Missing Letters, Touch and Say Phonemes

V • Show understanding of meaning of one-to-two-syllable words (consisting of words with final nasal sounds) through drawing, actions, and using them correctly in sentences*



Homework: Practice–Look, Cover, Write, Check–to review spelling words.

Spelling Words: eat, look, know, fond, dump, bang, pant, pink, grind, font, ding, monk



Grade 2 Grade 3

3


• CVC Pattern 3. Concluding the Session


Some suggested words: hot, pot, lot, cot, dot, mop

4

OL • EN3OL-Id-1.8 Recount specific/significant events

• News Sharing 1. Encourage pupils to share some news in pairs. Afterwards, call on some volunteer pupils to share to the whole class.

f • EN3F-Id-e-1.10; EN3F-IId-e-4.4.1read with accuracy, appropriate speed, and proper phrasing sentences and stories with short vowel sounds, and final consonant blends


• While Grade 3 pupils are reading the Leveled Reader, discuss telling and asking sentences with Grade 2 pupils.

2. Rereading of the Story

• Let pupils reread the story in pairs: Problems at the Restaurant (Chapter 1)


• Telling and Asking Sentences

2. Telling and Asking Sentences (with the Teacher)

• Discuss the difference between telling and asking sentences.

Exercise: – Oral and written activity on constructing telling and asking sentences

• While Grade 2 pupils are doing the exercise, facilitate guided reading of the Leveled Reader with the Grade 3 pupils.



Grade 2 Grade 3

4

– Write the correct punctuation mark at the end of telling and asking sentences.




• When Grade 3 pupils are reading independently, discuss the answers to the Grade 2 activity with the pupils.

3. Leveled Reader: Problems at the Restaurant (Chapter 2) (with the Teacher)


• Guide pupils in making predictions about the story.


f • read with accuracy, appropriate speed, and proper phrasing sentences and stories consisting of words with final nasal sounds*

• Reading of the Leveled Reader




• Let pupils read the text independently. After, facilitate echo reading of the text.

SS • EN3SS-Ia-6 Monitor and self-correct one’s comprehension by scanning and skimming

• Scanning and Skimming

• While teacher discusses the story with Grade 3 pupils, Grade 2 pupils are given the opportunity to read a story or book of their choice (i.e. past Read Aloud stories or any grade level material available in the classroom.) Then, ask Grade 2 pupils to draw and write a few sentences about the story they read.


• Discuss the leveled reader. Ask questions about the story. Let them look for the answers in the text and read them aloud to the class.



Grade 2 Grade 3

4

G • EN3G-If-2.2use common and proper nouns

• Common and Proper Nouns

3./4. Nouns

• Let pupils identify nouns and classify them on the board as common and proper nouns.

PWR • read phrases, sentences, and short stories consisting of words with final nasal sounds*

• Phonics: Words with Nasal Sounds /mp/, /ng/, /nt/, /nk/, /nd/ (eg. camp, sting, pant, pink, sand)


Homework: Copy the Skill Builder on common and proper nouns in notebook and complete at home. Practice their spelling words.

5

OL • EN3OL-Id-1.8 Recount specific/significant events

• News Sharing 1. News Sharing

• Encourage pupils to share some news in pairs. After, call some volunteer pupils to share to the whole class. Select those who have not shared the previous day.



• Conduct spelling test.



SS • Follow simple two step directions*

• Two-step Directions 3. Following Two-Step Written Instructions (with the Group Leader)

• Give skills activities to pupils.

• While Grade 2 pupils are doing skill activities, check the Skill Builder with Grade 3 pupils.



Grade 2 Grade 3

5

Ideas for Activities: Provide individual, pair, and group activities to practice target skills.

Provide a variety of written exercises that would foster mastery of target skills.

PWR • read phrases, sentences, and short stories consisting of words with final nasals sounds*

• Nasals Word Families: /mp/, /ng/, /nt/, /nk/, /nd/

3. Skill Builder (with the Teacher)

• Discuss answers of the Skill Builder so pupils can check their work.

WC • EN3WC-Ia-j-8 Write another ending for a story

• Composing Activity: Writing Another Ending for a Story

• While teacher discusses writing activity with Grade 3 pupils, have Grade 2 pupils practice reading CVC words.

• While Grade 3 pupils are writing the story map, call Grade 2 pupils individually to read a few passages from a grade level text. Keep a running record of progress of pupils.


• Let pupils listen and contribute ideas for a new ending of the story.

• Let pupils contribute ideas, phrases, and words for teacher guided practice of a story map to make a new ending to the story.

• Let pupils generate their story map for writing a new ending.


• Let pupils share their story map.

Homework: Share your diagram with family members.




ENGLISHTHEME: MY BODY: HEALTH AND NUTRITION

READ ALOUD STORY: alaMaT nG aMPalaya




Theme: My Body: Health and Nutrition Read Aloud Story: alamat ng ampalaya (Author: Augie D. Rivera; Illustrator: Kora D. Albano) Leveled Reader for Grade 3: Problems at the restaurant (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Jericho Moral)




Grade 2 Grade 3

1

OL

f


• Poem: “Wonderful Day”

1. Poem

• Introduce a poem. Let pupils practice reciting the poem as a class.


• Read Aloud Story: Alamat ng Ampalaya

2. Read Aloud Story: Alamat ng Ampalaya


• Facilitate pupils generating predictions about the read aloud story.

• Discuss unfamiliar words, phrases or expressions. Use picture clues, context clues, real objects, or gesture for pupils to guess the meaning of words. Have pupils use the news words or expressions in sentences.


• Read the story aloud to pupils. Stop at certain points in the story and ask questions to let students predict what will happen next or to check for comprehension.

V • Give meaning of words used in text*



Grade 2 Grade 3

1

LC • EN3LC-Ia-j-2.1 note details regardin characters, setting, and plot

• EN3LC-Ia-j-3.15 Differentiate real from make-believe

• EN3LC-Ia-j-2.17 Draw conclusions


– Noting Details

– Differentiating from Real and Make-Believe

– Drawing Conclusions


• Ask pupils to recount significant parts of the story. Ask questions pertaining to the following: Differentiating Real from Make-Believe, Listing Events, and Drawing Conclusions.

Note to the Teacher: Conduct a mini-lesson on differentiating between real and make-believe.


• Writing a Story Response

3. Story Interpretation (with the Group Leader)

• Ask pupils to draw their interpretation of what happened in the story.


• Ask pupils to share their written work in small groups.

3. Writing Activity (with the Teacher)

• Ask pupils to begin drafting a new ending to the story.


Homework: Pupils tell family members about the story, make a prediction, and draw a picture.

2

OL

f


• Poem About Health and Nutrition

1. Poem

• Introduce a poem about health and nutrition. Let pupils practice the poem as a whole class.

For some ideas on poems about nutrition, refer to this website:

“ChildFun,” http://goo.gl/HPZv0G



Grade 2 Grade 3

2


• Drawing about a Poem

2. Group Work: Poem (with the Group Leader)

• Divide the pupils into small groups and let them practice the poem.

3. Poem Interpretation

• Ask pupils to illustrate their own interpretation of the poem.



• Introduce the poem to the Grade 2 pupils and provide instructions for the activity while Grade 3 pupils are sharing their drawings to a partner.

2. Sharing Information (with the Teacher)

• Encourage pupils to share their drawings and predictions with a partner.

3. Leveled Reader: Problems at the Restaurant (Chapter 3)


• Facilitate sharing of experiences related to the story.

• Ask them to make predictions about the story.

V • EN1V-Ia-b-01Give the meaning of words used in stories listened to and read


• Discuss unfamiliar words from the story.

• Introduce a game with sight words to the class.



Grade 2 Grade 3

2

V • EN2V-Ie-14 Classify common words into conceptual categories (e.g. solid, liquid, gas)

f • EN3F-IVc-d-1.4 read aloud short stories with appropriate speed, accuracy, and proper intonation

• EN3F-IIg-h-4.4.2 read with accuracy, appropriate speed, proper phrasing sentences, and stories with initial digraphs (with short vowels) ch and sh words and other words previously studied

• Reading of the Leveled Reader: Problems at the Restaurant (Chapter 3)

• While Grade 3 pupils are reading independently, discuss activity with Grade 2 pupils.



• Let pupils read the text independently. Then, facilitate echo reading of the text.


• Let pupils identify nouns in certain sentences. Ask them to identify if it is a solid, a liquid, or a gas.

• Ask questions about the characters, setting, and events of the story.

PA • EN2PA-Ig-2.3Distinguish rhyming words from non-rhyming words

• Rhyming Words 4. Rhyming Words (with the Group Leader)

• Find rhyming words in the poem.

• While Grade 2 pupils are looking for rhyming words, discuss the writing activity with Grade 3 pupils.



Grade 2 Grade 3

2

WC • EN3WC-Ia-j-8 Write another ending for a story

• Revising: New ending of a story

• When Grade 3 pupils are writing, discuss the answers of the Grade 2 pupils for their activity.


• Guide pupils in revising their drafts.


Homework: Pupils take their drafts home and finish their revisions

3


• Sharing of Personal Experiences

1. Sharing of Personal Experiences

• Facilitate sharing of personal experiences related to Read Aloud Story. Let pupils discuss in pairs and then, ask a few volunteers to share to the class.

• EN3OL-Ia-3.8 initiate conversations with peers in a variety of school settings

• Sharing • While Grade 3 pupils are discussing about the story, Grade 2 pupils do the sharing activity.

2. Shared Reading

• Let pupils share their revised draft with a partner.

• Let pupils reread the story in pairs.LC • EN2LC-IIa-j-1.1

Discuss, illustrate, and dramatize specific events

• EN2LC-IIa-j-1.1 Retell a story listened to

• Story Retelling: Alamat ng Ampalaya


• Ask pupils to form small groups. Let them retell the story through the following:

a. Illustrations

b. Role Playing

c. Writing a summary using a story board



Grade 2 Grade 3

3

f • EN3F-IVc-d-1.4 read with accuracy, appropriate speed, and proper phrasing sentences and stories

• EN3F-IIg-h-4.4.2 read with accuracy, appropriate speed, and correct intonation two-syllable words consisting of initial digraphs (with short vowels) /ch/ and /sh/ words

• Words with Initial Digraphs Families: /ch/, /sh/

• While Grade 2 pupils are doing the activity, discuss phonics lesson with Grade 3 pupils.

3. Initial Digraph Word Families: /ch/, /sh/

• Discuss phonics lesson using an interactive word sort.

PWR • contrast initial digraphs (with short vowels) /ch/ and /sh/*

• Initial Digraph Word Families: /ch/, /sh/

4. Skill Builder (with the Teacher)

• Guide pupils in completing the Skill Builder exercises (p. 16) on phonics.



Homework: Pupils practice–Look, Cover, Write, Check–for spelling practice.

Spelling Words: open, get, chip, green, shed, chap, shell, ship, check, sure



Grade 2 Grade 3

3

S • EN2S-IVa-e-2Spell words with short /e/ and /a/ sounds in CVC patterns



Some suggested words: hut, nut, cut, up, mut

4

OL • Recite poems with appropriate speed, rhythm, and intonation*

• Poem About Health and Nutrition

1. Poem Recitation

• Review poem introduced. Let pupils practice in small groups and perform to the class.

PWR • EN3PWR-IIi-j-22.1 read words, phrases, sentences, and short stories consisting of initial digraphs (with short vowels) /ch/ and /sh/ words

• Rereading of the Leveled Reader: Problems at the Restaurant

• Initial digraphs word families: /ch/, /sh/

• While Grade 3 pupils are doing the paired activity, reread the Read Aloud Story to the Grade 2 pupils.

2. Shared Reading


• Ask pupils to locate the sight words and words that begin with sh or ch.

LC • EN2LC-Ia-j-1.1Retell a story listened to


2. Retelling of the Story (with the Teacher)

• Read the story again leaving out some parts for pupils to retell or supply.

• EN2LC-Ia-j-1.1Note important details pertaining to characters, setting, and events

• Story Discussion 3. Story Discussion (with the Teacher)

• Discuss the story.



Grade 2 Grade 3

4

LC • EN2LC-Ia-j-1.1Discuss, illustrate, and dramatize specific events


• Give small group activities to the pupils.

Examples: Answering Questions, Role Play, Drawing

f • EN3F-IVc-d-1.4 read aloud short stories/poems with appropriate speed, accuracy, and proper intonation*

• EN3F-IIg-h-4.4.2 read with accuracy, appropriate speed, and proper phrasing sentences and stories with initial digraphs (with short vowels) ch and sh words and other words previously studied

• Grade 3 Leveled Reader: Problem at the Restaurant (Chapter 4)

• While Grade 3 pupils are reading the text independently, let Grade 2 pupils present their group work.

3. Leveled Reader: Problem at the Restaurant (Chapter 4) (with the Teacher)


• Facilitate discussion of illustrations in the story.





• Let pupils read the text individually.



Grade 2 Grade 3

4




• Discuss the characters, setting, and events in the story.


Homework: Copy the Skill Builder on plurals in notebook and complete at home. Practice their spelling words.

5



• Conduct spelling test with pupils.




• Grade 3 Leveled Reader: Problems at the Restaurant

• While Grade 3 pupils are reading the story in pairs, discuss the Read Aloud Story with the Grade 2 pupils.

2. Rereading of the Leveled Reader

• Let pupils reread the story in pairs. Let them locate words beginning with /ch/ and /sh/.

PWR • contrast initial digraphs (with short vowels): /ch/ and /sh/*

• Initial digraphs word families: /ch/ and /sh/



Grade 2 Grade 3

5

LC • EN2LC-Ia-j-1.1Infer the character feelings and traits


(with the Teacher)

2. Group Work

• Let pupils answer comprehension questions about the story in groups. Focus on the feelings and traits of the characters.

WC • EN3WC-Ia-j-9 Write a short paragraph to summarize the story

• Composing Activity 3. Writing

• Guide pupils in doing final corrections and finalizing their work.

4. Concluding the Session: Sharing and Reading (with the Group Leader)

• Encourage pupils to share their written work and drawing with a partner.

LC • EN2LC-Ia-j-1.1Infer the character feelings and traits

• Group Presentation 3. Concluding the Session Group Presentation (with the Teacher)

• Let pupils present group work to the whole class.




ENGLISHTHEME: MY BODY: HEALTH AND NUTRITION

READ ALOUD STORY: alaMaT nG aMPalaya




Theme: My Body: Health and Nutrition Read Aloud Story: alamat ng ampalaya (Author: Augie D. Rivera; Illustrator: Kora D. Albano) Leveled Reader for Grade 3: Problems at the restaurant (Authors: Nathalie Louge and Suzanne Simard; Illustrator: Jericho Moral)




Grade 2 Grade 3

1

OL

f

• Sing songs with correct melody, tempo and pronunciation*

• Song: “My Nipa Hut” 1. Song

• Introduce a song. Let pupils practice singing the song. Discuss what the song is about.

LC • EN2LC-Ia-j-1.1Retell a story listened to

• Read Aloud Story: Ang Alamat ng Ampalaya

2. Read Aloud Story: Ang Alamat ng Ampalaya

• Review the read aloud story. Let pupils retell the story in pairs. Then, call on pupils to retell parts of the story from the beginning to end.


• Telling (Declarative) and Asking (Interrogative) Sentences

3. Kinds of Sentences

• Review the kinds of sentences, telling and asking. Provide differentiated worksheets for Grades 2 and 3 pupils.



Grade 2 Grade 3

1

G • EN2G-Id-e-1.3Recognize different kinds of sentences

• Requesting and Commanding (Imperative) Sentences

4. Requesting and Commanding (Imperative) Sentences

• Discuss requesting and commanding sentences. Provide differentiated worksheets for Grades 2 and 3 pupils.


• Write a response to a story listened to


Homework: Pupils tell family members about the story, make a prediction, and draw a picture.

2



1. Sharing of Personal Experiences

• Facilitate sharing of personal experiences related to how they keep their bodies healthy and clean. Let pupils discuss in pairs and then, ask a few volunteers to share to the class.


• Review of Types of Sentences

2. Types of Sentences (with the Group Leader)

• Provide practice exercises on different types of sentences.



• Using New vocabulary and Structures

• When Grade 3 pupils are reading independently, discuss with Grade 2 pupils the answers to their activity.

2. Leveled Reader: Problems at the Restaurant (Chapter 5) (with the teacher)


• Guide pupils in the following activities: sequencing events, determining cause of the problems, making predictions.



Grade 2 Grade 3

2


• Discuss unfamiliar words from the story.



f • EN3F-IVc-d-1.4 read aloud short stories/poems words with appropriate speed, accuracy, and proper intonation

• EN3F-IIg-h-4.4.2 read with accuracy, appropriate speed, and proper phrasing sentences and stories with final digraphs (with short vowels) /ch/ and /sh/ words and other words previously studied

• Reading of the Leveled Reader




• Let pupils read the text independently. Afterwards, facilitate echo reading of the text.



Grade 2 Grade 3

2

LC • EN3LC-Ia-j-2.16 identify cause and effect

• Cause and Effect After Reading Activities

• Discuss cause and effect relationship. Let pupils give examples from personal experiences.

G • EN2G-Ig-h-2.3 Use plural form of regular nouns by adding -s or -es (e.g., brush, brushes, lunch, lunches)

• Plural Forms of Nouns

3. Plural Forms of Nouns

• Discuss plural forms of nouns. Provide situations for pupils to use the plural forms of nouns.




Homework: Tell family members about the story, make a prediction, and draw a picture.

3

f • EN3F-IIg-h-4.4.2 read aloud short stories/poems consisting of words with final digraphs (with short vowels) /ch/ and /sh/ with appropriate speed, accuracy, and proper intonation


• While Grade 3 pupils are rereading the story, discuss exclaiming sentences to Grade 2 pupils.

1. Rereading of the Leveled Reader: Problems at the Restaurant (Chapter 5) (with the Group Leader)

• Let pupils share their drawing or sentence with a partner.

• Ask pupils to reread the story in pairs (Chapter 1.)




Grade 2 Grade 3

3


• EN2G-Id-e-1.3Recognize different kinds of sentences

• Exclaiming (Exclamatory) Sentences

1. Exclaiming Sentences (with the Teacher)

• Discuss exclaiming sentences. Let pupils create exclaiming sentences.

• Provide worksheets.

PWR • Contrast final digraphs (with short vowels): /ch/ and /sh/*

• Final Digraphs (with short vowels): /ch/ and /sh/

• While teacher discusses the activities of Grade 3 pupils, let Grade 2 pupils answer a seatwork on exclaiming sentences.

3. Phonics: Final digraphs (with short vowels): /ch/ and /sh/ word

• Discuss phonics lesson through an interactive word sort.

4. Skill Builder

• Let pupils complete the Skill Builder on phonics.

V • EN3V-IIg-h-5.2; EN3V-IIi-j-5.3 Show understanding of meaning of one-to-two-syllable words consisting of final digraphs (with short vowels) /ch/ and /sh/ words through drawing, actions, and using them in correctly in sentences



Homework: Practice – Look, Cover, Write, Check – for spelling words.

Spelling Words: made, each, tell, crash, torch, flash, march, dash, splash, push



Grade 2 Grade 3

3

S • EN2S-IVa-e-2Spell words with short /e/ and /a/ sounds in CVC patterns


Homework: Practice reading CVC words already introduced.

4



1. Sharing

• Let pupils talk about a personal experience related to the information heard.


• Kinds of Sentences 2. Kinds of Sentences (with the Group Leader)

• Provide worksheets as review of kinds of sentences.

• While Grade 2 pupils answer their worksheets, facilitate guided reading of the leveled reader.

f • EN3F-IIg-h-4.4.2 read with accuracy, appropriate speed, and proper phrasing sentences and stories with final digraphs (with short vowels): /ch/ and /sh/ words and other words previously studied

• Leveled Reader: Problems at the Restaurant (Chapter 6)

• While Grade 3 pupils are reading independently, discuss parts of a book for Grade 2 pupils.

2. Leveled Reader: Problems at the Restaurant (Chapter 6) (with the Teacher)


• Facilitate discussion of the illustrations in the cover of the book.

• Discuss unfamiliar words in the story.



Grade 2 Grade 3

4





• Let pupils read the text independently. Afterwards, conduct an echo reading of the text.

BPK

ATR

• EN2BPK-IIIb-2 Identify parts of the book

• Parts of a Book 3. Parts of Book

• Discuss parts of a book highlighting on the significance of each part.

• While Grade 2 pupils answer activity on parts of a book, discuss the story with Grade 3 pupils.

G • EN2G-Ig-h-2.3 Use plural form of regular nouns by adding -s or -es (e.g., brush, brushes, lunch, lunches)


• Plural Nouns


• Discuss the plural form of nouns.


Homework: Copy the Skill Builder (p. 33) on plurals in their notebook and complete at home. Practice their spelling words

5



• Provide spelling test.



• CVC Words



Grade 2 Grade 3

5


• Assessment: Kinds of Sentences

2. Kinds of Sentences


• While Grade 2 pupils are answering the practice exercises, discuss the Skill Builder with Grade 3 pupils.

PWR • Contrast final digraphs (with short vowels): /ch/ and /sh/*

• Final Digraphs (with Short Vowels): /ch/ and /sh/

2. Skill Builder

• Discuss the correct answer to the Skill Builder exercises and let pupils check each other’s work.

OL • EN2OL-IIc-d-1.3.4 Talk about topics of interest (likes and dislikes)

• Talking About a Story Read

3. Story Discussion

• Encourage pupils to discuss their favorite story this term and explain why. Let pupils discuss how some stories are similar or different to their experiences.


• Let pupils share what they have learned during the quarter.


APPENDIx ASources of Poetry and Songs Ideas for Differentiated Activities

• The following websites are good sources of poetry for the Early Grade Learners:

International Literacy Association (ILA)NCTE. ReadWriteThink. Website: http://www.readwritethink.org/classroom-resources/student-interactives/theme-poems-30044.html

Nesbitt, Ken. (2013). Ken Nesbitt’s Poetry for Kids. Website: http://www.poetry4kids.com/readinglevel

NYC Department of Education. (2010). Poems to Play with (in Class), Sample Unit of Study for Grades 3-5. Retrieved from http://schools.nyc.gov/documents/teachandlearn/poems_to_play_with_in_class_final.pdf

Poems and Verses for Children. Website: http://www.straightlineandcurve.co.uk/classes_1_to_3.htm

• The following websites are good sources of songs for the Early Grade Learners:

BBC. (2015). Learning School Radio, Audio Resources for Primary Schools. Website: http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs/A-E/big_ship_sails

CanTeach. Songs & Poems. Website: http://www.canteach.ca/elementary/songspoems.html

Songs for Teaching. (2002-2012). Songs for Teaching, Using Music to Promote Learning. Website: http://www.songsforteaching.com/index.html

• Creating Learning Centers with Different Levels of Difficulty

• Having Reading Buddies

• Small Group Instruction

• Different Types of Presentation:

Written: Research, Paragraph on News Writing, Brochure, etc.

Visual: Poster, Graphic Organizer, Power Point Presentation, etc.

Oral: Interview, Presentation of Ideas, Choral Reading, Singing, etc.

Kinesthetic: Dancing, Role Playing, etc.

• Providing Differentiated Worksheets to Different Levels or Groups of Students

Note to the Teacher: It would be good to provide an Answer Key Box so when pupils are done, they can correct their own work. After, discuss the answers with the pupils.

• Independent Study

• Learning Groups – This is good to build team work and a sense of community in the classroom.

• Differentiated Spelling Activities – Based on spelling patterns and phonics lessons

• Activity Cards – Distribute activity cards to different groups. Shuffle the card so each group gets to do the activity on a particular time frame (i.e. week, month or semester).


Some Comprehension Questions during Discussion of Story• Where did the story happen?

• Who are the main characters?

• What is the story about?

• What happened to the main characters?

• What does the story try to explain?

• What happened first? Next? Last?

q1 g2&3 english multigrade outline (even cycle)

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