2024-LS-G3-NRP-Q1-Week4.pdf philosophy of man

Philosophy of Man

1. 3

Quarter 1 Week 4

NATIONAL READING PROGRAM
Lesson Script in English

2. National Reading Program
Lesson Script in English
Quarter 1: Week 4
SY 2024-2025

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Published by the Department of Education

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DEVELOPMENT TEAM
DepEd R-XII - SOCCSKSARGEN
Prepared by:

Estrelleta A. Laroscain
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

3. 1
WEEK 4
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. listen to a song and identify
rhyming words ;
2. give the name and sound of
each letter (e, w, j);
3. identify lower-case letters
(e, w, j) in a letters pool;
and
4. match the words which
starts with letters (e, w, j) to
the given pictures.
Day 2
1. listen to a story and
identify rhyming words;
2. give the name and sound of
each letter (p, y, T);
3. identify lower-case letters
(p, y, T) in a letters pool;
and
At the end of the lesson, the
learners will be able to:
Day 1
1. blend letters e, w, and j to
form syllables and words
with a CVC pattern;
2. segment two or three
syllable words which start
with letters e, w, and j;
and
3. match words with
pictures and objects.
Day 2
1. blend letters p, y, and T to
form syllables and words
with a CVC pattern;
2. segment two or three
syllable words which start
with letters p, y, and T;
and
3. match words with pictures
and objects

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 proper
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 appropriate speed,
accuracy and proper
expression; and
2. answer comprehension
questions about the

4. 2
4. match the words which
starts with letters (e, w, j)
to the given pictures.

Day 3
1. blend letters e, w, j, p, y,
and T to form syllables and
words with a CVC pattern;
2. isolate the beginning and
ending sounds of given
words that start with
letters e, w, j, p, y, and T;
and
3. segment two or three
syllable words which start
with letters e, w, j, p, y,
and T.
Day 4
1. add or substitute sound of
letters (e, w, j, p, y, T) to
make new words;
2. form new words by
combining two or more
syllables; and
3. give the meaning of words
through picture clues and
illustrations
Day 3
1. read Sight Words (Grade
1-3 Dolch Sight Words;
and
2. give the meaning of words
through picture clues and
illustrations.
Day 4
1. read a large number of
regularly spelled
multisyllabic words;
and
2. use vocabulary (formed
words) referring to self,
family, friends, animals,
objects, musical
instruments and
environments in
phrases and sentences.
given text and/or
passage.
Day 3
1. infer characters’ feelings
and traits.

Day 4
1. relate story events to one’s
experiences.


II. CONTENT: Letters e, w, j, p, y and T
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)

5. 3
B. Other Learning
Resources
Pictures that begin with letters e, w, j, p, y and T
Letter and Word cards (e, w, j, p, y and T)
IV. TEACHING AND LEARNING PROCEDURES
Day 1
Before/Pre-Lesson Proper
Activating Prior
Knowledge
Good morning, class! Today, we will learn about the letters e, w, and j. Let’s start by listening to a song
then pick out the words that start with letters e, w, and j. (The teacher will sing the song in the tune of
ABCD song). Jay has a way to go to the show. The boat, he will row while the river will flow. Round the
bend the river will end. Jump he goes to enjoy with a friend. Ok now can you tell me the words that start
with e, w and j?
Learners’ Possible Response: Jay, jump way, will, end, enjoy

Let’s find out if there are words that rhyme in the song. Examples of rhyming words class are mat and hat.
These are words that have the same ending sounds. Now, let’s have an activity. When the words rhyme,
please clap your hands once. If the words do not rhyme, clap your hands twice. I will sing the song one
more time. Do the words Jay and way rhyme?
Learners’ Possible Response: learners clap once
(The teacher will do the same for words row and flow, will and bend, end and bend, and end and friend)
Lesson
Purpose/Intention
Today, some of you will learn the names and sounds of our focus letters and blend them to make new words.
Others will be read stories with words starting with e, w, and j. Let's have fun learning together!
Lesson Language
Practice

Practice the sounds of our focus letters together. Repeat after me: e sounds /e/, w sounds /w/, j sounds /j/.
(Learners repeat after the teacher.)
Now, try to write these letters on your hands with your fingers. Follow along with me; write an uppercase E,
write a lowercase e (Teacher demonstrates writing on hand and learners follow.)
(Repeat the process for letters w and j)
For this group (look at the
Intervention Group), find the focus
letters in some words. What sound
do you hear at the beginning of the
word egg?
Intervention Learners’ Possible
Responses:/e/
For this group (look at the
Consolidation Group), blend
sounds together to make a word.
Repeat after me: /j/-/e/-/t/, jet.
Now, let's try a longer word:
'water'. Can you identify the
syllables? wa-ter.
Consolidation Learners’
For this group (look at the
Enhancement), read this passage
Ed was in a jet. He wanted to be a
pilot even when he was just a kid.
His dream came true and everyone
was joyful for his achievement.
What are the words that start with
letters e, w, and j?

6. 4
(Introduce words that start with w
and j, and let the learners identify
the beginning sound.)

Responses: wa-ter
Excellent! Please remember that a
syllable is a part of a word with
one vowel sound.
Enhancement Learners’
Responses: Ed, was, jet, wanted,
when, just, everyone
During/Lesson
Proper
Intervention Category
(Emerging and Developing
Readers)
Consolidation Category
(Transitioning Readers)
Enhancement Category
(Grade Level Ready Readers)
Reading the Key
Idea/Stem
Today, let us work with the letters e, w, and j and explore and practice how they are used to form
different words. Are you ready class? Learners’ Possible Response: Yes we are.
Developing
Understanding of
the Key Idea/Stem
Let's start with the letter e. What
sound does letter e make?
Learners’ Possible Response:/e/
What sound does letter w make?
Learners’ Possible Response:/w/
And what sound does letter j
make?
Learners’ Possible Response:/j/
Very Good! Now let's look at some
words. What is the beginning
sound of the word egg?
Learners’ Possible Response:/e/
Good! What is the beginning
sound of the word wig?
Learners’ Possible Response:/w/
Great job! What is the beginning
sound of the word jay?
Learners’ Possible Response: /j/
Now, let’s identify the lowercase
letter in our letters pool. (The
teacher will present a letters pool.)

(Learners encircle or point out the
lowercase letters.)
Let’s start blending a word that
has a /w/ and /e/ sound.
/w/-/e/-/t/, wet
Learners’ Possible Response:
/w/-/e/-/t/, wet
Now let’s form a word that has
/j/ and /e/ sound. /j/-/e/-/t/,
jet
Learners’ Possible Response:
/j/-/e/-/t/, jet
Very good. That is how you blend
sounds to form a word.
Now let us try to segment a word
into its parts that we call a
syllable. Let's segment the word
elbow. Say it with me: el - bow
Learners’ Possible Response:
el - bow
Great! Now let’s segment the
word water. Wa-ter
Learners’ Possible Response:
wa - ter
Excellent! Now let’s segment the
word jacket. Jack-et
Read the story and list words that
start with e, w, and j.
























Picnic Day
Ted and Jap, who are good
friends, planned a picnic. They
packed yummy treats —
sandwiches, popcorn, and juicy
apples. As they set up under a
tall tree, a problem arose: a
pesky squirrel tried to steal their
snacks! Ted waved his arms,
yelling, "Stop!" while Jap quickly
grabbed a toy whistle from the
bag and blew loudly. The
squirrel ran away, leaving them
laughing. They enjoyed their
picnic with jokes and games.
"Ted, you're brave!" Jap said
with a grin. Ted smiled and
replied, "And you're qui ck-
thinking, Jap!" They hugged and
they were happy that their day
turned out wonderfully, with
treats, fun, and friendship.

7. 5
Learners’ Possible Response:
jack-et
Deepening
Understanding of
the Key Idea/Stem
What sound does letter e make?"
Learners’ Possible Response: /e/
Good! How about w?
Learners’ Possible Response:/w/
How about j?
Learners’ Possible Response: /j/
Can someone give me a word that
starts with e?
Learners’ Possible Response:
elephant
(Repeat process for letters j and w)
Now I will present to you some
pictures and you will identify
which picture has a name that
starts with letter e. (The teacher
will present pictures of a hen, a
bed and an egg for the learners to
choose from)
Learners’ Possible Response: egg
(Repeat process for the words
watermelon and jar. Teachers will
also present pictures for students
to match.)
Blend the sounds /w/-/e/- /b/
what word do you form?
Learners’ Possible Response:
web
How about if we blend the
sounds /j/-/a/-/r/ what word
do you form?
Learners’ Possible Response:
jar
Blend the following sounds in
each item then tell me what word
is formed. When the words are
formed, match them to their
corresponding picture. /j/-/a/-
/m/, /e/-/l/-/f/, and /w/-/i/-
/g/
(The teacher will recite the
sounds and present pictures.)
Let’s segment some words and
count how many parts they have.
For each syllable, we will clap
our hands. The word jet has 1
syllable so we will only clap our
hands once. Now listen to the
following words and clap your
hands according to the number of
syllables: jam, enjoy, wheel,
jellyfish, watermelon
Tell me one word that starts with
e from the story?
Learners’ Possible Response:
enjoyed
Good! How about a word that
starts with w?
Learners’ Possible Response:
whistle
Great! And a word that starts
with j?
Learners’ Possible Response:
juicy

Very good! Now let us answer
some questions regarding the
story.
Who are the characters in story?

Learners’ Possible Response:
The characters are Ted and Jap.

Where did the story take place?

Learners’ Possible Response:
Under a tall tree
After/Post-Lesson Proper
Making
Generalizations and
Abstractions
Ask learners to tell which of the
letters makes the /e/ sound?
Ask the pupils what happens
when sounds /j/, /e/ and /t/ are
blended.
The learner will review the words
they listed and discuss among
themselves what the words mean.

8. 6
(Show the Letter Card and Repeat
the process for letters w and j.)
Learners’ Possible Response:
We get the syllable jet.
(The teacher may present other
words to blend)
The pupils will share their
answers to the class.
Evaluating Learning
Ask the learners to identify the
uppercase of the focus letters then
let them produce its sound.
(Repeat process for all focus
letters.)
Ask the learners to segment the
word 'window' into syllables.
(The teacher may introduce
other words for segmentation)
Conduct choral reading of story
then answer the ff. questions:
What did the two friends bring in
their picnic?, What animal
disturbed the picnic?
Additional Activities
for Application or
Remediation (if
applicable)
Learners will draw pictures of
objects that start with letters e, w,
and j.
The teacher will give pictures
that have names that start with
letters e, w, and j for blending
and segmentation practice.
Learners will give words. with
letter e, w, and j. They will also
define the words they have given.
Remarks
Reflection
Day 2
Before/Pre-Lesson Proper
Activating Prior
Knowledge
Good morning, class! Today we will be learning another set of letters which are the letters p, y, and T. Let’s
start by listening to a short story:
There was a young boy named Ted. He likes to play with his ten mini trucks. His Dad promised to bring
him to Toy Palace if he will pass his exam. Ted did his best and got a perfect score. He shouted “yey!”, then
went home as fast as he could to show his Dad. Ted and his Dad went to the store and bought mini trains
to add to his collection. Ted went to bed very happy that day.

Now, can you tell me which words in the story start with p, y and T?

Learners’ Possible Response: play, promised, young, yey, Ted, toy, ten
Let’s find out if there are words that rhyme in the story. Mat and hat are examples of words that rhyme.
Now, it’s your turn to identify rhyming words. When the words rhyme, clap your hands once. If the words
do not rhyme, clap your hands twice. Do the words boy and toy rhyme?
Learners’ Possible Response: learners clap once
(Do the same with the words score and store, young and bring, Ted and bed, and play and day.)

9. 7
Lesson
Purpose/Intention
Today, some of you will learn the names and sounds of our focus letters and blend them to make new words.
Others will read stories with words starting with p, y, and T. Let's have fun learning together!
Lesson Language
Practice

Teacher: Let's practice the sounds of our focus letters together. Repeat after me: p sounds /p/, y sounds /y/
T sounds /t/ (Pupils repeat after the teacher.)
Now, try to write these letters on your hands with your fingers. Follow along with me: write an uppercase P; write
a lowercase p." (Teacher demonstrates writing on hand and learners follow)
(Repeat the process for letters w and j)
For this group (look at the
Intervention Group), find the
sounds in some words. What sound
do you hear in the beginning of the
word pet?
Intervention Learners’ Possible
Response:/p/
(Introduce words that start with y
and T, and let the learners identify
the beginning sound.)

For this group (look at the
Consolidation Group), blend the
sounds together to make a word.
Repeat after me: T-i-n, Tin. Now,
let's try a longer word: 'yellow'.
Can you identify the syllables?
yel-low
Consolidation Learners’
Response: yel-low
Excellent! Please remember that a
syllable is a part of a word with
one vowel sound.

For this group (look at the
Enhancement), read the passage:








What words did you hear that begin
with our focus letters?

Enhancement Learners ’
Response: Tam,Peter, pup, yarn,
During/Lesson
Proper
Intervention Category
(Emerging and Developing
Readers)
Consolidation Category
(Transitioning Readers)
Enhancement Category
(Grade Level Ready Readers)
Reading the Key
Idea/Stem
Today, let us work letters p, y, and T and explore and practice how they are used to form different words.
Are you ready class?

Learners’ Possible Response: Yes we are.


Developing
Understanding of
the Key Idea/Stem
Let's start with the letter p. What
sound does it make?
Learners’ Possible Response:/p/
Let’s start blending a word that
has a /p/ sound. /p/-/e/-/t/,
pet
Read the story and list words that
start with p, y, and T.


Tam is Peter’s pet. He is a pup who
likes to play with a ball of yarn.
One day he went missing and Peter
yelled his name in the streets.
Finally, Tam heard his keeper and
went out from under a small table.
He was only hiding. What a silly
dog.

10. 8
Now the letter y. What sound does
it make?
Learners’ Possible Response: /y/
And the last is the letter T. What
sound does it make?
Learners’ Possible Response: /t/
Very Good! Now let's look at some
words. What is the beginning
sound of the word pet?
Learners’ Possible Response:/p/
Good! What is the beginning
sound of the word yet?
Learners’ Possible Response: /y/
Great job! What is the beginning
sound of the name Ton?
Learners’ Possible Response: /t/
Identify the lowercase letter in our
letters pool. (The teacher will
present a letters pool.)
(Learners encircle or point out the
lowercase letters.)
Learners’ Possible Response:
/p/-/e/-/t/, pet
Now let’s form a word that has
/y/ sound. /y/-/e/-/t/, jet
Learners’ Possible Response:
/y/-/e/-/t/. yet
Now let’s form a word that has
/t/ sound. T-a-n, Tan
Learners’ Possible Response:
/t/-/a/-/n/. Tan
Now let us try to segment a word
into its parts that we call a
syllable. Let's segment the word
pencil. Say it with me: pen-cil
Learners’ Possible Response:
pen - cil
Great! Now let’s segment the
word yummy. yum-my
Learners’ Possible Response:
yum - my
(Teacher may present additional
words)
























Deepening
Understanding of
the Key Idea/Stem
What sound does p make?"
Learners’ Possible Response:/p/
Good! How about y?
Learners’ Possible Response: /y/
How about T?
Learners’ Possible Response: /t/
Can someone give me a word that
starts with p?
Learners’ Possible Response:
pen
Blend the sounds /p/-/a/-/t/
what word do you form?
Learners’ Possible Response:
pat
What word do you form If you
blend the sounds /y/-/a/-/p/?
Learners’ Possible Response:
yap
Blend the following sounds in
each item then tell me what word
Tell me one word that starts with
p from the story?
Learners’ Possible Response:
planned.
Good! How about a word that
starts with y?
Learners’ Possible Response:
yummy
Great! And a word that starts
with T?
Picnic Day
Ted and Jap, who are good
friends, planned a picnic. They
packed yummy treats —
sandwiches, popcorn, and juicy
apples. As they set up under a
tall tree, a problem arose: a
pesky squirrel tried to steal their
snacks! Ted waved his arms,
yelling, "Stop!" while Jap quickly
grabbed a toy whistle from the
bag and blew loudly. The
squirrel ran away, leaving them
laughing. They enjoyed their
picnic with jokes and games.
"Ted, you're brave!" Jap said
with a grin. Ted smiled and
replied, "And you're qui ck-
thinking, Jap!" They hugged and
they were happy that their day
turned out wonderfully, with
treats, fun, and friendship.

11. 9
(Repeat the process for letter y
and T)
Now I will present to you some
pictures then identify which picture
has a name that starts with letter
p.
Learners’ Possible Response:
The second picture of a paper

(Repeat the process for the words
yarn and Tito)
is formed. When the words are
formed, match them to their
corresponding picture. /p/-/o/-
/t/, /T/-/o/-/m/, /y/-/a/-/r/-
/n/. (The teacher will recite the
sounds and present pictures.)

Segment some words and count
how many parts they have. For
each syllable, we will clap our
hands. The word pet has 1
syllable only so we will only clap
our hands once. Now listen to the
following words and clap your
hands according to the number of
syllables: Tina, yesterday, yam,
paper, Tagaytay
Learners’ Possible Response:
Ted
Very good! Now let us answer
some questions regarding the
story. What problem did the
characters have in the story?
Learners’ Possible Response: A
squirrel tried to get their
sandwiches.
What was the solution to their
problem?
Learners’ Possible Response:
Jap blew a whistle to scare the
squirrel.

Making
Generalizations and
Abstractions
Ask learners to tell which of the
letters makes the /p/ sound?
(Show the Letter Card and repeat
the process for letters y and T.)
Ask the pupils what happens
when the sounds /y/, /a/ and
/p/ are blended.

Learners’ Possible Response:
We get the syllable yap.
(The teacher may present other
words to blend.)
The learner will review the words
they listed and discuss among
themselves what the words mean.
The students will share their
answers to the class.
Evaluating Learning
Ask the learners to identify the
uppercase of the focus letters then
let them produce its sound.
(Repeat process for all focus
letters.)
Ask the learners to segment the
word 'Turkey' into syllables.
(The teacher may introduce
other words for segmentation)
Draw a scene from the story then
answer the ff. questions: How did
the two friends describe each
other’s qualities? How did the
story end?
Additional Activities
for Application or
Ask the learners to write these
letters on their notebook and draw
The teacher will give pictures
that have names that start with
Ask the learners to create their
ending for the squirrel showing

12. 10
Remediation (if
applicable)
some pictures of objects that start
with letters p, y, and T.
letters e, w, and j for blending
and segmentation practice.
where the squirrel went and what
happened to him.
Remarks
Reflection
Day 3
Before/Pre-Lesson
Proper

Activating Prior
Knowledge
Good morning, class! I hope you are all excited to continue learning about letters e, w, j, p, y, and T. To
start, I’m going to show you some pictures and you should tell me their names. What is the name of this
picture? (The teacher will show a picture of a pencil)
Learners’ Possible Response: pencil
What is the beginning sound of the word pencil?
Learners’ Possible Response: /p/(Repeat the process for the words egg, watermelon, jet, yo-yo and Ted)
Lesson
Purpose/Intention
Today, some of you will learn to identify and change the letter sounds of words and blend them to make new
words. Others will read stories with words starting with e, w, j, p, y, and T. Let's have fun learning together!
Lesson Language
Practice
For this group (look at the
Intervention Group), blend the
sounds of our focus letters together
to make a word. Repeat after me:
/j/-/e/-/t/, jet. Great!
Now, let's try a longer word: 'pillow'.
Can you identify the syllables? pil-
low."
Intervention Learners’ Possible
Response:
pil-low
Good! Please remember that a
syllable is a part of a word with one
vowel sound.
For this group (look at the
Consolidation Group), let's
practice reading sight words that
start with our focus letters.
(Teacher shows a list of sight
words) Repeat after me class: eye,
watch, just, pick, your, today
Consolidation Learners
Response: eye, watch, just, pick,
your, today (pupils read the
words one by one after the
teacher)

For this group (look at the
Enhancement), read a passage








What do you think Peter felt when he
could not find his pet?
Enhancement Learners’
Response: worried or sad
During/Lesson
Proper
Intervention Category
(Emerging and Developing
Readers)
Consolidation Category
(Transitioning Readers)
Enhancement Category
(Grade Level Ready Readers)
Reading the Key
Idea/Stem
Today, let’s work with all the focus letter e, w, j, p, y, and T and explore and practice how they are used to
form different words. Are you ready class? Learners’ Possible Response: Yes we are.
Tam is Peter’s pet. He is a pup who
likes to play with a ball of yarn.
One day he went missing and Peter
yelled his name in the streets.
Finally, Tam heard his keeper and
went out from under a small table.
He was only hiding. What a silly
dog.

13. 11
Developing
Understanding of
the Key Idea/Stem
Produce the beginning and ending
sound of words with our focus
letters. What is the beginning
sound of the word egg?
Learners’ Possible Response: /e/
(Do the same with the words way
and jet)
Very good! Now let’s isolate the
ending sounds of the following
words. What is the ending sound
of the word cup?
Learners’ Possible Response:
/p/
(Repeat the process with the words
toy and pot)
Let’s start blending a word with
/w/ sound.
/w/-/e/-/d/, wed
Learners’ Possible Response
/w/-/e/-/d/, wed
Now let’s form a word that has /y/
sound. /y/-/e/-/t/, yet
Learners’ Possible Response
y-e-t, yet
(Repeat the process for the words
pet and yet)
Segment a word into its parts that
we call a syllable. Let's segment
the word elbow. Say it with me: el -
bow
Learners’ Possible Response: el -
bow
(Repeat the process for the words
water and pocket)
Let's practice reading some sight
words that I will introduce today.
Here are the sight words. As I
read each one, please repeat
after me:
List of Sight Words:
eye, eight, watch, window, just,
pick, please, your, today, the,
cut, grass

(The teacher will model the
reading of sight words and the
learners will repeat after the
teacher)


Read the story and list words that
start with e, w, j, p, y, and T.


Sharing with Friends
Tina and Tammy loved to play
together during recess. One day, they
saw a yellow yo-yo near the swings
and they both wanted to play with it.
“I want to play first," Tina said. “No,
it belongs to me! I saw it first," Tammy
pulled the yo-yo away. Their teacher,
Ms. Santos, observed their
disagreement and went to
them. "Girls, what's wrong?" she
asked. Tina and Tammy looked at each
other and Tina admitted, "We found it
together." Miss Santos said, "Sharing
is important. Why don't you take
turns?” So, Tina and Tammy learned
to share the yo-yo and they are now
even better friends. They realized that
honesty and generosity make
friendships stronger. From that day
on, they always shared and played
together joyfully at school.

14. 12
Deepening
Understanding of
the Key Idea/Stem
Blend the sounds /w/, /e/ and
/t/, what word do you form?
Learners’ Possible Response wet
(Repeat the process for the words
jet and yap)
Blend the following sounds in each
item then tell me what word is
formed. When the words are
formed, match them to their
corresponding picture.
1. /j//a//m/
2. /e//l//f/
3. /w//i//g/
(The teacher will recite the sounds
and present pictures.)
Segment some words and count
how many parts they have. for
each syllable, we will clap our
hands. The word pet has one
syllable so we will only clap our
hands once. Clap your hands
according to the number of
syllables for each word: jam,
enjoy, watermelon, yesterday,
paper, Tagaytay
Find the sight words
within the puzzle then
read each sight word
as practice.
(The learners will search for the
sight words and practice reading
each word among their group.)

Unlock the meaning of some of
the sight words. I will show you
pictures related to the sight
words. Then you will talk with
your groupmates to come up with
a definition for each word.
The first sight word you will
unlock is the word watch. Look at
the picture on and try to tell me
what a watch is.
(Teacher shows a picture of a kid
looking at his watch and another
picture of a watch)
Learners’ Possible Response:
A watch tells time
(Repeat the process for the sight
words grass and window)
Who can tell me one word that
starts with e from the story?
Learners’ Possible Response :
elementary
Good! How about a word that
starts with w?
Learners’ Possible Response:
wanted
Great! And a word that starts
with j?
Learners’ Possible Response
joyfully
(Ask students to give words that
start with p, y, and T)
Answer some question in the
story.
What did Tina and Tammy find in
the playground?
Learners’ Possible Response A
yo-yo
Why did Tina and Tammy had an
disagreement?
Learners’ Possible Response
They both want to play with the
yo-yo
After/Post-Lesson
Proper

Making
Generalizations and
Abstractions
Ask what happens when we blend
the sounds /y/, /e/ and /t/.

Learners’ Possible Response:
We get the syllable yet.
(The teacher may present other
words to blend)
The teacher will randomly point
to a sight word in the board and
learners will take turns reading.
Learners go through the words
they have listed and discuss with
group what the words mean. The
learners will share their answers
to the class.
4. /T//o//m/
5. /p//i//n/
6. /y//a//r//n/

15. 13
Evaluating Learning
Ask the learners to segment the
word 'Turkey' into syllables.
(The teacher may introduce other
words for segmentation)
Read the sentences composed of
the sight words: please cut the
grass, just pick your watch, Ted
turns eight today

Answer the following questions.
1. What do you think were the
feelings of Tina and Tammy when
they fought over the yo-yo?
2. What do you think was their
feeling when the teacher talked to
them about their behavior?
3. What did they realize after the
incident about their friendship?
Additional Activities
for Application or
Remediation (if
applicable)
The teacher will give pictures that
have names that start with letters
e, w, j p, y, and T. The pupils will
sound out each letter in the word
and segment the syllables.
The teacher will give a worksheet
to the students. They will trace
the sight words to help
memorize its spelling more
quickly.
The learners will think about the
time when they had a fight with
their friend and how they were
able to resolve it. They should
also share how they feel before
and after the fight.
Remarks
Reflection
Day 4
Before/Pre-Lesson Proper
Activating Prior
Knowledge
Good morning, class! Let’s see if you can still remember segmenting words that has our focus letters. What
is the first picture? (Teacher shows a picture of a yo-yo)
Leaners’ Response: yo-yo
Very good! Now segment the word into its parts. What are the two syllables in the word yo-yo?
Leaners’ Response: yo and yo, yo-yo
(Repeat the process for the words watermelon (4 syllables) and pencil(2 syllables)
Lesson
Purpose/Intention
Today, some of you will learn to change the letter sounds of words and blend them to make new words.
Others will read multi syllabic words and stories with words starting with e, w, j, p, y, and T.
Lesson Language
Practice
For this group (look at the
Intervention Group), interchange
the sounds of our focus letters
together to make a new word. What
word can you form if you change the
For this group (look at the
Consolidation Group), let's
practice reading multisyllabic
words that start with our focus
letters. (Teacher shows a list of
multisyllabic words)
For this group (look at the
Enhancement), we'll read a
passage and try to relate with the
experience of the characters.
Remember the story of Peter when
he lost his dog Tam? Did you have

16. 14
beginning sound /j/ in the word jet
into /p/? Intervention Learners
Response: /p/-/e/-/t/, pet
Now, let's try to make a longer word
with two syllables, pil and low.
What word can we form?
Intervention Learners’
Response: pil-low
Repeat after me class: elephant,
watermelon, jellyfish, papaya,
yesterday, Tamara (Learners
read the words one by one after
the teacher)
Excellent! Please remember that a
syllable is a part of a word with
one vowel sound.
a similar experience where you lost
someone or something valuable to
you? Can you share with the
class?
Intervention Learners’
Response: Learners share their
experiences
During/Lesson
Proper
Intervention Category
(Emerging and Developing
Readers)
Consolidation Category
(Transitioning Readers)
Enhancement Category
(Grade Level Ready Readers)
Reading the Key
Idea/Stem
Today, let us work with all the focus letter e, w, j, p, y, and T and explore and practice how they are used to
form different words. Are you ready class? Learners’ Possible Response: Yes we are.
Developing
Understanding of
the Key Idea/Stem
What is the beginning sound in the
word jet?
Learners’ Possible Response: /j/

Let us change the beginning sound
/j/ in the word jet to a beginning
sound /w/ to form the word wet.
Repeat after me, jet - wet
Learners’ Possible Response: jet
– wet
(Repeat the process for the words
pet and wet)

Now let us try putting two syllables
together to form a word. The two
syllables wa and ter form the word
water.
What word can you form when you
put together the syllables en and
ter
Read the ff. some multisyllabic
words:
For letter e: Eggplant, Elephant,
Eraser, Experiment
For letter w: Watermelon,
Wintermelon, Waterfalls,
Wonderful, Wallpaper
For letter j: Janitor, Jellyfish,
Jogger, Jackfruit;
For letter p:, Papaya, Pajamas,
Principal, Promises, President
For letter y: Yesterday,
Yellowish, Yumminess, Yardstick
For letter T: Tropicana, Talisay,
Tacloban, Tamara, Tolentino
(The teacher will model the
reading of each multisyllabic
word and the learners will repeat
after the teacher.)
Remember the story that we read
yesterday entitled Sharing with
Friends. The story has some
words that start with e, w, j, p, y,
T.

Read the story again and answer
the questions that follow

(The learners read the story from
day 3)

17. 15
Learners’ Possible Response:
enter
Deepening
Understanding of
the Key Idea/Stem
Substitute the beginning sounds of
the ff. words to another sound from
our focus letters (w,j,p,y or t).
ram - _am
deb - _eb
pin - _in
yip - _ip
(Teacher shows a picture of a jam, a
web, a bin and a tip of a pencil)
Good! Now I am going to show you
pictures related to the words you
learned. Look at the pictures and try
to tell me the meaning of the word
based on the picture. Let’s try the
word web.
Learners’ Possible Response: A
web is where spiders live
(Repeat the process for words pup
and jug)
Use some of the multisyllabic
words in sentences. For each
picture below, create your own
sentences. The first picture shows
an elephant. Can you use this
word in a sentence?
(Teacher shows a picture of an
elephant in the zoo)
Learners’ Possible Response:
The people are watching the
elephant.
(Do the same with the
multisyllabic words watermelon,
janitor, pajamas and Tamara)
Now let us answer some
questions regarding the story.

1. What can you say about the
behavior of Tina and Tammy as
friends?

2. Do you have the same attitude
as Tina and Tammy?

3. What happens when you
become selfish with your friends?

(Learner’s answers may vary.)
After/Post-Lesson Proper
Making
Generalizations and
Abstractions
Ask the students to change the
beginning sound /w/ in the word
wet to a beginning sound /p/ to
form the word pet.
(The teacher may present other
words for substitution of
beginning sounds)
The teacher will randomly point
to a multisyllabic word in the
board. Learners will take turns in
reading the multisyllabic word
pointed by the teacher.
Ask the learners to discuss the
lessons they have learned from
the story and how they are going
to apply them to themselves. The
learners will share their answers
with the class.
Evaluating Learning

Ask what word is formed when the
/l/ sound in log is changed to
/j/? We form a new word jog.

(The teacher may introduce other
words for substitution)
Read the sentences
1. Please turn on the electric pot.
2. We went to a zoo yesterday.
3. I will buy pajamas today.
4. We cut the yellowish wallpaper
for my room.
Ask the learners to think of an
event when they fought with
someone over something. Ask
them to share how they solved
the problem and what they
learned from that situation

18. 16

Additional Activities
for Application or
Remediation (if
applicable)
The teacher will give a list of
words (tin, pin, jam, yam, yen).
The learners will change the
beginning sounds. They will also
practice reading the words at
home.
The teacher will give a worksheet
to the learners. They will trace
the multisyllabic words to help
memorize their spelling more
quickly.
Ask the learners to think about
the importance of sharing with
friends and other people. They
will also share their ideas in
class.
Remarks
Reflection