Name:_____________________________________________________________________

Grade and Section: ________________________________________________________

LEARNING GUIDE 6 in READING 1
I. Lesson Title: Reading Words with the Long and Short Sounds of a
 Long Sound of a
 Short Sound of a
II. Learning objectives: At the end of the lesson, you are expected to:
a. Identify objects with names containing long and short a sounds.
b. Listen to long and short a sounds in words.
c. Read words with long and short a sounds correctly.
d. Appreciate the importance of a sound in pronunciation.
III. Learning Materials: English textbook pp. 142-146, Learning Guide, Zoom, Power Point Presentation, laptop or
smartphones
IV. Teaching-Learning Activities: (Synchronous & Conventional Approach)
DAY 1 - SYNCHRONOUS APPROACH
Through live stream, the teacher and the pupils will tackle the following:
A. Drill: (WHAT’S IN)

Read the words below with the long and short sound of Aa.

/a/ /ā/
pan pain
cap cape
mat mate
ran rain

1. Activating Prior Knowledge (WHAT I KNOW)

Directions: Look at each picture. Name the picture by choosing your answer from the box. Then, read the words
you have written aloud. Produce the short and long sounds of a distinctly and correctly.

break rain watch cap

2. Introduction (WHAT’S NEW)

Observe the words in the box. Read and sort out the following words accordingly as having long a or short a sound.
Write them on the appropriate box below.

car tape bake ham shake cap can plate

Short a sound Long a sound

A vowel has two sounds. Vowels can have a short sound and they can also have a long sound. Syllables
and most words contain vowels. If one do not understand the vowel sounds, s/he will struggle in
reading. In this lesson, we will focus on the vowel a.
4. Presentation (WHAT IS IT)
1. Discussion of the lesson with the pupils.
 The teacher and the pupils read words having long and short shound of Aa.

 The teacher asks the learners to identify if the words contain long or short sound if a.
2. For modular learners, for better understanding of the lesson, refer to your PLP Reading textbook on page 25. Also,
attach here at the end of this LG is copy of a reading material to broaden your understanding.

Pupils’ Self-Evaluation/ Independent Practice Activities

Activity 1 (WHAT’S MORE)
Direction: Read the word below. Encircle the word long if it is long vowel a and circle the word short if it is short vowel
a.

grapes
LONG

SHORT

map
LONG

SHORT

gate LONG

SHORT

bat LONG

SHORT

Activity 2. (WHAT I HAVE LEARNED)

Read words having long and short sound Aa.
Closure
Say the name of the pictures. Then, encircle the word that has the same vowel sound in the picture.

map cape hate hat

car wagon trolley crate

spade rake paste pan

DAY 2: ASYNCHRONOUS APPROACH OR CONVENTIONAL

To my Home-based Teacher Partner: Thank you for guiding the child in going through the lesson and in doing the
learning activities. Thank you too for allowing the child to check her/his understanding of the lesson by answering
independently and as honestly as possible the activities given. Answer keys are provided at the end of this Learning
Guide (LG) to help you go over the pupils’ answers of the activities in Day 1.

Answers to Activities 3-4 for Day 2 must be submitted to the teacher following the date indicated. Thank you so much
for partnering and being with us in this mode of teaching- learning delivery.

F. LEARNING CHECK:

Note: Take pictures of your answer for Activities 3,4 & 5 and send it to the teacher via gmail:
englishreadinggrade1@gmail.com. Deadline will be on or before October 17, 2021.
Activity 3.
Answer the activity under Reinforcer on pages 28-29 of your Reading book.
Directions: Name each picture. Listen to yourself as you say each name. Write S in the circle if you hear the short a
sound and L if you hear the long a sound.

Activity 4. Assessment
Directions: Read each word in the given pictures. Write each word if it is in the long or short a
sound in the column below.

train
ant lamp cane can

Snail table
car cake bat
Short a sounds Long a sounds
Activity 5. Record your voice (audio record) reading the teacher’s-made passage below. Send it to the subject teacher via
messenger: Jasmine Carrera

Ash’S Cat
Ash has a cat. The cat sat on the big mat.
The cat saw a rat under the chair.
The cat chase the rat out of flare—
Then Ash gave his pet a cake on a plate
In which the cat happy ate.

Prepared by: Checked by:

JASMINE C. CARRERA, LPT CARLOTA C. CANDIDO, LPT
Subject Teacher Subject Coordinator

LONG SOUND A AND SHORT SOUND A

Short a
This is the short ‘a’ vowel sound we use this with the following words.

Long a
This is the long ‘a’ vowel sound. It sounds the same as the name for the letter, A but watch out! – there are lots
of ways to write this sound.
For example, words spelt with a_e

We also use it for words spelt with ai

and with words ending with ay

Occasion ally we also use it with words

spelt with eigh

So to recap

æ = a – a short “a” sound

eɪ =a_e, ai, ay, eigh, a long “a” sound, like the letter a

If you learn these letter combinations and remember that they all have the same sound, it will be easier to
pronounce new words when you see them.
More love,
Teacher Jasmine