2024-LS-G3-NRP-Q1-Week1.pdf........................

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Quarter 1 Week 1
NATIONAL READING PROGRAM
Lesson Script in English

National Reading Program
Lesson Script in English
Quarter 1: Week 1
SY 2024-2025
This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum
content, standards, and lesson competencies.
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Published by the Department of Education
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DEVELOPMENT TEAM
DepEd R-XII - SOCCSKSARGEN
Prepared by:
Jolle Mae V. Gayanilo
Writer
Reviewed by:
Farnaida A. Kawit
Internal Evaluator
Agnes S. Morante
Internal Evaluator
Mary Ann C. Umadhay
Internal Evaluator
Karla Jane P. Cabiling, PhD
External Validator
Approved by:
Shienna Lyn L. Antenor, PhD
EPS
John Jerson P. Constantino, MAEd
EPS
Arturo D. Tingson, Jr.
REPS-LRMS
Luz Lalli L. Ferrer
CLMD Chief
Kathrine H. Lotilla
OIC-Asst. Regional Director
Carlito D. Rocafort
Regional Director

1
Quarter 1
WEEK 1
Intervention Category
(Emerging and Developing Readers)
Consolidation Category
(Transitioning Readers)
Enhancement Category
(Grade Level Ready Readers)
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate expanding vocabulary and understanding of high frequency words and content-
specific vocabulary; understand and create simple and compound sentences for comprehending, analyzing,
creating, and composing texts about regional themes and content-specific topics.
B. Performance
Standards
The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and
compound sentences to comprehend, create, and compose narrative and informational texts about regional
themes and content-specific topics; and read grade level texts with appropriate speed, accuracy, and
expression.
C. Learning
Objectives
At the end of the lesson, the learners
will be able to:
Day 1
1. tell whether a given pair of
words rhyme;
2. give the name and sound of
each letter (a, m, t);
3. identify the upper-and-lower
case of letters (a,m,t);and
4. match words with pictures and
objects with letters (a,m,t).
Day 2
1. tell whether a pair of given
words rhyme;
2. give the name and sound of
each letter (s,i,f);
At the end of the lesson, the
learners will be able to:
Day 1
1. blend specific letters
(a,m,t) to form syllables
and words;
2. orally segment a two-three
syllable words into its
syllabic parts; and
3. match words with pictures
and objects.
Day 2
1. blend specific letters (s,i,f)
to form syllables and
words;
At the end of the lesson, the
learners will be able to:
Day 1
1. read grade level
sentences and passages
with appropriate speed,
accuracy, and expression
(using the formed words
composed of target
letters); and
2. answer comprehension
questions about the given
text and/or passage.
Day 2
1.read grade level sentences
and passages with

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

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II. CONTENT: Letters a,m,t,s,i,and f
III. LEARNING RESOURCES
A. References
2016 MTB-MLE K to 12 Curriculum Guide
Revised Grade 1 MTB-TG and LM
Matatag Curriculum (Reading and Literacy)
NRP (CG),Primer -English (Draft)
B. Other Learning
Resources
Pictures that begin with letters (a,m,t,s,i,and f)
Letter and Word cards (a, m, t,s,i,and f)
IV. TEACHING AND LEARNING PROCEDURES
Day 1
Before/Pre-Lesson Proper
Activating Prior
Knowledge
Good morning, class! Today, we're going to learn about the letters a,m, and t. Let's start by arranging the jigsaw
puzzle( Teacher will cut the picture of mat into jigsaw form) to complete the picture. You will do this by pair.
Are you excited?
Learners’ Possible Response: Yes, we are!
Great! Now you can start." After you complete the task. Please post the picture on the board. Do you know
what picture this is?
Learners’ Possible Response: Teacher, it’s a mat.
Who among you here have seen a mat? Wy do we use mat? at home?
Learners’ Possible Response: To keep our feet and shoes clean.
To know more about the uses of mat, we will have a story time, Everybody sit back and relax.
Lesson
Purpose/Intention
Today, we will read a story entitled “Twin brothers’ favorite spot” that features Art, Tam and their Mom.
Art and Tam are twin brothers. Art loves to eat tart while Tam likes to put jam on it. During eating time,
they make fun of ants on the mat. Since their mat was placed before the entrance door, the twin brothers
always jumped and sat on the mat. That’s why their mom uses a broom to clean the mat at all times.

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(While the pupils answering the questions orally, the teacher will paste the picture of Art,Tam, their mom,a
mat,a tart and a jam on the board.)
Who are the characters in the story?
Learners’ Possible Response: Art and Tam.
(Pointing to Picture 1 and 2. Who are these pictures? ( Art and Tam)
Learners’ Possible Response: Art and Tam .(Pointing to picture 3 and 4. What are these pictures?)
Learners’ Possible Response: Tart and Jam
(Afterwards, the teacher will remove the pictures from the given set except for the images of Art, Tam, and
the mat. Next, the teacher will ask the pupils to review each of the pictures and do the following for each: 1.
name the picture; 2. say the name of the picture three times; and 3. produce the beginning sound of each
word.)
Since the words Art and Tam are specific names of people, they are examples of proper nouns and should
be in uppercase (big letters). A proper noun is a a specific name of a person, a place, or a thing and the first
letter of a proper noun should be in uppercase that’s why we used A and T instead of a and t.
Lesson Language
Practice
(Practice the sounds of the focus letters together through singing a chant.) THE WHEELS ON THE BUS
TUNE
One of the sounds letter a is /ă/( short vowel a)(without tune.)
What is the sound of letter “a” ? (with tune)
Learners’ Possible Response: /ă/ (short vowel/ ă/ sound) (Do the same process with other letters.)
Here the words with short vowel/ ă/ sound: (mat,man,apple)
Another sound of letter a is /ā/(Long vowel a) (without tune)
What is the another sound of letter”a”? (with tune)
Learners’ Possible Response: / ā / (long vowel/ ă/ sound) (Do the same process with other letters.)

5
Here the words with long vowel/ ā / sound: (ape, age and ate)
This time,write a lowercase letters a,m,t in the board and air." (Teacher demonstrates in the air, students
follow). (The teacher will also introduce the upper case letters of a,m and t. This corresponds to name of
person mentioned in the story which is an example of proper noun.)
Intervention Camp Consolidation Camp Enhancement Camp
(Say the names and sounds of
these focus letters (a,m,t,)
together. Identify the letters in
some words: ash, ant, mat, man,
tan and tap) (Give the beginning
and ending sound of the word
”Art”
Learners’ Possible Response:
/ă / and /t/
(Blend the sound of the letters
(a,m,t). Put m, a, and t together to
make 'mat'. (Teacher will
demonstrate, learners will follow).
Blend the word ’mom'.
(/m/-/o/-/m/)
m-o-m
(The teacher will demonstrate
how to segment syllables, learners
will follow)
Segment the word ‘armchair’
(arm-chair)
Arm-chair
(Pupils will read a sentence.
e.g.Art eats tart while sitting on
the mat.They will identify the
words that starts with a,m,t)
Art, mat, and tart
During/Lesson Proper
(Emerging and Developing
Readers)

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Reading the Key
Idea/Stem
We’ll work with the letters a, m and t. Let’s see how they work in words and practice using them in different
ways."
Developing
Understanding of
the Key Idea/Stem
(The teacher shows pictures and
allow learners to identify the
rhyming words with the same
ending sounds or syllable. Ex.
Men-ten)
(The teacher will give more
examples)
Ex. Men-ten
(Another Activity) Clap your
hands if it’s rhyming word and
stamp your feet if not.
Ex. mum-gum (Clap)
Art-Ark ( Stamp)
(Pupils will make the sounds of
letter (a,m,t) The teacher will
then ask pupils to write their
uppercase letters on air. Teacher
demonstrates in the air while
students follow)
(Pupils will look at some words
given by the teacher. Then, they
(Practice blending sounds of letters
(a,m,t) to form words). Repeat after
me: m- a – t mat."
Another word, Ex. blend t-a-m
(Say the word three times)
t-a-m, tam,tam
(Segment the word money into
sounds)
M-o-n-e-y."
(Another word (armchair) segment
into syllables)
Arm-chair
(The teacher will provide more
words and let pupils segment them
into sounds or 2-3 syllables).
Pupils will have a drill in
segmenting the sounds of the word.
Read the sentence and the story
independently and answer the
following questions.
Sentence
- Art eats tart while sitting
on the mat.
Here’s the passage:
- Art and Tam are twin
brothers. Art loves to eat tart
while Tam likes to put jam on
it. During eating time, they
make fun of ants on the mat.
Since their mat is placed
before the entrance door, the
twin brothers always jumped
and sat on the mat. That’s
why their mom uses broom to
clean the mat at all times.
(Pupils will give the words
that begins with a,m,t)
(Work independently on reading
and comprehension activity.)

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will identify the beginning and
ending sounds ),e.g. ant)
/a/,/t/
(The teacher will provide words
with focus letters (a,m,t)
(Clap syllabication)(One clap per
sound.
Ex. Towel =/t/-/o/-/w/-/e/-/l/
Deepening
Understanding of
the Key Idea/Stem
Pupils will give words that starts
with (a,m,t)
Ex. Man)
What is the beginning sound of
the word man?
/m/
Provide another words or
worksheets on segmenting words
that starts with Letters a, m and t.
(Teacher will provide more
examples.)
Ex.1.tomato = to-ma-to
(Pupils will answer the
comprehension questions orally
and independently).
After/Post-Lesson Proper
Making
Generalizations
and Abstractions
(Pupils will give the sounds of
letters a,m,t one by one.)
(Practice blending of sounds a,m,t
and understand how letters sounds
come together to make words.)
Write down the identified words
from story and use it in a
sentence.
Evaluating
Learning
(Ask learners one by one
randomly to assess their skills in
sounding ,naming, identifying
letters a, m and t)
Match the following words with its
correct picture by writing letter on
the blank before the number. (Left
(The teacher will provide
comprehension questions from
the another example of passage

8
column will be words,(Ex____1.man)
while right column are for pictures.
for them to answer
independently).
Additional
Activities for
Application or
Remediation (if
applicable)
Ask learners to write letters
(a,m,t) on the board and label
objects around the room that
start with these sounds.
Ask learners to try writing down
different words and see if they can
blend and segment them. The
teacher may use flashcards to
provide more examples.
Ask learners to create their own
short story using words that
starts with a, m, and t. Share
their stories with a partner or
with the class.
Remarks
Reflection
Day 2
Activating Prior
Knowledge
Good morning, class! Today, we're going to learn about the letters s,i, and f. Let's start by singing a song.
(Title of the activity: Singing Bee)
In the land of shimmering sands, lived a snake named Sif. He Slithered through the grassy lands, With his
friend a frog named If, Together they play in the wide pond. So happy with their bond. (Old Mcdonald had a
farm tune) (The teacher and pupils will sing the song thrice)
Pupils will identify the words that starts with s,i,f. ( Ex. Snake,in,and frog) Then,the teacher will show
pictures that corresponds to words that starts with s,i, and f) Teacher will explain the rule in using upper
case letters which makes them a proper noun.
Excellent! Children . Now let’s identify rhyming words. (words having the same ending sound or syllable

9
( Ex. Man-can,hot-not)If the words rhyme with each other hands up and hands down if not.
Ex. sands-lands ( hands-up) , Sin-if ( hands-down) (The teacher will introduce more examples.)
Lesson
Purpose/Intention
You will be learning the names and sounds of these letters, others will be blending them to make new words,
and some will be reading and understanding stories with words starting with s, i, and f. Let's have fun
learning together!
Lesson Language
Practice
Let’s sing a chant with focus letters (s,i,and f) ( THE WHEELS ON THE BUS TUNE)”
-The sound of letter s is /s/(without tune.)
What is the sound of letter “s” ? (with tune)
Learners’ Possible Response: /s/-/s/-/s/ (with tune) (Do the same process with letters i and f.)
"Now, let's write these letters in the air with our fingers. Follow along with me."
(Write a lowercase s,i and f." (Teacher demonstrates in the air, students follow).
Say the names and sounds of
these letters together. Pupils will
find letters in some words, e.g.,
'self’'. (Pupils will give the
beginning and ending sound of
the word (self)
/s/ and /f/
Pupils will blend words with the
beginning sounds of letters
s,i,and f. .e.g sit (s-i-t).
Teacher will give words for
syllable segmentation, e.g.,
insect,sunday, and flower.
Try to segment the word’insect’
(in-sect)
(The teacher and the pupils will
read this sentence: The frogs and
the snakes were in an igloo.)
(Pupils will give words that start
with s,i,and f and they will also
answer comprehension questions
independently.)

10
(Emerging and Developing Readers)
Reading the Key
Idea/Stem
Today, we're going to work with the letters s, i and f. We're going to see how they work in words and practice
using them in different ways."
Developing
Understanding of
the Key Idea/Stem
Pupils will give the name and sounds
of the letters (s,iandf) They will also
practice writing Uppercase letters of
(s,i and f) on air.
Answer the following worksheets.
(1.Circle the matching lowercase
letter to the uppercase letter in each
row.)
(2. Color all the circles that has (s,i,f).
(The teacher will introduce the word
sun and pupils will give the beginning
and ending sound.)
(The teacher and pupils will
practice blending letters to form
words. i- f – s ifs."(The teacher
will give more words for blending
and segmentation.)
Segment the syllables that found
in the word ‘index’
"in-dex." Index
The teacher will demonstrate
how to blend sounds through
clapping. Pupils will repeat the
same way.(one clap per sound)
1.ink /i/-/n/-/k/= ink
( The teacher will provide words
that starts with s,i,f for drill in
blending)
Read the sentence and the story
independently.
Here is the sentence:
The frogs and the snakes were
in an igloo.
Best of Friends
In the land of shimmering
sands, lived a snake named Sif.
He slithered through the grassy
lands, with his friend a frog
named If. Together they played
in the wide pond and they are
happy with their bond.
(List down the words that starts
with s,i and f)

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Deepening
Understanding of
the Key Idea/Stem
(Pupils will identify the sounds of
letters s,i and f one by one. They will
also give words that’s starts with
(s,i,and f) )
Segment the syllables that found
in words that start with letters s,
i and f.
1.sandal= san-dal
2.sanitize (Another set of words
will be given by the teacher).
The teacher and pupils will read
the story entitled Best of
Friends ( Learners will work
independently on reading and
comprehension activity.)
Making
Generalizations
and Abstractions
(Pupils will determine the beginning
letter of each picture. Afterwards,
learners will give the sound
corresponding to first letter of the
word).
(Pupils will worked on blending
and segmenting words that
starts with (s,i,and f)) (The
teacher may introduce other
words for segmentation)
(Ask them to read the text
provided by the ) and identify
words that start with the letters
s, i, and f.)
Evaluating
Learning
(Ask learners one by one randomly
to assess their skills in sounding
,naming, identifying letters s, i andf
through pictures. )
Look at the following scrambled
words. Rearrange the letters to
form the name of each picture.
1.) x o f=____ ____ ____ (picture of
Fox)
Pupil will read answer the
questions about the passage
Here is the passage.
Silly Tim saw a big fish,
In swift motion, he made a wish
To fish it out, what a dish,
In the shimmering lake, his
favorite wish.
Additional
Activities for
Application or
Remediation (if
applicable)
Ask the learners to write letters s,i,f
on the a paper strip
(upper and lower case )
Ask learners to try writing down
different words with s,i and f and
see if they can blend and
segment them.
Ask learners to create their own
one stanza poem using as many
words as you can that start
with s, i, and f.

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Remarks
Reflection
Day 3
Activating Prior
Knowledge
Good morning, class! Today, we're going to review the letters a,m,t,s,i, and f. Let's start by an activity called
scavenger hunt. (Pupils will look for the 6 pictures hid by the teacher under their tables. Each pictures
corresponds an initial sounds of (a,m,t,s,i and f). After they found the pictures,pupils will identify the
beginning letters and review the sound of each letter.
Lesson
Purpose/Intention
(Pupils will learn the names and sounds of these letters, others will be blending them to make new words,
and some will be reading and understanding stories with words starting with a,m,t, s, i, and f.)
Lesson Language
Practice
Practice blending letters. Let's put
the sounds of our focus letters
a,m,t,s,i and f .(Ex. Word (sit)s-i-t)
Practice reading one by one sight
words that start with our target
letters. (Teacher shows a list of
sight words; and, much, try, said,
is, five
We will read a passage and try to
identify the words that starts with
a,m,t,s,i,f. The title of story:
The Busy Ant
A busy ant on top stands on a
mop.An insect that loves to clean
Keeps the floor tidy with sheen.
Readers)
Reading the Key
Idea/Stem
Today, we're going to master with the focus letters a, m, t, s, i and f. We will practice how these letters use to
form variety of words.

13
Developing
Understanding of
the Key Idea/Stem
(Isolate the initial sound of the
words (apple,mom,ink).
/a/, /m/, /i/
(Isolate the ending sounds of the
words tablet, grass, cliff)
/t/,/s/, /f/
(Practice blending to form words
with sounds m, a, t (mat)
(More examples will be given by
the teacher.)
(In forming words, we blend sound
to syllables and syllables to words)
Let’s do clap syllabication (one
clap,one syllable to know how
many syllables does a word have.)
Ex. Army. Ar-my.
(The teacher will introduce and
read the sight words (any, must,
too, see, it,for,ice, said and
friend.) Pupils will repeat after
the teacher read each sight word.
Pupils will read the passage
independently.
A Midnight Adventure
Amidst shadows deep, Max and
Tim found an old map. It marked
a trail through dense woods to a
hidden trap. They set off bravely,
following the winding path,
Through tangled vines and dark
trees in a silent bath. Suddenly,
they stumbled upon a secret
cave, inside it glimmered with
treasures. They filled their bags
with gold; eyes wide in disbelief.
Their adventure ended with joy
beyond belief.
Deepening
Understanding of
the Key Idea/Stem
Teacher: Let’s try to blend the
sounds/a/-/s/-/k/. what word
did you form?
Learners’ Possible Response: ask
Read and color the sight word
that starts with a,m,t,s,i,and f
Identify the words that starts with
a,m,t,s,i,and f from the story read.

14
Circle the correct picture that
matches to the word.
(On the left column are the sounds
that pupils will blend
Ex. /i/-/g/-/l/-/o/-/o/
While on the right side are the
pictures for them to choose). (The
teacher will demonstrate first how
to blend the sounds, and the
pupils will follow)
(Ask pupils about the words that
starts with a,m,t,s,i,and f,e.g.,
axe Pupils will share their
knowledge on axe and how it is
used. (Show the picture an axe)
Making
Generalizations
and Abstractions
(Pupils will practice blending one
by one with focus letters a,m, t, s,
i, and f to form words .)
(The teacher randomly points to
a sight word in the board and
pupils will read it altogether.)
List the words that starts with
a,m,t,s,i and f. Pupils will discuss
by pair about the meaning of
listed words.
Evaluating
Learning
Syllabicate some words and count
how many syllables they
have.Stamp your feet according to
the number of syllables.
Rule : one stamp,one syllable)
Ex: flower=flo-wer = 2 syllables
(Do the same process with the
words given by the teacher.)
Let’s read phrases with sight
words and cvc words that begins
(a,m,s,t.i.f)
Ex.1. ant is too small
2. I saw a frog
3. she loves cat
Pupils give observation on the
words from the passage ( Some are
in an upper case manner.)
( The teacher will explain the rule
in using upper case letters) (Pupils
will answer the comprehension
questions indepently.
1. What is the title of the story?

15
2. Who are the characters in the
story?
3. Where did Max and Tim found
an old map?
Additional
Activities for
Application or
Remediation (if
applicable)
The teacher will show pictures
that starts with letters a, m, t s, i,
and f. Pupils will identify,give the
name of each picture and segment
the syllables.
The class will be divided into six.
Each group corresponds to the
focus letters. a,m,t,s,i,and f.The
teacher will give a worksheet for
them to answer. (Color and trace
the assigned focus letter.)
Pupils will draw and color their
favorite scene from the story (A
Midnight Adventure)
in their English notebook.
Remarks
Reflection
Day 4
Activating Prior
Knowledge
Good morning, class! How are you today. I hope you are doing great! I know you are all excited about what
will be our lesson. But before that let’s have a quick drill to know if you have mastered our topic yesterday.
(Pupils will isolate the beginning sound of each word [each word corresponds to the focus letters that begin
with a,m,s,t.i, and f] e.g., act,mug,top,set,in,fix; act-/a/)
(Teacher will present pictures (milk,snowman, and telephone) and pupils will identify them. Learners will
segment the name of each picture e.g., teacher flashes a picture of milk-/m/-/i/-/l/-/k/)
Lesson
Purpose/Intention
Pupils will be learning to change the letter sounds of words as well as blend them to make new words. Some
of you will be reading multi syllabic words and stories with words starting with a, m, t, s, i, and f.
Lesson Language
Practice

16
(Pupils will practice substituting
letters. Let’s interchange the
sounds of our focus letters
(a,m,t,s,i and f) Ex. mat.
Change the beginning sound /m/
in the word mat to the
sound/f/.What word can we come
up with?
f-a-t,fat
Syllabicate the word with two
syllables Ex.“money”
Mo-ney
(Remember that a syllable is a
part of a word with one vowel
sound.)
(Practice reading multisyllabic
words that starts with our focus
letters (a,m,t,s,i and f.) (Teacher
shows a list of multisyllabic
words)
Repeat after me class: avocado,
mountain,telephone,saturday,
incident, fantasy.
avocado,mountain,telephone,
saturday, incident, fantasy
Read a passage and try to relate
with the experience of the
characters.
Max and Tim found an old map. It
marked a trail through dense
woods to a hidden trap. They set
off bravely, following the winding
path through tangled vines and
dark trees in a silent bath.
Suddenly, they stumbled upon a
secret cave, and inside it was
glimmered with treasures. They
filled their bags with gold; their
eyes wide in disbelief. Their
adventure ended with joy beyond
belief.
Readers)
Reading the Key
Idea/Stem
Teacher: Today, we're going to work with all the focus letter a,m t, s, i, and f, and . We are going to explore
and practice how they are used to form different words.
Developing
Understanding of
the Key Idea/Stem
Let's practice adding and
substituting the beginning sounds
Let's practice reading some
multisyllabic words that I will
introduce today. Here are these
Teacher: Remember the story that
we read yesterday about Max and
Tim. The story has some words

17
of word. Here we have the word
mat. What is the beginning sound?
Learners’ Possible Response:/m/
Change the beginning sound of the
word mat to /s/. What word did
we make?
sat
( Repeat the process in the word
top to mop.)
Great! That is how you substitute
a sound to make new words. Now
let us try putting two syllables
together to form a word. The two
syllables ma and gic form the word
magic. The syllables san and dal
form the word sandal. Now you
try. What word can you form when
you put the following syllables
together. Flo and wer
flower
words. As I read each word,
please repeat after me.
Here are the words for letter a:
address, anniversary, activity,
and avocado.
address, anniversary, activity,
and alligator.
For letter s here are the
multisyllabic words:
Summer,
sugar,support,supermarket
(The learners repeat after the
teacher in reading each
multisyllabic word).
(The teacher will introduce more
example of multisyllabic words
that starts with m,t,i and f.)
start with a, m, t,s, i, and f. Read
the passage again and answer the
questions that follow. Here’s the
passage:
A Midnight Adventure
Amidst shadows deep, Max and
Tim found an old map. It marked
a trail through dense woods to a
hidden trap. They set off bravely,
following the winding path
through tangled vines and dark
trees in a silent bath. Suddenly,
they stumbled upon a secret
cave, and inside it was
glimmered with treasures. They
filled their bags with gold; their
eyes wide in disbelief. Their
adventure ended with joy beyond
belief.

18
Deepening
Understanding of
the Key Idea/Stem
Change the beginning sound of
the word to the given sound in
each item. Circle the correct
picture.
1. fly - /s/ (choices, Ex pictures
Sky and fly.)
__ __ __
Do the same process with another
set of words)
This time let’s unlock your
vocabulary skill.
Class will be divided into 6 groups.
Each group assigned one focus
letter. (The teacher will give a
picture which has a name that
starts with letters (a,m,t,s,i,and f)
Members will be discussing about
meaning of the word.)
Let’s have the first word is salad.
What do you know about a salad?
(The teacher will show a picture of
vegetable salad , and picture of a
boy eating vegetable salad)
Bravo! Let’s try to use some of the
multisyllabic words in sentences.
I’m going to show you pictures.
The first picture is avocado. (The
teacher will show a picture of a
boy eating avocado).
What can you say about the
picture?
The boy is eating an avocado.
The next picture is a teacher. Can
you use this in a sentence? (Show
picture of a teacher)
The teacher teaches children.
The next picture is a microphone.
Can you use this in a sentence?
(Show picture of a microphone)
The girl is holding a microphone.
Now let us answer some questions
regarding the story.
1. Where did the story happen?
2. What is the challenging part of
the story for Max and Tim?
3. What will do if you found bags
filled with gold?

19
Learners’ Possible Response :
Salad is mix of fruits or
vegetables. We eat salad at home
teacher.
Another word is fish. Who among
you here knows what is fish?
(The teacher will show a picture
of fish.)
Fish is an animal that swims. Fish
can eat and can be a pet.
( Do the same process with other
words.)
(The teacher will provide more
pictures for pupils to use in the
sentence.)
Making
Generalizations
and Abstractions
Today, we've worked on
substituting our focus letters
a,m,t,s, i, and f to form new words.
Let us try another example. When
we change the beginning sound
/m/ in the word mat to a beginning
sound /f/), what word can we
form?
Learners’ Possible Response: fat
Read the multisyllabic words as I
point it on the board. (The teacher
randomly points to a
multisyllabic word in the board)
Here are the words:
fabricate, monday, incident,
supermarket, and minimal
What is your favorite scene that
happened in the story?
(Learners will share the best
moment for them from the story
read. They will explain their
choices.)

20
Good! Now if we blend the two
syllables to and wel, what word
can we form?
towel
Evaluating
Learning
(Substitute the beginning sounds
of the following words. The first
word is fit. Change the beginning
sound into /s/ and what do we
get?
Learners’ Possible Response: sit
(The teacher may introduce other
words for substitution)
(Read sentences with sight words
and multisyllabic words that you
have learned from your previous
lesson.)
1. My mother gives me a
teaspoon of medicine.
2. I bought fish from the
supermarket.
3. Hooray! It’s Monday today.
4. The insect loves to eat an
avocado.
5. I put sugar in my tea
Teacher: Please work with your
group to answer this activity.
Each group will think of their
dream adventure. They will draw a
place where they imagine the
adventure to happen and color the
illustration after. They will then
share the things they wish to do on
their dream adventure.
Additional
Activities for
Application or
Remediation (if
applicable)
The teacher will make a list of
words (e.g., Tam, Sam, sit, fit). The
learners will change the beginning
sounds of the given words to form
new words, and they will also
practice reading them at home.
The teacher will give a worksheet
on tracing multisyllabic words
that starts with (a,m,t,s,i,and f).
Ask learners to think about the
adventures that happened in their
lives. Pupils will share their
experiences on class.

2024-LS-G3-NRP-Q1-Week1.pdf........................

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2024-LS-G3-NRP-Q1-Week1.pdf........................