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Eng.2 lm unit 3 v.1
Eng.2 lm unit 3 v.1
Eng.2 lm unit 3 v.1
Eng.2 lm unit 3 v.1
Eng.2 lm unit 3 v.1
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Eng.2 lm unit 3 v.1

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  • 1. English Learner’s Material Department of Education Republic of the Philippines This book belongs to: Name:____________________________________________________ Grade and Section: ___________________________________ School: ___________________________________________________ 2 This instructional material was collaboratively developed andreviewedbyeducatorsfrompublicandprivateschools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph. We value your feedback and recommendations. Unit 3
  • 2. ii English – Grade 2 Learner’s Material First Edition, 2013 ISBN: 978-971-9990-82-6 Republic Act 8293, section 176 indicates that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education and UnionBank of the Philippines DepEd Secretary: UnionBank Chairman/CEO: Br. Armin A. Luistro FSC Justo A. Ortiz DepEd Undersecretary: UnionBank President: Yolanda S. Quijano, Ph.D. Victor B. Valdepeñas DepEd Assistant Secretary: UnionBank Executive Director: Elena R. Ruiz Maria Gonzalez-Goolsby Developmental Team of the Learner’s Material Chairman: Luz S. Almeda, Ph.D. Assistant Chairman: Rizalino Jose T. Rosales Team Leader: Victoria R. Mayo Writers: Myrna J. Hipolito, Magdalena S. Rosopa, Porfiria B. Santos, Marimel Jane H. Polita, Elisa O. Cerveza, Rose Ann B. Pamintuan, Nerissa R. Lomeda, and Amcy M. Esteban Contributors: Leah N. Bautista, Ana Lou N. Caspi, Ivy M. Romano and Praxedes F. Mendoza Editors: Victoria R. Mayo and Violeta M. Gonzales Consultant: Norma A. Adamos, Ph.D. Encoders: Eduardo A. Abutal and Christianne C. Quemado Illustrator: Jose Miguel T. Tejido Layout Artist: Ernanie S. Gonzales Printed in the Philippines Department of Education–Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 2nd Floor Dorm G, PSC Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: imcsetd@yahoo.com
  • 3. iii The gift of learning is made possible only through the hard work, dedication, and commitment of individuals who, over the last few years, have participated, in one way or another, to create this worthwhile project. The Department of Education and UnionBank of the Philippines extend their heartfelt gratitude for their participation in this undertaking. UnionBank Learning System Credits Conceived, Produced and Published by: Maria Gonzalez-Goolsby Written by: Adalia D. Soriano Illustrations and Activity Pages by: Jose Miguel T. Tejido Layout by: Ernanie S. Gonzales Copy Editing by: Nancy Pe-Rodrigo Almario, Ani Rosa Almeda, Luz S. Arce, Joseling L. Asprer, Merlie J. Baltazar, Teresita D. Barro, Mary Margaret M. Batalla, Sally G. Belena, John M. Borgonia, Recaredo G. Bragado, Rosebie J. Dimaano, Marilyn D. Domalanta, Teresita G. Dulangon, Carmelita T. Estigoy, Susana Teresa B. Evaristo, Ma. Luz F. Francisco S.J., Fr. Manoling Hael, Elizabeth H. Hidalgo, Fe A. Hipolito, Myrna J. Ilagan, Cesar G. Lapus, Jesli A. Lastimoza, Zeny B. Lee, Marcy D. Magtibay, Januel M. Magtibay, Maria Elena A. Mayo, Victoria R. Muyot, Alberto T. Ng, Therese Niega, Josephine C. Acknowledgment Novido, Dolores G. Pado, Felicitas E. Pilor, Socorro A. Quemado, Christianne C. Quijano, Yolanda S. Reyes, Lourdes C. Reyes, Neil Rosales, Rizalino Jose T. Ruivivar, Ilene R. Ruiz, Elena R. Ruiz, Jean Marie E. Salvaña, Josefina Atienza Santos, Daisy O. Soto, Cornelia C. Tang, Elizabeth C. Tay, Dexter A. Teves, Gerard Jude F. Tirado, Kenneth C. Tolentino, Maria Teresa A. Torrevillas, Zonito Valarao, Carlos V. Valencia, Joven M. Varela, Francisco M. Vidanes, Hector A. Villanueva, Roberto P. Villanueva, Victor A. Villaruel, Othello T. Vispo, Marilou G.
  • 4. iv FOREWORD I n our quest to make a difference in our community, we are guided by Magis – the relentless drive to look for something more in every opportunity with a heroic attitude and to engage our ideas, talents, and energies on endeavors that may at first seem undistinguished, but are in fact required. For us at UnionBank, this means a corporate philanthropy and social responsibility agenda that can best leverage our resources and capabilities to develop our nation and our people. For us, this means taking the less travelled path of values formation. It is thus that we have endeavored to focus on youth development and to align our values formation efforts with the public school curriculum. Through the UnionBank Learning System, we have succeeded in developing learning materials that are designed to integrate values formation – in particular, the time-honored values enshrined in the Philippine Constitution – with the crucial area of reading. Knowing fully that reading is a survival skill – if you cannot read, you cannot learn – our learning system endeavors to help produce independent readers among our young. Having launched the program in 2006, we have provided students’ workbooks to over 2.5 million pupils and teachers’ guides to 13,000 Grade 2 teachers in 5,200 public schools throughout the country. Over the years, we have received various awards and commendations for this philanthropic undertaking, as well as excellent impact evaluations that show proof of its immense worth to Philippine education. Now, through this partnership with the Department of Education, we are embarking on the institutionalization of the program in the public school system, with each and every Grade 2 pupil to be given a copy of this book – revised in accordance with the new basic education curriculum – beginning school year 2013-2014! For UnionBank, this marks the end of a long yet fruitful journey. With hope and confidence in the future, it is our joy and privilege to give this book – through this monumental partnership with the Department of Education – as a gift to the Filipino child. May it continue to serve as an effective learning tool, one that can help empower each Filipino child with the capabilities required by the emerging global village. And may it continue to inspire others to participate in the noble struggle for nation building and, to be reminded that “besides the earth, man’s principal resource is man himself,” for the transformation of each individual. JUSTO A. ORTIZ Chairman and CEO UnionBank of the Philippines
  • 5. INTRODUCTION THE JOURNEY T his book has been eight years in the making. As the culminating output of the flagship program in Corporate Philanthropy and Social Responsibility of UnionBank of the Philippines, the UnionBank Learning System (UBLS) is the embodiment of the bank’s corporate creed – To Make a Difference in the Community – realized through programs and projects that focus on the all- important area of values formation, like the UBLS. Launched on June 19, 2006, auspiciously the 145th birth anniversary of our national hero, Dr. Jose Rizal, the UBLS is the brainchild of UnionBank Chairman and CEO Justo A. Ortiz and UnionBank Corporate Philanthropy and Social Responsibility (CPSR) Executive Director Maria Gonzalez-Goolsby. Recognizing the importance of addressing the Millennium Development Goal of achieving universal primary education (MDG 2), and responding to the call for volunteerism and private sector participation in Philippine public education through the Adopt-A-School Program, UnionBank embarked on a journey to help Filipino children read, write, and speak English and, at the same time, learn to become good and productive Filipino citizens. The Foreword of the first UBLS book reads— We want to give the Filipino child the solidarity of love, a guiding moral compass, pride in our Filipino heritage, and the capability to participate in the equalizing global village. As pointed out by Ortiz, “At the end of the day, values formation becomes a very important foundation for the future, and that’s why more investment should be put into it.” In 2006, UnionBank commissioned Marcy Dans-Lee to write and illustrate the storybook As A Filipino, as conceptualized by Goolsby. Likewise, Dr. Felicitas E. Pado of the University of the Philippines was commissioned to write a self-instructional Teacher’s Handbook using the Four-Pronged Motivational Approach and a corresponding Student’s Workbook based on the storybook, while Ms. Lourdes Colina-Reyes, M.A., veteran teacher of De La Salle Zobel and author of a values formation book, was commissioned to write the Values Education component of the book series. The UnionBank “As a Filipino” Learning System: Developmental Reading Integrated with Values Education for Good Citizenship (As A Filipino) was born.
  • 6. vi Compliance with the learning competencies set by the Department of Education was a primary consideration in developing the entire UnionBank program. The As a Filipino book introduced pupils to the 16 values enshrined in the preamble of the Philippine Constitution – Faith in God, Unity, Patriotism, Work, Respect for Life, Respect for Law and Government, Truth, Justice, Freedom, Love, Equality, Peace, Promotion of the Common Good, Concern for Family and Future Generations, Concern for the Environment, and Order. In 2007, the program was launched in the National Capital Region (NCR), in coordination with then DepEd NCR Director Teresita G. Domalanta, where it was rolled out in all its public elementary schools that year. Recognizing the Filipino teacher’s noble mission and dual roles as mentor and model of the Filipino child, UnionBank paid tribute to all the 5,000 Grade 2 public schools teachers of NCR, who were also the first to use the As a Filipino books, through a massive teacher training event on October 24-25 at the Philippine International Convention Center that preceded the region-wide rollout. To validate the program’s effectiveness, UnionBank commissioned Dr. Cornelia C. Soto of the Ateneo de Manila University’s Ateneo Teacher Center (ATC), an acknowledged Assessment and Evaluation of Learning Expert, to conduct the 2007-2008 census study “The Impact of the UnionBank Learning System: Developmental Reading Integrated with Values Education for Good Citizenship As a Filipino on Pupil Achievement in the National Capital Region (NCR).” Based on the performance results of 200,000 Grade 2 pupils, the study concluded that there was a 41.59% increase in Reading Achievement. In assessing Values Knowledge and Feelings, a significant increase was also observed towards Love for Reading (p.=.002) and Behavior Towards Family (p.=.015) and School (p.=.008). It further stated that, in general, both quantitative and qualitative data indicated that the UBLS was substantially successful as a cognitive instrumental system. Its affective impact was also substantially beneficial to teachers and pupils, with the Observational, Interview, and Survey results showing the following: The principals (N=29) and teachers (N=168) selected from 450 schools felt that the UBLS’ goals and objectives of developing reading skills and values integration were achieved. Both respondents gave the UBLS a high rating (principals’ mean = 4.38, teachers’ mean = 4.32 on scale of 1-5). They believed the UBLS was relevant, useful, and helpful to both teachers and pupils. They found the content logical and well organized, with values properly integrated and applicable to the pupils’ daily life at home and in school, and correlated with other subjects such as Filipino, Makabayan, and Character Education. Under the continuing conceptualization, direction, and management of UnionBank CPSR head Goolsby, with CPSR officers Ilene R. Ruivivar and Mary Margaret M. Barro, the program evolved in 2008 into the UnionBank Learning
  • 7. vii System: Development Reading Integrated with Values Education for Good Citizenship, an integrated program for teaching Literacy, English Proficiency, and Values Education for pupils in the primary grade level. The five editions of the UBLS were written by Adalia D. Soriano, a highly regarded Language Arts specialist with three masters degrees (General Education, Elementary School Administration, and Language Teaching) and 35 years of teaching experience at the elementary level. Jose Miguel “Jomike” T. Tejido, architect, artist, and author of children’s books, magazines, and comics, enlivened the workbook with his illustrations and activity pages, engaging the pupils and motivating them to interact with the text. Composed of a Student’s WorkText for every pupil, a Teacher’s Edition of the WorkText for every teacher, a Teacher Training Video, and the As a Filipino Audio CD for every school, the UBLS Program was used 90 minutes daily for 32 weeks in participating public elementary schools. Since its launch in 2007, the UBLS has benefited over 2.5 million primary public school pupils and 13,000 teachers in 5,200 public elementary schools nationwide. Covering the main regions of NCR, Region VII (Central Visayas), and Region XI (Davao), the Divisions of Sarangani, Tawi-Tawi, Isabela City and Lamitan City, and the Districts of Maluso and Tipo-Tipo, Basilan and San Isidro, Nueva Ecija, the UBLS was effectively a nationwide program. Coverage expanded in school year 2008-2009 to the Visayas and Mindanao, and ATC’s Soto did a study in these areas using the same evaluation protocol used in 2007-2008. Despite difficult logistics that allowed complete data gathering in only a few schools, the study showed encouraging results. In Metro Cebu, for instance, the sample of 2 schools, 9 teachers, and 466 pupils indicated a 16.54% increase in pupils’ reading achievement. In the Autonomous Region of Muslim Mindanao, the sample of 29 schools, 36 teachers, and 1,786 pupils yielded an increase of 34.03%. In school year 2011-2012, then DepEd NCR Director Elena R. Ruiz initiated a DepEd Impact Study, again independently conducted by the Ateneo Teacher Center. This was administered by ATC’s Soto in collaboration with DepEd NCR Education Supervisor Victoria R. Mayo. The study focused on the rich source of data from Grade 2 NCR teachers (N=1592) evaluation of the UBLS Student’s WorkText and Student’s WorkText Teacher’s Edition. The “Teacher Evaluation of the UnionBank Learning System: Developmental Reading Integrated with Values Education for Good Citizenship A Content Analysis” Study showed the value of the UBLS to both pupils and teachers. The teachers’ evaluation of the UBLS resource materials was overwhelmingly positive in terms of general impact, characteristics, and content and that these
  • 8. viii materials were “useful and helpful because of their development of cognitive competencies such as the integrated skills of reading, writing, listening, and speaking, values education and integration, and their development of psychomotor skills and the arts.” Teachers felt that the focus on values education and integration was quite significant since pupils were exposed to “poems, stories, and activities which contain values and virtues that are essential for children to become good persons, [and which are] essential in strengthening and fortifying their character.” Teachers thought that the inclusion of non-language arts skills and content such as art activities, puzzles, and games “challenged the pupils to think, to question, and to be more creative and imaginative.” The activities “help increase their motivation” and made them “more participative and attentive.” The UBLS was given credit by teachers for the perceived change in attitude and behavior of pupils: they were more attentive, participative, independent, critical, imaginative, and creative. Similarly, teachers expressed that they learned new strategies and techniques, by using the new instructional materials. They also became more creative, resourceful, patient, and imaginative. The Bureau of Elementary Education (BEE) under Director Marilyn D. Dimaano, also conducted an evaluation of the UBLS in 2012, which showed that the UBLS student’s workbook “designed to strengthen literacy skills and instill values, is a complete package that will be of great help to both the teachers and the pupils. Thus, it is highly recommended for use in Grade 2.” It should be noted that the UBLS has earned several awards of distinction for UnionBank, including the Anvil Award for Excellence in Education (2008), the Anvil Award for Excellence in Responsible Citizenship (2008), the Management Association of the Philippines (MAP) Special Award for Best in Education (2009), and Finance Asia Top Ten Companies in Asia for CSR (2010). With the onset of the new basic education curriculum, the Department of Education saw the value of capitalizing on the strengths of the UBLS. “The UnionBank Learning System has been a great help to all our pupils and teachers for the past five years,” wrote DepEd-NCR Director Luz S. Almeda in her October 23, 2012 request to UnionBank to allow the DepEd Learning Resource Writing Team (LRWT) to use materials from the UBLS for the new DepEd Learner’s Material (LM) and Teacher’s Guide (TG). “This is an opportunity for the UBLS seeds to grow and bear more fruits as they will be sown in all parts of the country,” Almeda added. “It is high time that [UnionBank’s] advocacy on reading and good citizenship spread throughout the land.”
  • 9. ix Having been granted permission by UnionBank through CPSR head Goolsby, Almeda requested clearance from Ruiz, who by then had been promoted to the position of DepEd Assistant Secretary for Programs and Projects, to use the UBLS in the development of the LM and TG for Grade 2 English. The matter was eventually elevated to then DepEd Undersecretary for Programs and Projects Yolanda S. Quijano, and after several meetings with UnionBank’s Goolsby and other DepEd officials, among them Undersecretary for Finance and Administration Francisco M. Varela, Undersecretary for Legal and Legislative Affairs Alberto T. Muyot, Instructional Materials Council Secretariat Director Socorro A. Pilor, Adopt-A-School Program Operations Manager Merlie J. Asprer, BEE’s Dimaano, and NCR’s Almeda and Mayo (the latter serving as team leader of the DepEd-NCR LRWT), the integration of the UBLS in DepEd’s Grade 2 English LM and TG and its institutionalization in the public school curriculum was assured. At this point, the final chapter of UnionBank’s journey with the UBLS was already near at hand. With DepEd formally “acknowledging and recognizing the proven usefulness and impact of the UBLS” in providing schools with literacy, English proficiency, and Values Education for character formation, and having “examined, checked, and cleared it for adoption and use” in the Grade 2 English LM and TG for all public elementary schools in the country, selected materials from the UBLS were used in combination with materials provided by DepEd, using the UBLS template, as developed by the DepEd-NCR LRWT. In completing its journey with the UBLS, UnionBank agreed to assign to DepEd its rights and interests and allow its use and adoption in the public school system. Thus, on February 6, 2013 a Memorandum of Agreement was signed by Education Secretary Br. Armin A. Luistro FSC and UnionBank Chairman/CEO Justo A. Ortiz to formalize the turnover of the UBLS to the Department of Education. Under this agreement, UnionBank granted DepEd, at no cost, permission to adopt, integrate, and use in the Grade 2 English LM and TG selected exercises and materials from the UBLS. UnionBank also gave DepEd the right to use all components of the learning system – Student’s WorkText, Student’s WorkText Teacher’s Edition, Teacher Training Video, As a Filipino Audio CD, and Corporate Philanthropy and Social Responsibility (CPSR) Audio-Visual Presentation – free of charge. These LMs will be disposable, on a 1:1 ratio for all Grade 2 public school pupils nationwide, with every child entitled to bring home the LM at the end of the
  • 10. school year. The TG, however, will be reusable, on a 1:1 ratio, for Grade 2 English public school teachers nationwide. The Grade 2 English LM will be printed by DepEd in time for school year 2013-2014 and then every year thereafter. Under this agreement, UnionBank and DepEd are copyright co-owners of the Grade 2 English Learner’s Material. According to Secretary Luistro, “The LM is like a student’s worktext which every pupil can study, answer and write on, and bring home as their own.” In the coming school year, it will be given to all 2.5 million Grade 2 pupils in public elementary schools nationwide. “This particular engagement comes at a very important segment in our journey towards reforms,” Luistro explains. “We are thankful to UnionBank for the learning system that will enable us to integrate and use the Learning Materials and Teachers Guides in the context of K to 12.” On behalf of UnionBank, Ortiz notes – “We are happy to join DepEd in this historic, enabling, and noble project – a book for every child – for the benefit of all the 2.5 million Grade 2 pupils and the 60,000 Grade 2 teachers nationwide. We share [DepEd’s] vision of creating a better Philippines through the commitment of a better educational system.” This is UnionBank’s Gift to the Filipino Child. And now, through this partnership with the Department of Education and this book collaboration, it is for all Filipino children to own, learn from, and enjoy. CARLOS V. VALARAO March 13, 2013
  • 11. xi CONTENTS Foreword  .............................................................................................................................................................................................................................................................................................................................................iv Introduction  ................................................................................................................................................................................................................................................................................................................................v   UNIT  3  –  School  Is  Fun  ............................................................................................................................................................................................................................241 Lesson  1:     Noting  Details  *  .............................................................................................................................................................................................................................242 Lesson  2:     Things  Here  *  .........................................................................................................................................................................................................................................247 Lesson  3:     Things  There  *  ..................................................................................................................................................................................................................................250 Lesson  4:     Consonant  Clusters/Blends  *  ................................................................................................................................................252 Lesson  5:     A  Proud  Filipino  Boy  *  .......................................................................................................................................................................................256 Lesson  6:     Which  Word?  *  .................................................................................................................................................................................................................................260 Lesson  7:     Talented  Too    ..........................................................................................................................................................................................................................................265 Lesson  8:     Tell  Me  Who,  What,  Where,  When,  Why,  and  How  *  ....................266 Lesson  9:     I  Love  My  Family  and  Everyone  in  School  *  ...................................................................269 Lesson  10:  Writing  a  Simple  Story  *  ............................................................................................................................................................................271 Lesson  11:  Real  or  Made-­‐up  *................................................................................................................................................................................................................274 Lesson  12:  Fiction  or  Non-­‐Fiction  ........................................................................................................................................................................................278 Lesson  13:  Adjectives  *  ....................................................................................................................................................................................................................................................279 Lesson  14:  What  Sound?  *...................................................................................................................................................................................................................................282 Lesson  15:  Writing  a  Simple  Story  Using  Adjectives  *  ..........................................................................285 Lesson  16:  What  Do  You  Mean?  *............................................................................................................................................................................................287 Lesson  17:  Good  Study  Habits  .............................................................................................................................................................................................................291 Lesson  18:  Let’s  Give  a  Clearer  Picture  .............................................................................................................................................................292 Lesson  19:  Just  One  Sound  ................................................................................................................................................................................................................................294 Lesson  20:  Memory  Game  *  ..........................................................................................................................................................................................................................296 Lesson  21:  I  Can  Follow  Directions  *  .........................................................................................................................................................................299 Lesson  22:  I  Can  Perform  ........................................................................................................................................................................................................................................306 Lesson  23:  I  Can  Obey  ..........................................................................................................................................................................................................................................................308 Lesson  24:  I  Can  Match  Letter  Patterns  *  .................................................................................................................................................310 Lesson  25:  I  Can  Shorten  Words  *  ........................................................................................................................................................................................313 Lesson  26:  I  Can  Retell  Stories  *  ..................................................................................................................................................................................................315
  • 12. xii .........................................................................................................................................................319 Lesson  28:  I  Can  Describe  Pictures  ..................................................................................................................................................................................320 Lesson  29:  I  Can  Read  Graphs  ..............................................................................................................................................................................................................323 Lesson  30:  I  Can  Connect  Sounds  *  ..................................................................................................................................................................................327 Lesson  31:  I  Can  Perform  Simple  Instructions  *  ..........................................................................................................330 Lesson  32:  I  Can  Do  Things  *  ....................................................................................................................................................................................................................334 Lesson  27:  I  Can  Respond  to  Situations   Lesson  33:  I  Can  Write  *  ..............................................................................................................................................................................................................................................336 Lesson  34:  I  Can  Meet  Friends............................................................................................................................................................................................................340 Lesson  35:  I  Can  Tell  What  Is  Important  ....................................................................................................................................................342 Lesson  36:  I  Can  Tell  the  Sound  *  ............................................................................................................................................................................................346 Lesson  37:  I  Can  Tell  What  Is  Next  *  ............................................................................................................................................................................350 Lesson  38:  I  Can  Share  Things  ............................................................................................................................................................................................................357 Lesson  39:  I  Can  Use  a  Map  ............................................................................................................................................................................................................................358   *  Activities  and  Exercises  adopted  from  the  UnionBank  Learning  System  Student’s   WorkText  (2012)  and  revised  by  DepEd  National  Capital  Region  –  Learning   Resource  Writing  Team
  • 13. UNIT 3 School Is Fun In school we come, to play and learn. We read, we write, and count a lot. Through songs and games, With poems and stories we all learn. Together now let’s join the fun. So we can be good citizens of our dear motherland.
  • 14. 242 UNIT 3 School Is Fun Lesson 1: Noting Details Let’s Try Say the name of each Philippine symbol. Write its beginning letter. Complete the names of the pictures with the correct consonant blends. 1.______ 2.______ 3.______ 4.______ 5.______ 7. __ __ ass6. __ __ og 9. __ __ own 8. __ __ uck 10. __ __ ush
  • 15. 243 Listen to the words that the teacher will say. Write the beginning letter of each word. 11. _______ 12. _______ 13. _______ 14. _______ 15. _______ Get Set Close your eyes. Your teacher will go around to let you smell something. Did you like the smell? Can you tell what it is? Tell something about it. Let’s Aim Read the sentences. Choose the meaning of the word in boldface. 1. Jose Rizal’s patriotism was the reason he died for our country. a. love of neighbors b. love of country c. love of family 2. He was a man of bravery who never feared death. a. courage b. fear c. pride 3. Mango is a tropical fruit so it grows in the Philippines and other neighboring countries. a. fruit that grows in cold places b. fruit that grows in places with warm temperature c. fruit that grows anywhere
  • 16. 244 4. We should plant more trees to have more lumber for making furniture. a. wood b. metal c. house We Can Do It Fill in the graphic organizer below with different Philippine symbols. Remember This When listening, pay attention to the important details to better understand the story or text you listen to. In speaking and reading, it is important to produce the beginning and final sounds of a word. Philippine Symbols
  • 17. 245 I Can Do It Describe the Philippine symbols given below. Write your answers inside the box. Philippine Symbols Measure My Learning What is the most important symbol of our country? ___________________
  • 18. 246 Color the Philippine flag below by following the color assignment of each number. You can use crayons or colored pencils. red yellow bluered blue yellow On the squares below, mix the assigned colors and discover the new colors you can create. Color code 1 – Blue 2 – Red 3 – Yellow 3 3 3 3 2 2 1 1
  • 19. 247 Lesson 2: Things Here Get Set Recite the chant. Let’s Aim Your teacher will point to an object or will show you something. Repeat after your teacher. 1. This is Dr. Jose Rizal, our national hero. Near or Far By Elisa O. Cerveza Near or far Far or near Here and there There and here One or two Three or more Want to know What’s here And there This or that These or those Please let me know.
  • 20. 248 2. This is a carabao. 3. That is our flag. 4. That is a mango. We Can Do It Choose a partner. Look around you. Tell your partner about the things you see using This and That. Remember This We use This is when the speaker is near one person, object, or thing. We use That is when pointing to one person, object, or thing far from the speaker.
  • 21. 249 Measure My Learning Write this or that to complete the sentence. 1. ________ hat is big for me. 2. Look! ________ is a falling star. 3. Is ________ sandwich delicious? 4. ________ is a heavy book bag. 5. ________ boy will jump into the water. 6. ________ is a deep swimming pool. 7. ________ is not my water bottle. 8. ________ is the notebook I want.
  • 22. 250 Lesson 3: Things There Get Set Recite the chant “Near or Far.” Let’s Aim Listen to your teacher and repeat what he/she says. We Can Do It Choose a partner. Go to the school ground or garden or look outside. Talk about the things you see using These are and Those are. Remember This We use Those are when the speaker is pointing to two or more persons, objects, or places far from us. We use These are when the speaker is holding or near two or more persons, objects, or places.
  • 23. 251 Measure My Learning Write those or these to complete the sentences. Use the pictures to guide you. 1. Are _________ toys yours? 2. _________ . toys are from my grandfather. 3. Are _________ dolls on top of the shelf yours? 4. Oh, _________ are my sister’s dolls. She got them on her birthday. 5. _________ are small cars. 6. Oh, _________ are my father’s toy car collection. 7. _________ are new cars. 8. _________ are my father’s favorite.
  • 24. 252 Lesson 4: Consonant Clusters/Blends Get Set These are our community helpers. Can you tell your classmates who they are and what they do to help us? Let’s Aim I Want to Serve My Country By Dali Soriano I want to be a soldier, Brave, strong, and true. I want to serve my country, Defending freedom and liberty. I want to be a businessman, Honest and courteous to all, I want to serve my people, Selling goods of the best kinds. Someday I’ll have a family, Loving, helpful, and kind, I’ll raise my children to be good Citizens of our dear motherland. cr br gr spr tr
  • 25. 253 Let’s Answer Title:________________________________________________ Author:_____________________________________________ I can show my love for my country by _______________ ____________________________________________________
  • 26. 254 We Can Do It Group yourselves into 10. Look at the word list below and write the words under the proper column. grass pray broom cross brave try great pride crown bring travel prosper trumpet grand grow crab prize cry bright pray ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ gr br cr tr pr Remember This A consonant cluster or blend is a group of consonants without any vowel between them. The sound of each consonant is heard like in the following words: drum (d-r-u-m) brown (b-r-o-w-n) crab (c-r-a-b) prize (p-r-i-z-e) frog (f-r-o-g)
  • 27. 255 __ __ own I Can Do It Complete the name of each picture with the correct consonant blend. Write a sentence using two or more of the words above. __ __ og __ __ ab __ __ anch __ __ ass __ __ uck __ __ ince __ __ ush __ __ avel
  • 28. 256 Lesson 5: A Proud Filipino Boy Get Set Put together two to three letters from the list to form consonant clusters. Give words or names that begin with these clusters/blends. d s f l r t c b Who are the people who help the school become clean and orderly? Are you helping them? How? Look at the pictures. Color the picture that shows how you want to serve your country in the future.
  • 29. 257 Let’s Aim A Proud Filipino Boy By Elisa O. Cerveza My name is Raymond Cruz. I am a little boy. I live in a beautiful country called the Philippines. I am a true Filipino. My father and mother are Filipinos, too. I study very well. When I grow up, I want to be the best engineer. I want to help build strong bridges and highways. I want to build many small and big houses, too. I will serve my country because I am proud to be a Filipino.
  • 30. 258 Let’s Answer Comprehension Check-up 1. Who is Raymond Cruz?_________________________ 2. Where does he live?___________________________ 3. What makes him a true Filipino?________________ 4. What does he want to be when he grows up? ______________________________________________ 5. How does he want to serve his country?________ ______________________________________________ 6. Are you a proud Filipino too? How can you show that? ___________________________________ ______________________________________________ 7. How will you serve your country?_______________ ______________________________________________ I Can Do It Tell something about yourself as a proud Filipino. Read the story again and substitute the underlined words with details about yourself.
  • 31. 259 1. I can __ __ __ ead jam on the bread. 2. When I’m happy, I __ __ __ ing into the air. 3. When I was in the garden, I saw a seed __ __ __ out. 4. I __ __ __ inkle water on the plants when the soil is dry. 5. To cool myself on a hot day, I __ __ __ ay cold water on my face. 6. A __ __ __ ite is a small fairy. Measure My Learning Complete the name of the picture by writing the consonant cluster spr on the blank. Then, read the sentence.
  • 32. 260 Lesson 6: Which Word? Let’s Try A. Complete the name of the picture with a consonant blend from the box. 1. __ __ ock 2. __ __ ass B. Write the correct wh- questions that will complete the sentences. 9. _______ do you live? sl fl bl cl gl pl 3. __ __ ate 7. __ __ ue 8. __ __ ide 4. __ __ ass 5. __ __ anket 6. __ __ y
  • 33. 261 10. _______ is your favorite cartoon character? 11. _______ is your best friend? 12. _______ are you late? 13. _______ do you make a paper flower? 14. _______ will you pass your project? 15. _______ is the name of your English teacher? C. Put a J on the blank if the sentence shows love for the members of the family or people in school and L if it does not. ________16. Sara helps her mother in doing the household chores. ________17. Rafael does not ask permission from his parents whenever he leaves the house. ________18. Dennis always prays for the safety of his family. ________19. Sheryl often gets things of her classmates without asking permission. ________ 20. Marie always greets her teachers whenever she sees them. Get Set Today you will listen to the story of Wilma, a girl who was crippled by polio when she was four years old. Find out how she became a basketball champion and Olympic winner in track and field.
  • 34. 262 Wilma’s Fight to Win From Pat Nelson’s Magic Minutes: Quick Read-Alouds for Every Day Retold by Dali Soriano Wilma Rudolph was an Olympic runner. When she was born, everyone did not think she would live. She was a very small baby of four and a half pounds. When she was four years old, Wilma was crippled by polio. The doctor told her parents that she would never walk again. The whole family, all 19 of them, didn’t believe it. Sixteen brothers and sisters massaged and exercised her leg. Her parents gave her heat and water treatments. Everybody helped. At eight years old, Wilma had a leg brace. Even when she had a limp, she played basketball with her brothers and sometimes, by herself. When she was 11 years old, she played basketball on her bare feet. Everyone was amazed. At 15 years old she became a basketball champion. Wilma was excellent in track and field. When she joined the Olympics in Melbourne, Australia, she got a bronze medal as a member of the US Olympic relay team. In the Summer Olympics in Rome, she won three gold medals in track and field events. She was voted US Female Athlete of the Year, “World’s Fastest Woman.” The little girl whom doctors said would never be able to walk Let’s Listen
  • 35. 263 got a bronze and three gold medals. Every athlete that participated admired and respected her. But more than that, a loving family transformed Wilma into a real winner. Let’s Answer 1. How did Wilma become crippled? ______________________________________________ 2 What did Wilma’s family do to make her walk? ______________________________________________ 3. What made Wilma a real winner? ______________________________________________ 4. How did Wilma’s family show their love and concern for her? ______________________________________________ 5. If you were Wilma, how would you feel about yourself? ______________________________________________ 6. Is there any member of your family who is like Wilma who needs your love and concern? How do you show your love to him or her? ______________________________________________ 7. In school, how do you show your love and concern to your classmates? To your teacher? ______________________________________________
  • 36. 264 We Can Do It Put this graphic organizer on a manila paper and present your work in front of the class. Who is the main character in the story? Describe her using the following timeline. Newborn At eight At eleven At fifteen Beyond fifteen I Can Do It Retell the story by recalling the important events using the completed timeline. Track and field champion
  • 37. 265 Lesson 7: Talented Too We Can Do It Match the picture of the important event with the appropriate age level of Wilma. I Can Do It Retell the story using the series of pictures in We Can Do It. Beyond 15 At fifteen At eight At four A B C D E
  • 38. 266 Lesson 8: Tell Me Who, What, Where, When, Why, and How Let’s Aim Read the following statements and questions. Underline the word or phrase in the sentence that answers each question. 1. Wilma was crippled by polio. (Who was crippled by polio?) 2. The doctor told her parents that she would never walk again because she was crippled by polio. (Why did the doctor say that she would never walk again?) 3. Her parents gave her heat and water treatment. (What did her parents give her?) 4. When she was 11 years old, she played basketball. (When did she play basketball?) 5. She won three gold medals in the Summer Olympics in Rome. (Where did she win the Summer Olympics gold medals?) 6. She became a real winner through the love and concern of her family. (How did she become a real winner?) Let’s Answer What words/ interrogatives are we going to use if we want to ask about a person? A thing or idea? Time? Place? Reason?
  • 39. 267 What specific details do we use to answer the following questions? Who? ________________ What? ________________ Where? ________________ When? ________________ Why? ________________ How? ________________ We Can Do It Choose a partner. Get to know more about him or her by asking and answering questions that begin with who, what, where, when, why, and how. Remember This We use interrogatives in asking for information. Who is used when asking about persons. What is used when asking about things, ideas, or events. Where is used when asking about places. When is used when asking about time. Why is used when asking about reasons or causes. How is used when asking about the way the thing is done.
  • 40. 268 I Can Do It 1. Answer the following questions. Sample Your Answers Answers a. Who are you? Henry __________ (person) b. Where are you? in school __________ (place) c. When do you come here? every day __________ d. What is in your hand? (thing) pencil __________ e. What are you thinking? winning medals f. Why? I want to be __________ a champion like Wilma. 2. Write a story using your answers. Example: I am Henry. I am in school. I have a pencil. I am thinking of winning medals. I want to be a champion like Wilma. Your story: _________________________________________________ _________________________________________________ _____________________________________________________ _____________________________________________________ 3. Read your sentences aloud one at a time. Your classmates should guess the question word for each answer.
  • 41. 269 Lesson 9: I Love My Family and Everyone in School Get Set How do you show your love and concern for your family and classmates? Let’s Aim My Family, My Treasure By Amcy M. Esteban I truly love my family For guiding and loving me. They give me love and happiness, Like a treasure chest filled with riches. Let’s Answer Use the poem to answer the following questions. 1. What is the author telling us about her family? 2. What kind of a person is she? 3. How can you show love and concern for your family? 4. Do you also love your family? Your classmates? Your teachers? How do you show it? 5. If you feel that your classmate does not like you, would you still like him? Why? Why not? Love
  • 42. 270 We Can Do It List all the persons you love and the persons who love you. Think of the common things you do to show your love for each other. Use the Venn Diagram below to present your answer. I Can Do It Read the words in the box. Write the correct word below the picture. swing stop spill star scout snake skirt stick swim I Things We Both Do The Person I love
  • 43. 271 Lesson 10: Writing a Simple Story Get Set Show your love for one of your relatives. Around the letters, draw or write down the things you love about this person. This person could be your mother, your father, cousins, brothers, or sisters. You may also choose your classmate or friend. Enjoy! I Can Do It Write a simple story based on the following questions: 1. Who are you? I am _________________________________________. Dear ______________________________________, (Write the name of your loved one here.) Look after your loved one. Make sure he or she is always safe.
  • 44. 272 2. Who is your loved one? My loved one is_______________________________. Or My loved ones are ____________________________. 3. Why do you love her or him? I love him or her because _____________________. 4. How do you show your love for him or her? I show my love for him or her by________________. Remember This Show your love for your parents by helping in the household chores. Show also your concern for your teacher and classmates by helping clean your classroom. Measure My Learning Write a short story or paragraph about your family. Use the previous activity in I Can Do It as your guide. (10 pts.) I am _____________________________. I love my ______________________ because _____________ ____________________________________________ I show my love to my ________________________ by _________________________________________.
  • 45. 273 Agreement Make a surprise pop-up card for someone special using the pattern below. Materials • coloring materials • scissors • glue Step 1: Cut out the box. Follow the thick black lines. Step 2: Cut out each pattern. Follow the black outlines. Step 3: Fold along all the broken lines. Step 4: Glue all the tabs so that the numbers and gray tabs match. Step 5: Write the name of the special person on the heart. Step 6: See how it pops up whenever you open the card!
  • 46. 274 Lesson 11: Real or Made-up Let’s Try I. Listen to your teacher as he/she says the name of each picture. Write the missing letters (ch, sh, wh, th, or ph). II. Write R if the story is real and F if it is a fantasy. 9. Jack and the Beanstalk 10. The Story of Manny Pacquiao 11. Ang Alamat ng Pinya III. Choose a word from the box that will best describe each picture. Write your answer on the blank. hot light cold small round 14. 12. 15. 13. 1. __ __ eese 5. _ _op sticks 2. __ __ orts 6. __ __ ell 3. __ __ istle 7. __ __ one 4. __ __ umb 8. __ __ ild
  • 47. 275 The Pixies and the Lazy Housewife By Mary Calhoun Retold by Dali Soriano Long ago in England, people believed in pixies. These invisible little people loved neatness. They cleaned the house of people they liked. They play tricks on lazy housewives. Bessy was a messy housewife. She didn’t want to wash the dishes. She never swept the floor of her cottage. Mice made a nest behind her broom. It was strange that the pixies did not punish her. One summer, Bessy saw pixies in the field. Bessy pretended to be sick. She groaned, saying, “Oh, I am too sick to clean my house. Please help me.” “What’s the matter?” said a pixie. Bessy said, “Who is that?” A pixie replied, “It’s Willy. I’ll help you.” “Thank you, please come home with me,” Bessy said. Willy and the pixies jumped into Bessy’s basket. When they got home, Bessy went straight to bed. The pixies started cleaning. They washed the dishes and the dirty clothes. They scrubbed the floor and swept away the cobwebs. The next day, Willy went to Bessy’s bed and asked, “Can you get up today?” Bessy just groaned and said, “I’m still too sick to get up.” So the pixies cleaned the house again. When they left, Bessy jumped and sang. “Tralalala. I have the pixies to work for me. I can just stay in bed.” Bessy did not know that the pixies were watching her. Willy laughed, “Hahaha, playing a trick on us? Here, Let’s Listen
  • 48. 276 take this.” Willy pinched Bessy’s nose. The other pixies messed up the house. They ate all the food and blew out the candles. Bessy ran out of the house but the hill was misty. Bessy got lost. When the mist cleared up, Bessy went home. When she got home, Willy was in her house. “Get to work, lazy Bessy, or I’ll pinch you,” commanded Willy. When the house was clean, the pixies left. Bessy always cleaned her house after that. Willy and the other pixies might come back. Comprehension Questions: 1. Why did Bessy pretend to be sick? 2. Would you like to live in Bessy’s house? Why? 3. What can you do to keep your house clean? We Can Do It Recall the important events and tell which of them could happen in real life (real) and which are made-up (fiction). Write the fiction or made-up events in the circles on the left. Write the “real” events in the circles on the right. Fantasy Real
  • 49. 277 I Can Do It Look at the picture of the story “The Pixies and the Lazy Housewife.” Color all things which really exist with any color of your choice except yellow. Use yellow to color all the things that are not real.
  • 50. 278 Lesson 12: Fiction or Non-Fiction Let’s Try Tell whether the event is a fiction or non-fiction. 1. Bessy’s house was messy. 2. The pixies cleaned her house. 3. The pixies punished Bessy. 4. Bessy was a lazy wife. 5. The pixies love cleanliness. Draw in the box how you keep your place (house and school) clean and orderly.
  • 51. 279 Lesson 13: Adjectives We Can Do It Give names of persons, places, things, animals, or events that may be described by the given adjectives in the first column. Remember This Adjectives are words used to describe persons, places, things, animals, or events. They may talk about the size, color, shape, taste, smell, texture, and other qualities. They may also tell about number or quantity. Adjectives Persons, Places, Things, Animals, or Events small cold sweet hard old young red round green delicious
  • 52. 280 I Can Do It Choose as many adjectives as you can from the list to describe the words in the box: red kind tall big hot thin many soft dry green near short rich pretty cold round happy honest _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________
  • 53. 281 Measure My Learning Read the story below, then answer the questions. “This is the grassy area, Little Mouse,” said Mama Mouse. “Do you remember this place?” “Oh, yes,” said Little Mouse. “I remember.” “This is the grassy place, where strawberries smell sweet, where busy bees buzz, where tiny birds tweet in a warm nest. This is where I live!” Let’s Answer What words tell about the things in the grassy area? Find the words in the story and write them on the blanks. 1. What kind of place is the area where the mice live? A ______________________________________ place 2. What kind of smell do strawberries have? ______________________________________ smell 3. What kind of bees buzz? ______________________________________ bees 4. What kind of nest is there in the grassy area? ______________________________________ nest 5. What kind of birds tweet? ______________________________________ birds
  • 54. 282 Lesson 14: What Sound? Let’s Answer Write wh to complete the names of the pictures. Box the illustrations with the sentences. Remember This A consonant digraph is a combination of two (or more) consonants sounded as one. Examples: ch /ch/ church wh /wh/ white sh /sh/ shoes th /th/ things The coach is blowing his __ __istle. The lion trainer has a __ __ip. I will paint my room __ __ite. What a huge __ __ale. What did you say? __ __isper it in my ear. The gardener is pushing a __ __eelbarrow.
  • 55. 283 I Can Do It Name the things hanging on the line. Write sh to complete the names of the pictures that have the same beginning sound like show. On the line before the number write the letter of the object that matches its name. The first one was done for you. A B C D E F G H __ 1. __ __ oe __ 2. __ __ eet __ 3. di __ __ __ 4. __ __ irt __ 5. __ __ ell __ 6. lea __ __ __ 7. __ __ orts __ 8. fi __ __ sA h
  • 56. 284 Measure My Learning Write ch or tch to complete the name of each picture. Then, read the words. Write a sentence using two of the words above. __ __ urch __ __ ief __ __ in stre __ __ __ wa __ __ __ __ __ ain ca __ __ __ bran __ __
  • 57. 285 Lesson 15: Writing a Simple Story Using Adjectives Measure My Learning A. Read the story. Say the name of each picture as you read. mouth thumb thirty tooth teeth Minda woke up with a loose . She wiggled it with her but nothing happened. Then, Minda looked at the clock. She had only minutes to get ready for school. She opened her very wide. She brushed her . Suddenly she hit the loose and it fell in her hand. B. Write a word from the box to name each picture. ______________________ ___________ ______________________
  • 58. 286 C. Write a consonant digraph to complete the word that best describes the picture. 1. a __ __ ite cloth 2. a __ __ ack shadow 3. two pairs of __ __ ears 4. two __ __ ips 5. a __ __ ick book
  • 59. 287 Lesson 16: What Do You Mean? Let’s Try I. Look at the pictures and fill in the chart with the appropriate adjectives. 6. Leo is independent. He does his work without asking help from others. 7. Our new pillows are soft. 8. The young swimmer reached the bottom of the sea. 9. Riding on a jeepney is usual to most Filipinos. 10. Lola Bulay often tells weird stories. II. Draw a line to connect the word in column A with its meaning in column B. A B a. strange b. the lowest part c. common d. self-reliant e. not hard Object/s Adjective 1. 2. 3. 4. 5.
  • 60. 288 III. Write the initial consonant digraph of the each word below. 11. ___ ___ ine 14. ___ ___ at 12. ___ ___ op 15. ___ ___ arp 13. ___ ___ eel Get Set Do you want to get a medal and be proud of yourself? Find your way out from your school to reach the top and get your medal.
  • 61. 289 Let’s Listen Listen as your teacher reads the story of Lot-Lot. Find out what she does to be bright. We Can Do It Match the sentence in Column A with the correct meaning of the underlined word in Column B. The first one was done for you. • a toy • the highest place • on the surface A B • difficult • not soft • put more effort • without paying • nothing to do • enjoying freedom 1. We celebrate Independence Day because we are an independent country. 2. This rock is hard. 3. I’ll help my country get to the top.
  • 62. 290 Measure My Learning Each pair of sentences below shows two different meanings of the word in dark letters. On the blank below each picture, write the letter of the sentence that tells about the picture. The first one was done for you. A. The box is heavy, not light. B. The boy turns on the light. A. Please close the door before you leave. B. We are close to the end of the road. A. I’m glad you are taking some rest. B. There are seven baskets of mangoes. Leave one for me and take home the rest. A. Turn right at the next corner. B. Go join them. You have the right to play. __________________________ __________________________ B A __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ A. The telephone rings. B. The lion jumps through the rings.
  • 63. 291 Lesson 17: Good Study Habits Let‘s Read Read the short poem silently. I Study Hard By Amcy M. Esteban I study hard in school every day. I do my homework before I play. I follow my teachers when they say, “Just do your best and have a successful day.” Let’s Answer 1. When does the child study hard? ______________________________________________ 2. Do you finish your homework before you play? Why or why not? _______________________________________________ 3. What does the teacher say in the poem? _______________________________________________ 4. Why do you need to follow your teacher? ______________________________________________ 5. Why does a child need to study hard? ______________________________________________
  • 64. 292 Lesson 18: Let’s Give a Clearer Picture Get Set Look at the two pictures of a library. Identify the differences. (Do this activity by group. The first group which will be able to spot all the differences wins.) Let’s Aim Lot-lot is a bright pupil because she always comes to the library to read books. Let us read what she says about them. 1. I read interesting books. 2. I read two books every day. 3. Books take me to beautiful places. 4. I meet new friends in the library. 5. I see small and big books there. 6. I read stories about wild and tame animals. 7. I see pictures of red flowers and green plants. 8. I see pictures of colorful fish. Let’s Answer 1. What does Lot-lot do in the library? 2. How many books does she read every day? 3. What does she see in the library?
  • 65. 293 We Can Do It Read each sentence again and identify the adjective used and the word it describes. Write your answers in the proper column. Remember This Adjectives give us a clearer picture of a person, place, thing, animal, idea, or event. It also tells us the number or quantity. I Can Do It Coming to school does not only make us learn. It gives us fun, too. Choose and describe one from the following that makes you excited in coming to school. Use appropriate adjectives. 1. important person in school who inspires you (e.g., teacher, principal, classmate, librarian) 2. favorite place in school (classroom, library, reading corner, canteen, computer room, science laboratory, home economics room) Adjectives Word Described 1. 2. 3. 4. 5. 6. 7. 8.
  • 66. 294 3. favorite school activity (experiment, reciting poems, reading stories, group work, art activities, P.E. activities, sports, Music, etc.) 4. your best friend Lesson 19: Just One Sound Get Set Box all the words that are related to school or study. Then, write them on the board. Let’s Aim Read the words you have written on the board and notice the underlined letters. W E E E Y G S E B N A B X D F R T D S B T T T E A C H C F E E H G W R A O O E P E I R E U R J A T H D B A C K P A C K O D A P S U W D H E N R T H S J T S T S I I C E W P N O N I C I H Y U O M A A S S O U T H I N K D S F P M O O K I E S C S
  • 67. 295 We Can Do It Add more words with consonant digraph to the list. The group with the most number of words listed wins. Remember This Consonant digraphs may be found in the beginning, middle, and final positions. Examples: chain (beginning) pocket (middle) lunch (final) Group 1 /sh/ shoulder Group 2 /th/ thick Group 4 /wh/ white Group 5 /ck/ clock Group 3 /ch/ chalk
  • 68. 296 I Can Do It Write the name of each object. Lesson 20: Memory Game Let’s Try What are the good study habits of Lot-lot that you should also practice to be a good pupil like her? Get Set Look at the pictures. Now close your book. Name the pictures in their proper sequence starting from the left. 1. 4. 2. 5. 3.
  • 69. 297 Let’s Aim Studying well is a good habit to develop. Memorizing important details is very helpful. Here is a memory game to help you have fun while memorizing things. Ready! Step 1: Color the cards above. Make sure you use the same color on the same pictures. Step 2: Cut out the whole big box. Follow the thick black outline.
  • 70. 298 Step 3: Spread glue on the back of the whole box and glue it on an old folder or cardboard. Step 4: When it dries, cut the small cards along the dotted lines. The object of the game is for a player to get the most number of matching cards. We Can Do It Set! Lay the cards upside down on the table in a grid form. Go! Player 1 upturns two cards. If they are not the same picture, they must be placed back upside down. If the pictures are the same, Player 1 keeps them. Then it’s player 2’s turn. Player 2 upturns two cards and tries to see if the cards match. The players take turns upturning the cards. The player with the most number of matching cards wins. Measure My Learning Let’s try to test your memory again. Recall all the words with consonant digraphs that you have learned.
  • 71. 299 Lesson 21: I Can Follow Directions Let’s Try A. How many syllables are there? Write your answer on the blank. B. Can you follow directions? Follow the directions given. Draw them in the box 1. Draw a straight line. 2. Write your name on the line. 3. Write your teacher’s name below the line. C. Do you know how to use on and in? Write on or in on the blank. The doll is _____ the chair. The ball is _____ the box. ___ 1. bag ___ 2. pencil
  • 72. 300 D. Is it oi or oy? Write the missing letters to complete the word. E. Which is the correct contraction? Encircle it. 1. it is it’s i’ts its’ 2. are not are’nt aren’t ar’ent 3. they are the’yre the’re they’re F. Which is 1, 2, and 3 when arranged in order? Write 1, 2, or 3 before the word. Mat is a good b_____. Mother uses cooking _____l. ___ hen ___ cow ___ pig Draw hen Draw cow Draw pig
  • 73. 301 Get Set These are some of the symbols of our country. Let’s Aim This is the number 1 symbol of our country. The Philippine flag The baro’t saya and barong tagalog are our national costume. The carabao is our national animal. Sampaguita is our national flower.
  • 74. 302 Let’s Aim Do you respect the Philippine flag? How do you show your respect for the Philippine Flag? Let us read the story. Lampin By Filipina T. Villapando Retold in English by Dali Soriano “Fa...ll in! Attennn... tion! Readyyyy... March!” shouted Antonio, the boy soldier every time he played with his fellow boy soldiers. Antonio’s favorite game when he was a boy was playing the role of a soldier. He wanted to become a general when he grew up. Every day after school, and on weekends too, he would assemble his troops at the park near their barangay to play
  • 75. 303 the soldier. They used guns and swords made of bamboo. They used aluminum pots as helmets. “What flag can we use?” asked Antonio. “That’s easy. I know where to get one,” replied Jose. He ran home and pulled one nice, rectangular white sheet from his mother’s clothes line. “Where did you get this? It’s perfect for a flag,” Antonio asked. “From my mother’s laundry,” answered Jose. “Won’t your mother get upset?” asked the worried Antonio. “Don’t worry. I asked permission to use my little brother’s lampin for our game,” laughed Jose. “Fa...ll in! Attennn... tion! Readyyyy... March!” commanded little general Antonio. Jose marched in front carrying the flag on a bamboo pole. When the little soldiers got tired, they stopped to buy taho. Jose rushed to eat his taho. Unfortunately, he spilled it on his feet. He quickly picked up the lampin and wiped his sticky feet. “Jose! Why did you put dirt on our flag?” shouted the angry Antonio. “What flag? This is nothing but a lampin!” replied Jose. “Yes, it’s a lampin but we made it our flag,” answered Antonio. A lampin flag, huh!” Jose threw the lampin on the ground. He stepped on it repeatedly as if to crush it. This angered Antonio all the more. He ordered his troop to circle Jose and watch him do 10 push-ups.
  • 76. 304 Let’s Answer Answer the questions correctly. 1. Did the boys show respect for the Philippine flag? 2. Who played the role of the general? 3. As general, what did Antonio ask his troops to do? 4. Why did Antonio get angry? 5. If you were Antonio, would you also feel the same? Remember This Be exact in following directions so that you will not go wrong. Jose shouted. His mother heard this and rushed to see what happened. After listening to Antonio’s story, Jose’s mother picked up the dirty lampin. Looking Jose straight in the eyes, Jose’s mother firmly said, “Learn to respect what the flag stands for. Now do 10 more push-ups!” “I’m sorry,” was all that Jose could say. Comprehension Questions: 1. What did the lampin stand for? 2. How do you show respect for our flag?
  • 77. 305 B. Write the letters of each word in reverse order. The first one was done for you. The letters of “tar” in reverse order is “rat.” tar pan tap part spot peels on pot pit gut rat I Can Do It A. Do the following directions. 1. Draw a circle. Inside the circle, draw a star. Write your name below the circle. 2. Draw a square. Inside the square, draw a vertical line. Color or shade the left side. 3. Draw a letter Y. Put the letter Y inside a standing rectangle. Draw 3 stars in each corner and a sun in the middle. The sun should have 8 rays.
  • 78. 306 Lesson 22: I Can Perform Let’s Aim Read the short poem. I Am Proud of My Country By Rose Ann B. Pamintuan “I am a Filipino,” my teacher said to me. Wherever I may go, wherever I may be I should tell others of my country’s beauty. “I am a Filipino,” my teacher said to me. Whoever I may meet, whoever I may see Proud of the Philippines, I should always be. Let’s Answer Think of words that begin with each letter. The words should make you think of our country. Write the words in the box. P – H – I – I –L – P – P – I – N – E – S –
  • 79. 307 We Can Do It Let us do the action shown in the pictures. I Am Proud of My Country By Rose Ann B. Pamintuan “I am a Filipino,” my teacher said to me Wherever I may go, wherever I may be I should tell others of my country’s beauty “I am a Filipino,” my teacher said to me Whoever I may meet, whoever I may see Proud of the Philippines, I should always be.
  • 80. 308 Lesson 23: I Can Obey Let’s Aim Read and study the sentences. 1. Jose threw the lampin on the ground. Picture of lampin in the cabinet 2. Mother keeps the lampin in the cabinet. Where did Jose throw the lampin? on the ground Where does Mother keep the lampin? in the cabinet What are the underlined words? on and in Let’s Answer Draw what is asked. 1. The bat is on the bed.
  • 81. 309 2. The pencil is in the pencil case. Remember This On and in are prepositions. They show exactly where an object is. I Can Do It Complete the sentences with on or in. The cat is _____ the mat. The ball is _____ the chair. The shoes are _____ the box. 1. 2. 3.
  • 82. 310 The vase is _____ the table. The bag is _____ the cabinet. 4. 5. Lesson 24: I Can Match Letter Patterns Let’s Aim Read and study the sentences. Antonio is a boy. His favorite toy is a bamboo gun and sword. What are the underlined letters? /oy/ is a diphthong. A diphthong is a sound made when two vowel sounds are put together. Let’s Practice A. Let’s practice reading the following words with /oi/ or /oy/. oil spoil toy ploy boil joint joy enjoy coil point boy destroy soil voice coy loyal broil choice soy royal
  • 83. 311 B. Connect the picture with the /oy/ or /oi/. Remember This /oy/ is a diphthong. A diphthong is a sound made when two vowel sounds are put together. oi oy oi oy
  • 84. 312 I Can Do It Complete the sentence with the word that has the same vowel sound like toy. 1. The ___________ puts all the books on the table. 2. Will you ___________ our team? 3. Please ___________ to the sign. 4. Another name for dirt is ___________ . 5. I hear a loud ___________ . 6. Frank spoke in a loud ___________ . boy, joy, toy join, joy, coin oil, toil, point coil, soil, oil foil, boil, noise joys, voice, noise draw point to the sign
  • 85. 313 Measure My Learning Write (ü) if you hear the diphthong /oy/. 1. __________ join 6. __________ coin 2. __________ story 7. __________ point 3. __________ noisy 8. __________ train 4. __________ boy 9. __________ stick 5. __________ floor 10. _________ boil Lesson 25: I Can Shorten Words Let’s Aim Read and study the sentences. Don’t worry. It’s perfect for a flag. Do not worry. It is perfect for a flag. Won’t your mother get upset? Will not your mother get upset? That’s, don’t, it’s, and won’t are examples of contractions. Let’s Answer Let us practice writing contractions. 1. will not won’t __________________ 2. do not don’t __________________ 3. are not aren’t __________________ 4. is not isn’t __________________ 5. cannot can’t __________________ 6. I am I’m __________________ 7. did not didn’t __________________ 8. was not wasn’t __________________ 9. they will they’ll __________________ 10. let us let’s __________________
  • 86. 314 Remember This Contractions are the short form of two words. We use an apostrophe (’) in place of the letters we removed. I Can Do It On the blanks below each sentence, write the two words that make up each contraction. The first one was done for you. 1. I’m going to help my father in the store tomorrow. ________ ________ 2. The teacher didn’t see Mario come in. ________ ________ 3. The mango wasn’t good enough to eat. ________ ________ 4. They’ll try to finish their work this afternoon. ________ ________ 5. Let’s send our sick classmate a get-well-soon card. ________ ________ I am
  • 87. 315 Lesson 26: I Can Retell Stories Let’s Try A. Write under or over to complete the sentence. 1. The bus is passing _______ the bridge. bl __ __ se6. pl __ __7. c __ __4. h __ __ se5. B. Is it ow or ou? Write ow or ou. 2. The bus is passing _______ the bridge. 3. The dog jumped ________ the fence.
  • 88. 316 C. Study the graph then answer the questions. 10 8 6 4 2 Boys Girls Grade 2 – Magalang Enrolment 8. How many are the boys? 9. How many are the girls? 10. What is the total number of pupils? Let’s Aim Let us read the story. The Old Man and His Sons From Pat Nelson’s Magic Minutes: Quick Read Alouds for Every Day Retold by Dali Soriano Once there was an old man who had many sons. They always quarrelled with one another. They quarrelled over who should use the bathroom first. At meal time, they would fight over who got to the table first. The old man had often begged his sons to live together in peace, but without success. One day, he called them together. He showed them a bundle of barbecue sticks. He asked each one of them to break the bundle. Each one
  • 89. 317 tried with all his strength but the bundle did not break. Then cutting the cord that bound the sticks together, the old man gave his sons a stick each. Then he told his sons to break it. This was done with the greatest ease. The old man exclaimed, “See, my sons, the power of unity! If you bind yourselves together with brotherly love, you can win any fight.” “Divided you will fall, united you will stand.” Let’s Answer Answer the questions correctly. 1. What did the sons quarrel over always? 2. What happened when they fought? 3. What did the father tell them when they fought? 4. How do you show unity in your family? 5. How do you show unity in the classroom? 6. Is unity important in our country? Why or why not?
  • 90. 318 We Can Do It Number the pictures 1 to 3. Write a sentence about each picture. _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________
  • 91. 319 Lesson 27: I Can Respond to Situations Let’s Read Read the verse. To Be Honest, To Be True By Rose Ann B. Pamintuan I promise to be honest; I promise to be true I will not tell a lie; I hope you won’t, too. I will say I am sorry if I do something wrong To speak the truth always will be my heart’s song. I will tell you the truth you can always trust me It’s best to be honest, don’t you agree? Let’s Answer Study the situation, then act it out. Ben and Ted are playing catch ball in the house. Ben throws the ball so hard that Ted is not able to catch it. The ball hits and breaks the favorite vase of Nanay. When Nanay arrives home, what do you think should Ben and Ted do? We Can Do It Study the situation, then act it out as a group. Joel, Mark, Jane, Seth, and Dave are classmates. They are also neighbors. That is why they go to school together. One morning, on their way to school, they decide to play in the playground. They are having so much fun that they forget the time. When their teacher asks them why they are late, what should they say and do?
  • 92. 320 Lesson 28: I Can Describe Pictures Get Set Study the sentences. 1. The blue car is passing over the bridge. 2. The red boat is passing under the bridge. Where is the car passing? over the bridge Where is the boat passing? under the bridge Remember This Over is a preposition which means on top of. Under is a preposition which means below or beneath. I Can Do It Study the pictures. Complete the sentences by writing under or over. The boy is __________ the bed.
  • 93. 321 The slippers are __________ the chair. The man is walking in the __________ pass. The cars are passing through the __________ pass. The helicopter is flying _________ the building. Measure My Learning Study the pictures. Answer the questions using under or over. Where is the plane flying?1.
  • 94. 322 Where is the boy sleeping?2. Where is the mouse hiding?3. Where are the shoes?4. Where is the submarine?5.
  • 95. 323 Lesson 29: I Can Read Graphs Let’s Aim Read the story. Then, study the graph below. One day, my family and I visited the farm of Mang Pedro. I saw lots of animals there. There were cows, pigs, dogs, ducks, and cats. Mang Pedro helped me count the animals. Here is the number of animals in Mang Pedro’s farm. Number of Mang Pedro’s Animals 5 4 3 2 1 1. What were the animals in Mang Pedro’s farm? 2. How many cows were there in Mang Pedro’s farm? 3. How many pigs were there in Mang Pedro’s farm? 4. How many dogs were there in Mang Pedro’s farm? 5. How many ducks were there in Mang Pedro’s farm? 6. How many cats were there in Mang Pedro’s farm?
  • 96. 324 Let’s Answer Read the story. Then study the graph. Beside Mang Pedro’s farm is the vegetable farm of Mang Jose. Mang Jose sells his vegetables just along the road. Mang Jose’s Vegetable Stand 5 kilograms 4 kilograms 3 kilograms 2 kilograms 1 kilograms 1. How many kilograms of petsay are there in Mang Juan’s vegetable stand? 2. How many kilograms of ampalaya are there in Mang Juan’s vegetable stand? 3. How many kilograms of eggplant are there in Mang Juan’s vegetable stand? 4. How many kilograms of tomatoes are there in Mang Juan’s vegetable stand? 5. How many kilograms of onions are there in Mang Juan’s vegetable stand?
  • 97. 325 I Can Do It Read the story. Then study the graph. Across the street of Mang Pedro’s vegetable stand is Mang Pablo’s fruit stand. Mang Pablo’s Fruit Stand 5 baskets 4 baskets 3 baskets 2 baskets 1 basket 1. How many baskets of oranges are there in Mang Pablo’s fruit stand? 2. How many baskets of pineapples are there in Mang Pablo’s fruit stand? 3. How many baskets of mangoes are there in Mang Pablo’s fruit stand? 4. How many baskets of watermelons are there in Mang Pablo’s fruit stand? 5. How many baskets of apples are there in Mang Pablo’s fruit stand? Measure My Learning Read the story. Then study the graph. Aling Flora is the wife of Mang Pablo. While Mang Pablo sells fruits, Aling Flora sells flowers.
  • 98. 326 Aling Flora’s Flower Shop 1. How many dozens are the roses? There are __________ dozens of roses. 2. How many dozens are the sunflowers? There are __________ dozens of sunflowers. 3. How many dozens are the mums? There are __________ dozens of mums. 4. How many dozens are the daisies? There are __________ dozens of daisies. 5. How many dozens are the carnations? There are __________ dozens of carnations. 5 dozens 4 dozens 3 dozens 2 dozens 1 dozen
  • 99. 327 Lesson 30: I Can Connect Sounds Let’s Aim Recite the rhyme. A doggie on the street I found. It’s running crazily around. Sniffing the grass and the ground; And making loud barking sound. Bow-wow-wow! From such a small doggie I asked how It can make a loud sound; You’d think it’s a big cow. Let’s Answer Answer the following questions correctly. 1. What did I find on the street? 2. What was it sniffing and making? 3. Why would you think it’s a big cow? 4. What are the underlined letters? 5. What sound do they make together? Let’s Practice A. Read the following words with diphthong /aw/. bow wow foul hour cow plow house flour how owl louse loud now fowl mouse shout down howl stout mouth
  • 100. 328 B. Match the drawing with ou or ow. ou Drawing owl Drawing mountain ow Remember This /aw/ is a diphthong. I Can Do It A. Read the poem. Circle each word that has the same vowel sound as house. Then write the words where they belong. Can you think of other words? Write them down, too. The little brown doggie I found down the street, Would run around And sniff the ground. How he’d dance around With a little barking sound— My little doggie Brown.
  • 101. 329 Spelled like “cow” _______________________ _______________________ _______________________ _______________________ Spelled like “house” _______________________ _______________________ _______________________ _______________________ cr __ __ n m __ __ ntain m __ __ se B. Complete the name of each picture. Write ou or ow on the blanks. st __ __ t Measure My Learning Check if you hear /aw/. Cross if you do not hear /aw/. 1. crown _____ 4. brown _____ 2. road _____ 5. home _____ 3. flower _____
  • 102. 330 Lesson 31: I Can Perform Simple Instructions Let’s Try I. Do the following inside the box. 1. Draw a circle. 2. Draw a star inside the circle. 3. Write the first letter of your name inside the star. II. Draw a line to connect the synonyms. 4. hot • little 5. small • warm 6. happy • glad III. Match the drawing with the steps. Write 1 to 4 in the box. How to draw a star: 7. Draw an upside down V. 8. Draw a straight line upward to the left. 9. Draw a straight line across to the right. 10. Draw a straight line downward to the right to your starting point.
  • 103. 331 Let’s Aim Let us read the story. Museum Tour By Rose Ann B. Pamintuan It was a bright Friday morning. All the girls and boys of Grade 2-Mabait were all excited. It was the day they were going to the museum. It was their first time. At 7 o’clock, their teacher, Miss Nora, told them to line up. “Fall in line by twos.” The girls and boys lined up. Miss Nora led them to the bus. “Watch your step,” she said as each girl and boy climbed up the steps of the bus. Once inside the bus, the teacher reminded the class, “Do not stand while the bus is moving. Do not open the windows. Put your trash in the trash bag.” At the museum, the girls and boys lined up again at the entrance. Before entering, the museum guide told them, “Do not touch the exhibit.” Inside, the children saw many interesting things. The museum guide told them what the exhibit was about. The children asked questions and the guide answered them patiently. After their museum tour, the children went back to the bus. They were again told by Miss Nora to remain on their seats and not to open the windows. The children were tired but they enjoyed the museum tour very much.
  • 104. 332 Let’s Answer Answer the questions correctly. 1. Why were the girls and boys of Grade 2-Mabait excited? 2. Why did Miss Nora ask them to line up? 3. What did Miss Nora remind the children when they were inside the bus? 4. Were the reminders important? Why or why not? 5. What did the museum guide tell the children before they entered the museum? 6. Why do you think touching the exhibit was not allowed? 7. How did the children feel about the museum tour?
  • 105. 333 Agreement One way of appreciating God’s gifts is to take good care of nature. Wild animals must be set free so that they will live happily. For example, owls make great pets, but it is not right to keep an owl in a cage. So let’s just make a paper owl toy. You will need: the pattern below, coloring materials, scissors, and glue or tape. Step 1: Color the pattern. Step 2: Cut out the pattern. Follow the thick black lines. Step 3: Fold along the broken lines. Step 4: Curl the body part to form a cylinder. (Fig. 1) Step 5: Glue the gray tab to keep it in place. Step 6: Curl the top part and glue to the main body. (Fig. 2) Step 7: Glue the wings to the gray circles L and R. (Fig. 3) Wait for it to dry and play with your new paper pet!
  • 106. 334 Lesson 32: I Can Do Things Get Set Let’s talk about the pictures. They show some of your rights as a child. Right to be alive Right to be with parents Right to choose friends Right to quality education Right to a name Right to choose religion Right to basic needs Right to play and rest
  • 107. 335 Let’s Aim One of the rights of a child is the right to play. Create a pinwheel using the pattern. Enjoy! MATERIALS • scissors • coloring materials • 1 thumb tack • pencil with an eraser at the end Step1: Cut out the square at the right. Follow the thick black outline. Step 2: Cut along the dotted lines to make four slits. Step 3: Using the tip of a pencil, gently punch a hole on the areas of the square marked with an X. Don’t make the holes too large. Step 5: With the corner flaps still bent Step 6: Blow on your pinwheel and watch it spin! to the center, stick a thumbtack into it so it stays put, and stick it to the pencil eraser.Step 4: Gently bend the paper so all corners with holes reach the center hole.
  • 108. 336 Lesson 33: I Can Write Let’s Recite Let us recite the rap. Different By Rose Ann B. Pamintuan Let’s Aim Let us read the underlined words and their synonyms. Different color, can’t you see? unlike Different size; Let me see. measure Different shape, Oh! I see. form Boy or girl; lad – miss young or old, tender age – elderly We are all Filipinos true. real Let’s study more synonyms. a. Lisa is a good friend. Lisa is a nice friend. b. Lita is a beautiful girl. Lita is a pretty girl. c. Don is a smart boy. Don is an intelligent boy. d. Roy is quiet. Roy is silent. e. The house of Amy is clean. The house of Amy is neat. Remember This Synonyms are words with the same meaning. From the North or from the South; From the West or from the East Boy or girl; young or old, We are diff’rent yet the same And there’s one thing I’ll tell you We are all Filipinos true. You are you; I am me. Different color, can’t you see? You are you; I am me. Different size, let me see. You are you; I am me. Different shape, Oh! I see.
  • 109. 337 We Can Do It Let’s use the synonyms in your sentences. Complete the sentence. Write the name of your friends or classmates. a. _____ is a good friend. _____ is a nice friend. b. _____ is a beautiful girl. _____ is a pretty girl. c. _____ is a smart boy. _____ is an intelligent boy. d. _____ is quiet. _____ is silent. e. The house of _____ is clean. The house of _____ is neat.
  • 110. 338 Measure My Learning A. From the box, choose a word that has the same meaning as the word above the picture. Write that word on the line. The first one was done for you. dine huge halt build automobile picture eat dine______________ photo ______________ car ______________ make ______________ large ______________ stop ______________
  • 111. 339 B. From the word in the box, find the synonym of the underlined word in the sentence. Write it on the line after the sentence. 1. We were in a large room. __________ 2. Some children screamed. __________ 3. Some were mad. __________ 4. The teacher asked the small children to sit down. __________ 5. The children were all silent. _____________ angry big little shouted quiet
  • 112. 340 Lesson 34: I Can Meet Friends Let’s Aim Let us read the story. The Frowning Flower By Rose Ann B. Pamintuan There was a Flower – a flower that had a frown on its face. It was frowning because it was sad. It was sad because it had no friend. It looked and looked for a new friend. But it could not find one. The Flower with a frown sat down. It looked at the clouds. The frowning Flower was surprised to see a cloud with a smile on its face. “Hello, Flower!” said the Cloud. “Oh! Hello, too, Cloud,” said the Flower. The Cloud smiled brighter and said, “Can I be your friend?” “Of course!” said Flower. A smile slowly appeared on her face. So the Flower and the Cloud shook hands. And Flower said, “Now I have a new friend.” From then on, the frowning Flower became the smiling Flower.
  • 113. 341 Comprehension Check: 1. In our story, how was the flower feeling? 2. Why was the flower feeling that way? 3. What changed the frown into a smile? 4. What must you do so that you can have a friend? Diphthong /ow/ or /ou/ flower frown down cloud What is the sound of the underlined letters? Remember This /ow/ or /ou/ is also a diphthong. Let’s Practice Let’s read more words with diphthongs /ow/ or /ou/. cow wow out found bow plow shout hound how fowl house pound now howl mouse round I Can Do It Write ow or ou to complete the words. 1. t __ __ el 6. br __ __ n 11. c __ __ nt 2. v __ __ el 7. cr __ __ n 12. p __ __ er 3. h __ __ r 8. cl __ __ n 13. sh __ __ er 4. l __ __ d 9. m __ __ th 14. m __ __ ntain 5. __ __ ch 10. t __ __ er 15. th __ __ sand
  • 114. 342 Lesson 35: I Can Tell What Is Important Let’s Try A. Read the paragraph. Answer the questions next. Kids are often happy to see birds that they would like to have one as a pet. The three kinds of birds that are good for pets are the finches, parakeets, and cockatiels. The finches make good pets because they are beautiful and they make beautiful sound. The parakeets are colorful, small, easy to care, and can learn to talk. And the cockatiels can also learn to talk, whistle, and do cute tricks. 1. Which birds are beautiful and can make beautiful music?______________________________ 2. Which birds can learn to talk and whistle? ______________________________________________ B. Encircle the word with diphthong /ow/ in each number. 3. brow clue blew 4. flour flow draw C. Connect the opposites. 5. day 6. sad night happy
  • 115. 343 D. Read then check the box that tells what will happen next. 7. Eve gets her notebooks and books. She will study her lesson. She will watch TV. 8. Pat gets her soap and towel. She will take a bath. She will clean the yard.
  • 116. 344 E. Study the graph, then answer the questions. Dan’s Pet Shop 5 4 3 2 1 9. How many parakeets are there in Dan’s Pet Shop? ___________ 10. How many cockatiels are there in Dan’s Pet Shop? ___________ Let’s Aim Look for the answers in the paragraph. Questions: 1. How long have farmers been making scarecrows? 2. What is a scarecrow? 3. What is it shaped like? 4. Where is it placed? 5. What kinds of birds do scarecrows scare away? 6. Why is it a farmer’s best friend?
  • 117. 345 Scarecrow Farmers have been making scarecrows for more than three thousand years. A scarecrow or hay-man is a trap. It is shaped like a human dressed in old clothes and placed in fields by farmers to scare away birds such as crows or sparrows from eating the seeds or crops. A scarecrow is truly a farmer’s best friend. I Can Do It Know the important details of the next paragraph by answering the questions below. Questions: 1. What is the color of the crows? 2. Where do they feed? 3. What do they eat? 4. When trained, what can they copy? 5. Up to what number can they count? Crows Crows are glossy black birds. They feed mostly on the ground, where they walk about purposefully. They eat meat, grain crops, insects, and eggs of other birds. Crows are intelligent birds. They can be trained to copy their owner’s voice or to count aloud up to seven.
  • 118. 346 Measure My Learning Answer the questions to know the important information about the paragraph. Questions: 1. What is the size of sparrows? 2. What is the shape of their bill? 3. What do they eat? 4. What is their color? 5. Where are they found? Sparrows Sparrows are small birds with bills shaped like cones. They eat seeds and insects. Some sparrows are brown. Some are gray. They are found around homes and on farms worldwide. Lesson 36: I Can Tell the Sound Get Set Recite this rhyme. Cock crows in the morn For early to bed To tell us to rise, And early to rise, And he who lies late; Is the way to be healthy Will never be wise And wealthy and wise.
  • 119. 347 Let’s Aim Let’s study the sentences. The scarecrow is a bird trap. Crows are black birds. Sparrows are small birds. What are the underlined letters? What is the sound of the underlined letters? Let’s read the words with the diphthong /ow/ as in crow. blow grow row stow bow know show throw flow low slow tow glow mow snow arrow Remember This /ow/ is also a diphthong.
  • 120. 348 I Can Do It Read the words in the box. Use the words to complete the sentences below. 1. I will put out the candlelight; I will __________ the flame out. 2. I am going to __________ the ball to my teammate. 3. I __________ how to spin the ball. 4. I eat a lot of vegetables and drink milk. I am going to __________ tall. 5. That black bird looks like a __________. 6. This turtle is __________. grow crow know blow throw slow
  • 121. 349 Measure My Learning Read the words in the box. Complete each sentence below with the correct word from the box. My best friend sits in the last ____________. Her favorite color is ____________. Her birthday is ____________. She will have some candles to ____________. After her party, we will watch a ____________.. show tomorrow slow yellow flow row blow grow
  • 122. 350 Lesson 37: I Can Tell What Is Next Get Set Read the story silently. The King Kalapati (Dove King) Adapted by Rose Ann B. Pamintuan One day, the flock of doves flew low to look for food led by King Kalapati. They found some rice scattered beneath a tree. So all the doves landed and began to eat. (What do you think happened next?) Without warning a huge net fell over them and they were all trapped. They saw a hunter approaching them carrying a cage. (What do you think happened next?) The doves wildly flapped their wings trying to get out, but they could not. King Kalapati got an idea. He told all the doves to fly up together. Each dove picked up a part of the net and together they flew off carrying the net with them. (What do you think happened next?) The hunter was surprised. He tried to follow them, but they were flying high over the trees and over the field. They flew to a nearby farm where there lived a small mouse under a tree who was a faithful friend of King Kalapati. (What do you think happened next?)
  • 123. 351 When the mouse heard the loud flapping of wings, he was afraid and went into hiding. King Kalapati gently called out to him and then the mouse was happy to see him. The dove king explained that they were caught in a net and needed the mouse’s help. (What do you think happened next?) The mouse chewed the net with his teeth and set the doves free. They all thanked the mouse and flew away together. (What do you think happened next?) Answer the following questions: 1. What kind of birds flew together? 2. Why did they fly together? 3. Who led the flock of doves? 4. How and where did they find their food? 5. What happened while the doves were eating? 6. What did they do when they were caught in the net? 7. How did the birds escape the hunter? 8. How did the birds get out of the net?
  • 124. 352 Let’s Aim Antonyms are words that have opposite meanings. Let us study the sentences. 1. The building is high. 2. The tree is low. 3. The elephant is huge. 4. The mouse is small. draw mouse 5. The bird is flying over the tree. 6. The mouse is hiding under the tree. We Can Do It Demonstrate the following antonyms: 1. up – down 2. near – far 3. loud – soft 4. happy – sad 5. first – last
  • 125. 353 I Can Do It I. Read each paragraph. Then answer the questions in complete sentences. 1. When school is over, we do many things in the playground. Roy brings out his ball. He goes to the court with his friends. One of the boys checks the hoop. What will the boys do? ____________________________ ____________________________ 2. Joe stops at the library. He comes out with a book. He finds a bench under a big tree. He sits down. What will Joe do? ____________________________ ____________________________ 3. Annie is digging a hole for her flower seeds. She puts in the seeds. She sees that the soil is dry. She looks around and finds a can of water. What will Annie do? ____________________________ ____________________________
  • 126. 354 II. Complete each sentence. Choose a word from the box that means the opposite of the word under the line. 1. We feel very _______________. sad lost big in front of a few found small happy behind many 2. We _______________ this picnic place. 3. It has a _______________, grassy lawn. 4. It is_______________ a hill. 5. We are sure to see _______________ things in this place.
  • 127. 355 Measure My Learning Read each sentence. Check the square beside the best prediction. Then circle the picture that matches your answer. The boy put on his uniform. He will go swimming. He will go to school. The woman wrote a letter to a friend. She will call her friend on the phone. She will drop the letter in the mailbox. A player asked for a glass of water. She will drink. She will water the plants. A boy turned on the television. He will watch a television show. He will listen to music. The students went to the library. They will read books. They will have snacks with their friends.
  • 128. 356 1. The fish pond is __________. The fishes swimming in the pond are small. 2. Robin looks short next to the __________ tree. 3. When I am happy, I _________. When I am sad, I cry. 4. The turtle is slow, while the rabbit is __________ .. 5. I always bring an umbrella. My brother __________ does. clean, large, deep run, study, laugh tall, fire, fruit can’t, never, sometimes big, fast, nice Agreement Complete the sentence with a word that has the opposite meaning of the underlined word. Choose the correct answer from the words below the sentence.
  • 129. 357 Lesson 38: I Can Share Things Let’s Aim Let us recite the prayer. Prayer for Other Children Dear God, I pray not only for myself but also for other boys and girls. As you give me the things that I need, may I learn to share them with other children. If other children have more toys than I, may I not feel bad about it. And may I learn to think first of what others need before I think about what I need. Amen. We Can Do It Study the cartoon. Think and answer the following: 1. What do you understand about this picture? __________________________________________ 2. What does the man stand for? __________________________________________ 3. Why do you think he is hugging the big piggy bank? __________________________________________
  • 130. 358 Lesson 39: I Can Use a Map Get Set Draw a line to connect symbol with its meaning. Hospital zone Drinking station Restrooms Bicycle parking Telephone station
  • 131. 359 Let’s Aim Let’s help King Kalapati find the mouse’s house. Use the symbols to guide King Kalapati. 1. Fly across the bridge. 2. Turn left towards the field. 3. Turn left towards the town. 4. Draw a mouse on the fourth house.
  • 132. 360 Let’s Answer Let’s study the school map below. Betty’s classroom is near the computer room. Her next class is music. How will she get there? Let’s guide Betty. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
  • 133. 361 I Can Do It Study the city map below and do the activity. 1. Color the map as follows: Blue – water Red – fire station Orange – houses Yellow – school Green – park Pink – city hall Purple – hospital Brown – community center 2. Draw a green X at the intersection of Orosa Street and 2nd Avenue. 3. Draw a black X where Rivera Street meets Carlos Bridge. 4. Draw a blue X at the address 180 Rivera Street. 5. What city building is located along 1st Avenue? ______________________________________________
  • 134. 362 Measure My Learning Study the city map, then do the activity. 1. Which bridge is closest to the museum? ______________________________________________ 2. What park is located in A2? ______________________________________________ 3. When you look north, you see the river. When you look east, you see the High School. Where are you? ______________________________________________ 4. What building is across the hospital? ______________________________________________ 5. What is the park along Estrella Street? ______________________________________________

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