Mother Tongue TG 1

MTB-MLE
Grade 1
Teacher’s Guide
(Units 1 & 2)
ILOKANO
MTB-MLE Competencies
Quarters 1 & 2
1
QUARTERLY CURRICULUM GUIDE – MOTHER TONGUE (MT) ILOKANO
CONTENT STANDARD – 1st Quarter
READING COMPREHENSION
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BOOK AND COMPOSING/ A. B. C. D.
E ORAL PHONOLOGIC ALPHABET WORD GRAMMAR Activating Comprehension Comprehension Attitude toward
PRINT FLUENCY SPELLING HANDWRITING PRIMER VOCABULARY
E LANGUAGE AL SKILLS
KNOWLEDGE
KNOWLEDGE RECOGNITION
LESSON
AWARENESS Schema and of Literary of Informational Language,
K Prior Texts Text Literacy and
Knowledge Literature
1. Talk about 1. Perceive / 1. Use 1. Write using 1. Introduce 1. Develop and 1. Predict what 1. Recall 1. Recall 1. Manifest
pictures Comprehend correctly the a comfortable oneself, family, use vocabulary the story is important important enjoyment in
presented and produce terms referring and efficient friends and - sounds about based details in: details in: producing the
using sounds heard to conventions pencil grip others using produce and on personal a. Listening a. Listening sounds of local
appropriate locally from of print: (book, naming words heard locally experiences. stories b. stories b. * Animals
local o Animals front and back and pronouns from 2. Confirm Shared reading Shared reading * Mechanical
terminologies o Mechanical cover, in culturally o Animals predictions stories stories * Objects
with ease and o Objects beginning, appropriate o Mechanical after listening c. Experience c. Experience * Musical
confidence. o Musical ending, title, manner o Objects to a story stories stories Instruments
1
* Animals Instruments page, author, o Musical 3. Relate d. Children d. Children * Environment
* Mechanical o Environment and illustrator). Instruments events in the Stories Stories
* Objects 2. Identify 2. Track the o Environment story to listened to. listened to.
* Musical rhyming words texting the personal
Instruments in nursery correct order: experiences
* Environment rhymes, songs, page by page,
jingles, poems, left to right, top
and chants. to bottom.
1. Talk about 1. Perceive / 1. Use 1. Write using 1. Use 1. Develop and 1. Predict what 1. Recall 1. Recall 1. Manifest
pictures Comprehend correctly the a comfortable culturally use vocabulary the story is important important enjoyment in
presented and produce terms referring and efficient appropriate - sounds about based details in: details in: producing the
using sounds heard to conventions pencil grip courteous produce and on personal a. Listening a. Listening sounds of local
appropriate locally from of print: (book, expressions in heard locally experiences. stories b. stories b. * Animals
local o Animals front and back different from 2. Confirm Shared reading Shared reading * Mechanical
terminologies o Mechanical cover, situations. o Animals predictions stories stories * Objects
with ease and o Objects beginning, o Mechanical after listening c. Experience c. Experience * Musical
confidence. o Musical ending, title, o Objects to a story stories stories Instruments
2
* Animals Instruments page, author, o Musical 3. Relate d. Children d. Children * Environment
* Mechanical o Environment and illustrator). Instruments events in the Stories Stories
* Objects 2. Identify 2. Track the o Environment story to listened to. listened to.
* Musical rhyming words texting the personal
Instruments in nursery correct order: experiences
* Environment rhymes, songs, page by page,
jingles, poems, left to right, top
and chants. to bottom.
2
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KNOWLEDGE
LESSON
1. Talk about 1. Give pairs of 1. Identify 1. Give the 1. Match words 1. Write upper a,n,i 1. Use 1. Develop and 1. Predict what 1. Recall 1. Recall 1. Express love
the pictures rhyming words differences letter that with pictures case and lower culturally use the story is important important for stories by
presented in found in between letters begins with the and objects. case letters in appropriate vocabulary of about based details in: details in: browsing the
relation to their nursery name of a 2. Give the print using courteous words that on personal a. Listening a. Listening storybooks
personal rhymes, songs, given sounds of the proper expressions in begin with the experiences. stories b. stories b. read to them
experiences. jingles, riddles, picture/objects. specific letter/s proportion. different target letter/s 2. Confirm Shared reading Shared reading and asking to
2. Listen and and chants. 2. Identify in the alphabet. situations. predictions stories stories be read more
respond to 2. specific letters 3. Blend after listening c. Experience c. Experience stories.
3 others Give/produce in the alphabet, specific letters to a story stories stories
to the beginning both upper and to form 3. Relate d. Children d. Children
4 sound of lower case. syllables/words events in the Stories Stories
letter/s in a 3. Show . story to listened to. listened to.
given word. relationship personal 2. Answer 2. Answer
between experiences literal livel literal level
sounds and questions to questions
written literary text related to
symbols read listened to informational
text listened to.
1. Participate 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper (a,n, i) t 1. Use names 1. Develop and 1. Predict what 1.Recall 1. Recall 1. Express love
actively during Give/produce to-one letter that words with that there is a case and lower of person, use vocabulary the story is important important for stories by
story reading the beginning correspondenc begins with the pictures and correct way to case letters in places, of words that about on what details in details in browsing the
by making sound of letter e between name of a objects. spell words. print using animals, and begin with the one knows stories, events, stories, events, storybooks
comments and in a given written and given 2. Give the proper things target letter/s. about situation to and situations read to them
asking word. 2. Orally spoken words. picture/objects. sounds of the proportion. appropriately in 2. Identify character, personal listened to. and asking to
questions. segment a two 2. Identify specific letter/s 2. Write sentences. names of setting and experiences 2. Answer be read more
to three- specific letters in the alphabet. syllables and 2. Use the persons, events. 2. Answer literal level stories.
5 syllable word in the alphabet, 3. Blend correct noun places, 2. Confirm literal level questions
words correctly
into its syllabic both upper and specific letters markers (ti, animals, and predictions questions related to
parts. lower case. to form dagiti, ni da) in things. after listening related to informational
3. Show syllables, identifying to a story. literary text text listened to.
relationship words, and names of 3. Relate listened to.
between phrases persons, events in the
sounds and places, story to
written animals and personal
3
W
KNOWLEDGE
LESSON
symbols things. experiences.
3. Use the
directional –
daytoy/dagitoy,
dayta/dagita,
daydiay,
dagidiay, etc.
1. Recite/sing 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper K 1. Use names 1. Develop and 1. Predict what 1. Recall 1. Recall 1. Show love
with ease and Give/produce to-one letter that words with that there is a case and lower of person, use the story is important important fore reading by
confidence the beginning correspondenc begins with the pictures and correct way to case letters in places, vocabulary of about on what details in: details in: listening
rhymes, sound of of e between name of a objects. spell words. print using animals, and words that one knows a. Listening a. Listening attentively
jingles, riddles, letter/s in a written and given 2. Give the 2. Spell and proper things begin with the about stories b. stories b. during story
chants, song, given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in target letter/s character, Shared reading Shared reading reading and
lullaby in 2. Orally 2. Identify specific letter/s using 2. Write sentences. 2. Identify and setting and stories stories making
culturally segment a two specific letters in the alphabet. phonemic syllables, 2. Use the use common events. c. Experience c. Experience comments.
appropriate to three- in the alphabet, 3. Blend awareness and words, and correct noun noun markers. 2. Confirm stories stories
manner. syllable word both upper and specific letters letter phrases markers (ti, 3. Identify predictions d. Children d. Children
into its syllabic lower case. to form knowledge correctly dagiti, ni da) in words use as after listening Stories Stories
parts. 3. Show syllables/words identifying markers to to a story. listened to. listened to.
6
relationship . names of show 3. Relate 2. Give the 2. Give the
between persons, directions events in the correct correct
sounds and places, story to sequence of sequence of
written animals and personal three event three event
symbols things. experiences.
3. Use the
directional –
daytoy/dagitoy,
dayta/dagita,
daydiay,
dagidiay, etc.
4
W
KNOWLEDGE
LESSON
1. Tell their 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper S 1. Use names 1. Develop and 1. Predict what 1. Recall 1. Recall 1. Show love
own stories Give/produce to-one letter that words with that there is a case and lower of person, use the story is important important fore reading by
related to the the beginning correspondenc begins with the pictures and correct way to case letters in places, vocabulary of about on what details in a details in a listening
picture with sound of e between name of a objects. spell words. print using animals, and words that one knows story listened story listened attentively
ease and letter/s in a written and given 2. Give the 2. Spell and proper things begin with the about to. to. during story
confidence given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in target letter/s character, 2. Give the 2. Give the reading and
2. Orally 2. Identify specific letter/s using 2. Write words, sentences. 2. Identify and setting and correct correct making
segment a two specific letters in the alphabet. phonemic syllables, 2. Use the use common events. sequence of sequence of comments.
to three- in the alphabet, 3. Blend awareness and phrases and correct noun noun markers. 2. Confirm three events three events
syllable word both upper and specific letters letter sentences markers (ti, 3. Identify predictions
into its syllabic lower case. to form knowledge correctly. dagiti, ni da) in words use as after listening
parts. 3. Show syllables, identifying markers to to a story.
7
relationship words and names of show 3. Modify prior
between phrases. persons, directions knowledge
sounds and places, based on new
written animals and knowledge
symbols things. from the story
3. Use the
directional –
daytoy/dagitoy,
dayta/dagita,
daydiay,
dagidiay, etc.
1. Relate their 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper o 1. Use names 1. Develop and 1. Predict what 1. Recall 1. Recall 1. Show love
picture sound of e between name of a objects. spell words. print using animals, and words that one knows story listened story listened attentively
presented with letter/s in a written and given 2. Give the 2. Spell and proper things begin with the about to. to. during story
proper given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in target letter/s character, 2. Give the 2. Give the reading and
8
phrasing and 2. Orally 2. Identify specific letter/s using 2. Write words, sentences. 2. Identify and setting and correct correct making
pausing segment a two specific letters in the alphabet. phonemic phrases and 2. Use the use common events. sequence of sequence of comments.
to three- in the alphabet, 3. Blend awareness and sentences correct noun noun markers. 2. Confirm three events three events
syllable word both upper and specific letters letter correctly markers (ti, 3. Identify predictions
into its syllabic lower case. to form knowledge dagiti, ni da) in words use as after listening
5
W
KNOWLEDGE
LESSON
parts. 3. Show syllables/words identifying markers to to a story.
relationship . names of show 3. Modify prior
between persons, directions knowledge
sounds and places, based on new
3. Use the
directional –
daytoy/dagitoy,
dayta/dagita,
daydiay,
dagidiay, etc.
1. Relate their 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper y, m 1. Use names 1. Develop and 1. Predict what 1. Recall 1. Recall 1. Show love
picture sound of e between name of a objects. spell words. print using animals, and words that one knows story listened story listened attentively
presented with letter/s in a written and given 2. Give the 2. Spell and proper things begin with the about to. to. during story
proper given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in target letter/s character, 2. Give the 2. Give the reading and
phrasing and 2. Orally 2. Point out 2. Identify specific letter/s using 2. Write words, sentences. 2. Identify and setting and correct correct making
pausing segment a two that spoken specific letters in the alphabet. phonemic phrases and 2. Use the use common events. sequence of sequence of comments.
to three- words are in the alphabet, 3. Blend awareness and sentences correct noun noun markers. 2. Confirm three events three events
syllable word represented in both upper and specific letters letter correctly markers (ti, 3. Identify predictions
into its syllabic written lower case. to form knowledge dagiti, ni da) in words use as after listening
9 parts. language by 3. Show syllables, identifying markers to to a story.
specific relationship words, phrases names of show 3. Modify prior
sequence of between and persons, directions knowledge
letters. sounds and sentences. places, based on new
3. Use the
directional –
daytoy/dagitoy,
dayta/dagita,
daydiay/
6
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KNOWLEDGE
LESSON
dagidiay, etc.
PERIODIC m
10 TEST
7
CONTENT STANDARD – 2nd Quarter
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KNOWLEDGE
LESSON
1. Recite/sing 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper l 1. Use names 1. Draw on 1. Predict what 1. Recall 1. Recall 1. Show love
with ease and Give/produce to-one letter that words with that there is a case and lower of person, experiences to the story, important important fore reading by
confidence the beginning correspondenc begins with the pictures and correct way to case letters in places, bring meanings legend, details in a details in a listening
rhymes, sound of e between name of a objects. spell words. print using animals, and to words in community story, and community attentively
jingles, riddles, letter/s in a written and given 2. Give the 2. Spell and proper things context events, and legends issues and during story
chants, song, given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in community listened to. events listened reading and
lullaby in 2. Orally 2. Point out 2. Identify specific letter/s using 2. Write words, sentences. issues. 2. Give the to. making
culturally segment a two that spoken specific letters in the alphabet. phonemic phrases and 2. Use the summary of 2. Give the comments.
appropriate or more words are in the alphabet, 3. Blend awareness and sentences correct noun the summary of
manner. syllable word represented in both upper and specific letters letter correctly. 3. markers (ti, story/legends the community
into its syllabic written lower case. to form knowledge Observe some dagiti, ni da) in listened to. events and
parts. language by 3. Show syllables, mechanics identifying issues listened
1
3. Give the specific relationship words, phrases when names of to.
new spoken sequence of between and copying/writing persons,
words when letters. sounds and sentences. sentences: places,
two or more written capitalization, animals and
syllables are symbols white space things.
joined to form between words 3. Use the
words. and correct directional –
punctuation daytoy/dagitoy,
marks. dayta/dagita,
daydiay,
dagidiay, etc.
8
W
KNOWLEDGE
LESSON
1. Use 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper g 1. Use names 1. Draw on 1. Predict what 1. Recall 1. Recall 1. Show love
expressions Give/produce to-one letter that words with that there is a case and lower of person, experiences to the story, important important for reading by
appropriate to the beginning correspondenc begins with the pictures and correct way to case letters in places, bring meanings legend, details in a details in a listening
the grade level sound of e between name of a objects. spell words. print using animals, and to words in community story, and community attentively
in classifying letter/s in a written and given 2. Give the 2. Spell and proper things context events, and legends issues and during story
things, given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in community listened to. events listened reading and
animals, 2. Orally 2. Point out 2. Identify specific letter/s using 2. Write words, sentences. issues. 2. Give the to. making
objects, etc. segment a two that spoken specific letters in the alphabet. phonemic phrases and 2. Use the possible 2. Give the comments.
or more words are in the alphabet, 3. Blend awareness and sentences correct noun ending of the possible
syllable word represented in both upper and specific letters letter correctly 3. markers (ti, story and ending of the
into its syllabic written lower case. to form knowledge Observe some dagiti, ni da) in legend listened community
parts. language by 3. Show syllables, mechanics identifying to. events, and
2
specific relationship words, phrases when names of issues listened
sequence of between and copying/writing persons, to.
letters. sounds and sentences. sentences: places,
written capitalization, animals and
symbols white space things.
between words 3. Use the
and correct directional –
punctuation daytoy/dagitoy,
marks. dayta/dagita,
daydiay/
dagidiay, etc.
9
W
KNOWLEDGE
LESSON
1. Use 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper u 1. Use names 1.Discuss 1. Relate 1.Make 1.Make 1. Express love
expressions Give/produce to-one letter that words with that there is a case and lower of person, meanings and events in the inferences on inferences on for stories by
appropriate to the beginning correspondenc begins with the pictures and correct way to case letters in places, develop story to include the character’s the character’s browsing the
the grade level sound of e between name of a objects. spell words. print using animals, and vocabulary events/celebrat feelings and feelings and storybooks
in predicting letter/s in a written and given 2. Give the 2. Spell and proper things through ion/radio traits based on traits based on read to them
events/situatio given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in meaningful and broadcast/local the story, the radio and asking to
ns 2. Orally 2. Point out 2. Identify specific letter/s using 2. Write words, sentences. concrete news listened events, and braodcast, and be read more
segment a two that spoken specific letters in the alphabet. phonemic phrases, 2. Use the experiences. to. celebration local news stories.
or more words are in the alphabet, 3. Blend awareness and sentences and correct noun listened to. listened to.
syllable word represented in both upper and specific letters letter paragraph markers (ti,
into its syllabic written lower case. to form knowledge correctly dagiti, ni da) in
parts. language by 3. Show syllables, 3. Observe identifying
3
3. Give the specific relationship words, phrases some names of
new spoken sequence of between and sentences mechanics persons,
words when letters. sounds and and short when places,
two or more 3. Recognize written paragraph. copying/writing animals and
syllables are correct spelling symbols sentences: things.
joined to form of words. capitalization, 3. Use the
words white space directional –
between words daytoy/dagitoy,
and correct dayta/dagita,
punctuation daydiay,
marks. dagidiay, etc.
10
W
KNOWLEDGE
LESSON
1. Talk about 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper d, e 1. Use names 1.Discuss 1. Relate 1.Make 1.Make 1. Express love
the Give/produce to-one letter that words with that there is a case and lower of person, meanings and events in the inferences on inferences on for stories by
story/legend, the beginning correspondenc begins with the pictures and correct way to case letters in places, develop story to include the character’s the character’s browsing the
events, sound of e between name of a objects. spell words. print using animals, and vocabulary events/celebrat feelings and feelings and storybooks
community letter/s in a written and given 2. Give the 2. Spell and proper things through ion/radio traits based on traits based on read to them
issues by given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in meaningful and broadcast/local the story, the radio and asking to
recalling 2. Orally 2. Point out 2. Identify specific letter/s using 2. Write words, sentences. concrete news listened events, and braodcast, and be read more
important segment a two that spoken specific letters in the alphabet. phonemic phrases, 2. Use the experiences. to. celebration local news stories.
details . or more words are in the alphabet, 3. Blend awareness and sentences and correct noun listened to. listened to.
syllable word represented in both upper and specific letters letter paragraph markers (ti,
4
11
W
KNOWLEDGE
LESSON
1. Respond to 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper p 1. Use names 1.Discuss 1. Sequence 3 1. Sequence 3 1. Sequence 3 1. Express love
the story Give/produce to-one letter that words with that there is a case and lower of person, meanings and events in the events in the events in the for stories by
through the beginning correspondenc begins with the pictures and correct way to case letters in places, develop story, legend, story and propaganda, browsing the
illustrations sound of e between name of a objects. spell words. print using animals, and vocabulary propaganda, legend by radio storybooks
and letter/s in a written and given 2. Give the 2. Spell and proper things through radio telling which broadcast, and read to them
dramatization. given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in meaningful and broadcast, and happened first, news articles and asking to
2. Orally 2. Point out 2. Identify specific letter/s using 2. Write words, sentences. concrete news articles second, or last. by telling which be read more
segment a two that spoken specific letters in the alphabet. phonemic phrases, 2. Use the experiences. by telling which happened first, stories.
or more words are in the alphabet, 3. Blend awareness and sentences and correct noun happened first, second, or last.
syllable word represented in both upper and specific letters letter paragraph markers (ti, second, or last.
5
12
W
KNOWLEDGE
LESSON
1. Express 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper b 1. Use names 1.Discuss 1. Sequence 3 1. Sequence 3 1. Sequence 3 1. Express love
opinion on the Give/produce to-one letter that words with that there is a case and lower of person, meanings and events in the events in the events in the for stories by
story and local the beginning correspondenc begins with the pictures and correct way to case letters in places, develop story, legend, story and propaganda, browsing the
news heard sound of e between name of a objects. spell words. print using animals, and vocabulary propaganda, legend by radio storybooks
using culturally letter/s in a written and given 2. Give the 2. Spell and proper things through radio telling which broadcast, and read to them
appropriate given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in meaningful and broadcast, and happened first, news articles and asking to
expressions (I 2. Orally 2. Point out 2. Identify specific letter/s using 2. Write words, sentences. concrete news articles second, or last. by telling which be read more
think, I believe, segment a two that spoken specific letters in the alphabet. phonemic phrases, 2. Use the experiences. by telling which happened first, stories.
In my opinion or more words are in the alphabet, 3. Blend awareness and sentences and correct noun happened first, second, or last.
etc.) syllable word represented in both upper and specific letters letter paragraph markers (ti, second, or last.
6
13
W
KNOWLEDGE
LESSON
1. Listen and 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper ng 1. Use names 1.Begin to 1. Make 1. Make 1. Make 1. Express love
retell a story Give/produce to-one letter that words with that there is a case and lower of person, identify and inferences on inferences on inferences on for stories by
heard in their the beginning correspondenc begins with the pictures and correct way to case letters in places, use synonyms, what is likely to what is likely to what is likely to browsing the
own words sound of e between name of a objects. spell words. print using animals, and antonyms, happen next happen next happen next storybooks
citing the letter/s in a written and given 2. Give the 2. Spell and proper things homonyms and based on the based on based on the read to them
characters and given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in multiple- events in the events in the events in the and asking to
important 2. Orally 2. Point out 2. Identify specific letter/s using 2. Write words, sentences. meaning words story, legends, story or school and be read more
events segment a two that spoken specific letters in the alphabet. phonemic phrases, 2. Use the correctly school and legends community stories.
or more words are in the alphabet, 3. Blend awareness and sentences and correct noun community listened to. events, and
syllable word represented in both upper and specific letters letter paragraph markers (ti, events, and local news
into its syllabic written lower case. to form knowledge correctly dagiti, ni da) in local news. lestened to.
7
14
W
KNOWLEDGE
LESSON
1. Listen and 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper r 1. Use names 1.Begin to 1. Make 1. Make 1. Make 1. Express love
retell a story, Give/produce to-one letter that words with that there is a case and lower of person, identify and inferences on inferences on inferences on for stories by
legends, the beginning correspondenc begins with the pictures and correct way to case letters in places, use synonyms, what is likely to what is likely to what is likely to browsing the
school and sound of e between name of a objects. spell words. print using animals, and antonyms, happen next happen next happen next storybooks
community letter/s in a written and given 2. Give the 2. Spell and proper things homonyms and based on the based on based on the read to them
events and given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in multiple- events in the events in the events in the and asking to
local news in a 2. Orally 2. Point out 2. Identify specific letter/s using 2. Write words, sentences. meaning words story, legends, story or school and be read more
summary form. segment a two that spoken specific letters in the alphabet. phonemic phrases, 2. Use the correctly school and legends community stories.
or more words are in the alphabet, 3. Blend awareness and sentences and correct noun community listened to. events, and
syllable word represented in both upper and specific letters letter paragraph markers (ti, events, and local news
into its syllabic written lower case. to form knowledge correctly dagiti, ni da) in local news. lestened to.
8
15
W
KNOWLEDGE
LESSON
1. Listen and 1. 1. Make one- 1. Give the 1. Match 1. Understand 1. Write upper w, h 1. Use names 1.Begin to 1. Predict 1. Give the 1. Give the 1. Express love
retell a story, Give/produce to-one letter that words with that there is a case and lower of person, identify and what the story, summary of summary of for stories by
legends, the beginning correspondenc begins with the pictures and correct way to case letters in places, use synonyms, fables, the the browsing the
school and sound of e between name of a objects. spell words. print using animals, and antonyms, legends, story/legends propaganda, storybooks
community letter/s in a written and given 2. Give the 2. Spell and proper things homonyms and school and listened to. and read to them
events and given word. spoken words. picture/objects. sounds of the write words proportion. appropriately in multiple- community advertisements and asking to
local news in a 2. Orally 2. Point out 2. Identify specific letter/s using 2. Write words, sentences. meaning words events/situatio listened to. be read more
summary form. segment a two that spoken specific letters in the alphabet. phonemic phrases, 2. Use the correctly ns/issues, stories.
or more words are in the alphabet, 3. Blend awareness and sentences and correct noun radio
syllable word represented in both upper and specific letters letter paragraph markers (ti, broadcast and
into its syllabic written lower case. to form knowledge correctly dagiti, ni da) in local news
parts. language by 3. Show syllables, 3. Observe identifying base on
9
3. Give the specific relationship words, phrases some names of personal
new spoken sequence of between and sentences mechanics persons, experiences.
PERIODICAL
10 TEST
SEMESTRAL
11 BREAK
16
Sequence of Letters
in the Mother Tongue
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Quarters 1 & 2
Teacher’s Guide
38
Lesson Guide in Grade 1 - Ilokano: Week 1
I. Objectives
A. Skills
Introduce oneself, family, friends and others using naming words and
pronouns in culturally appropriate manner.
Talk about pictures presented using appropriate local terminologies with
ease and confidence – animals, mechanical objects, musical instruments,
and environment.
Use correctly terms referring to conventions of print (book, front and back
cover, beginning, ending, title, page, author and illustrator
Develop and use vocabulary by listening to sounds produced and learned
locally - animals, mechanical objects, musical instruments and
environment
Predict what the story is about based on personal experiences
Recall important details in listening stories, shared reading stories,
experience stories listened to
Manifest enjoyment in producing the sounds of local animals, mechanical
objects and musical instruments
Respond to the story through the following engagement activities:
Group 1 – Solbaren ti Puzzle
Group 2 – Pagparisen
Group 3 –Pilien
Group 4 – Idrama
Perceive/Comprehend and produce sounds heard locally from – animals,
mechanical objects, musical instruments and environment
Write using a comfortable and efficient pencil grip
Trace and copy lines (straight, slanting, horizontal, curve, circular)
II. Subject Matter
A. Story: Dagiti Uni iti Aglawlaw
B. Focus Skills
1. Grammar Awareness:
Introducing oneself, family, friends and others using naming words
and pronouns in culturally appropriate manner
2. Oral Language:
Talking about pictures presented using appropriate local terminologies
with ease and confidence – animals, mechanical objects, musical
instruments, and environment
3. Book and Print Knowledge:

Using correctly terms referring to conventions of print (book, front and
back cover, beginning, ending, title, page, author and illustrator
39
4. Vocabulary:
Developing and using vocabulary by listening to sounds produced and
learned locally - animals, mechanical objects, musical instruments
and environment
5. Reading Comprehension:
Predicting what the story is about based on personal experiences
Confirming predictions after listening to a story
Relate events in the story to personal experiences
Recalling important details in listening stories, shared reading stories,
experience stories or children‟s stories listened to
Manifesting enjoyment in producing the sounds of local animals,
mechanical objects and musical instruments
6. Phonological Awareness:
Perceiving/Comprehending and producing sounds heard locally from
– animals, mechanical objects, musical instruments and environment
Identify rhyming words in nursery rhymes, songs, jingles, poems, and
chants.
7. Handwriting:
Writing using a comfortable and efficient pencil grip
Tracing and copying lines (straight, slanting, horizontal, curve,
circular)
C. Reference: K to 12 Curriculum
D. Materials: Realias (musical instruments, objects that produce sounds like

bell, clock, etc., stuff animals, hand puppets)
Multi-media materials (CD or Tape Recorder and player: recorded sound of
animals, environment, or musical instrument)
Pictures of animals, musical instruments, objects and nature that make
sounds
E. Strategies: Acting Out, Games, Song, Puppet Show
F. Value: Appreciating the different sounds heard by taking care of the things
and animals that produce these sounds
G. Theme: My Family and I - likes and dislikes; daily tasks/activities
III. Procedure
DAY 1
A. Preparatory Activity
Teach the song “Kumusta Ka?” to the tune of “How are You?” (See
APPENDIX A).
40
B. Lesson Proper
1. Presentation
Present a hand puppet. Say: Daytoy ni Ana. Dumngeg kayo ti
ibagana..
Ana: Ti nagan ko ket Ana Reyes.
Innem ti tawen ko.
Agnaedak idiay Baculod, Alcala, Cagayan.
Ti nagan ni tatangko ket Tomas Reyes.
Ti nagan ni nanangko ket Nena Reyes.
Ask the following questions:
- Ania ti nagan ti ubing?
- Ania ti imbagana?
- Sadino ti pagnaedanna?
- Ania ti nagan ni tatangna?
- Ania ti nagan ni nanangna?
Present a conversation through a Puppet Show. Introduce the three
puppets and proceed with the conversation. (See APPENDIX B)
- Siasino dagiti aggayyem?
- Ania ti nagan ti ubing a babai?
- Kasano ti panangkablaaw ni Tino kenni Ana?
- Kasano met ti panangkablaaw ni Ana kenni Tino?
- Kasano ti panagiyam-ammo ni Tino iti bagina kenni Ana?
- Kasano met ti panangiyam-ammona kenni Niko?
- Kasano ti panangiyam-ammo ni Ana iti bagina?
- Ania ti sinaludsod ni Niko kenni Ana?
- Ania ti insungbat ni Ana?
- Ania ti saguday dagiti tallo nga ubbing? (mannakigayyem,
nadayaw)
2. Modelling
Repeat Ana‟s introduction then let the pupils introduce themselves
using the following pattern:
Ti naganko ket ____________.
________ ti tawenko.
Agnaedak idiay ___________________.
Ti nagan ni tatangko ket _________________.
Ni nagan nanangko ket __________________.
3. Guided Practice
Gather the pupils into a big circle. Pass a ball around as music is
played over a CD player. When the music stops, the pupil who is
holding the ball will go to the center of the circle to answer his/her
classmates questions as follows:
Ania ti naganmo?
Mano ti tawenmo??
Sadino ti pagnaedam?
Ania ti nagan ni tatangmo?
Ania ti nagan ni nanangmo?
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4. Independent Practice
Have the pupils go around and introduce themselves to someone and
get to know his/her name, age, where he lives, father and mother.
Ex.
Ti naganko ket _____________________________.
_____ ti tawenko.
Agnaedak idiay __________________________.
Ti nagan ni tatangko ket _______________________.
Ti nagan ni nanangko ket ________________.
Ket sika? Ania ti naganmo? Mano ti tawenmo? Sadino ti pagnaedam?
Ania ti nagan ni tatangmo? Ania ti nagan ni nanangmo?
5. Application
Ask the pupils to get a partner and have them introduce themselves
and their partners in front of the class using the following pattern:
Ex.
Ti naganko ket ____________,
________ to tawenko
Agnaedak idiay ____________.
Ti nagan ni tatangko ket _____________.
Ti nagan ni nanangko ket ____________.
Daytoy ti gayyemko. Ti naganna ket ______________.
Isu ket ______________ tawenna
Agnaed isuna idiay ______________.
Ti nagan ni tatangna ket ______________.
Ti nagan ni nanangna ket ______________.
DAY 2
A. Pre-Reading Activities
1. Motivation
Ask the pupils to close their eyes and identify the sounds that they
hear. Ask: Ania dagiti uni a nangngeg yo? Ania dagiti uni a
mangmangegyo iti inaldaw?
2. Unlocking of Difficulties
Unlock the following words:
a. Arubayan (illustration)
b. Ariangga (demonstration )
c. Orasion (synonyms, context clues)
3. Previewing
Present the smallbook. Display the cover and point to the title
explaining that these words are called title and that a title is the name of
the story. Point to and read the author‟s and illustrator‟s names,
explaining to the children that an author is a person who writes the story
42
and an illustrator is one who draws the pictures for the story. Talk about
the title and ask the pupils to predict what the story might be about.
Preview the book‟s illustration on page 1 to help children make their
predictions.
4. Motive Question
Ask: Ania ngata dagiti uni a nangngeg da Lito ken Ana?
B. During Reading
 First Reading by the Teacher
Open the book and read the whole story showing each page with the
illustrations to pupils.
(Every time the teacher reads a story he/she talks about the title, opening
to the first page, identifying the front and back cover, pointing to the first
and last words, etc.)
 Second Reading
Give pupils a chance to interact with the text. After reading a page or
several pages, ask questions to help pupils predict and monitor their
comprehension.
C. Post Reading Activities

1. The pupils answer the motive question.
2. Group Activity
Group the pupils into four. Have them do the following activities.
Comprehension Check-up Engagement Activities

Siasino dagiti agkabsat? Group 1 – Solbaren ti Puzzle
Sadino ti napananda idi Pagdidikketen dagiti nakartib a kardbord
makariingda? tapno makabukel ti ladawan.
Ania ti inaramidda?
Ania dagiti nangegda? Group 2 –Pagparisen

Ania dagiti ayup nga akin-uni Pagparisen ti ladawan ti ayup ken ti
kadagitoy? unina.
Ania dagiti aweng a nangegda idi
mumalemen?
Apay a simrekda iti balayda idi Group 3 – Pilien

mangegda ti aweng ti kampana ti Pilien dagiti ladawan dagiti banag a
simbaan? nanggeg da Ana ken Lito idi
Ania ti sagudayda Ana ken Lito? mumalemen.
Kasano ti panangipakitam ti Group 4 – Idrama
panangilalam kadagiti banag a Idrama ti maysa a situasion a
nagaramid kadagitoy nga uni? mangipakita ti panangilalam kadagiti
banag ken ayup a paggapuan dagiti
nadumaduma nga uni.
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DAY 3
A. Preparatory Activities
1. Teach the pupils a song about animals. (See APPENDIX C.)
2. Ask: What animals were mentioned in the poem? What sound does each
one make? Do you have pets? Say something about your pet. How do
you take care of your pets?
B. Lesson Proper
1. Presentation
Let the pupils listen to the recorded sounds of animals, mechanical
objects, musical instruments, sound of the environment, or using real
objects. Ask the children to identify the sounds they hear.
2. Modelling
Let the pupils to listen to the sounds of animals and objects and
let them imitate these sounds for the second time. Let the pupils
imitate the sounds.
A. Pagparisen ti ayup ken ti unina. B. Pagparisen ti banag ken ti unina.
3. Guided Practice
Guessing Game
Group the children into two. One group produces the sound while the
other guesses the animal, mechanical object, musical instrument, and
sound from the environment that produces it. The children do the reverse
with each group in the next round. The group that gives more correct
answer wins.
44
The teacher asks the pupils to work in pairs. One pupil says an animal
or object and another pupil produces the sound.
5. Application
The teacher asks the pupils to pick an object or stuff animal/toy
animal from the box and produce the sound that it makes.
DAY 4
Game: Group the pupils into two. Give each group a set of pictures of
animals, mechanical objects, musical instruments and sounds from the
environment.
Let one group produce a sound. The other group shows the picture that
produces the sound. Let the group exchange roles. The group that gets more
correct answers wins the game.
B. Lesson Proper
1. Presentation
Hand Puppet
Say: Daytoy ni Bantay. Magusgustuanna ti agtaray-taray. Agtaray ditoy.
Agtaray didiay.Nagadu ti lamma ti sakana iti dalan. Adda diretso. Adda
met killo. Ni Bantay ket nakaay-ayat nga aso.
2. Modelling
Show vertical, slanting and horizontal, curve and circular lines drawn on
the chalkboard.
Say: these are the lines made by Bantay. Let us also draw these lines in
the air using our forefinger.
3. Guided Practice
Ask the pupils to write the different lines at the back of their seatmate by
using their fingers. Ask them to write these lines on their desk.
The teacher asks the pupils to write these lines on their slates.
5. Application
The teacher asks the pupils to write these lines on their paper.
Let the pupils do the writing activity on the APPENDIX D.
45
DAY 5
A. Post Assessment
1. Agpipinasa ti bola dagiti ubbing. Ti ubing ti makasippaw ti bola ket isu ti
mangiyam-ammo ti bagina babaen iti pagsungbat kadagiti sumaganad:
Ti naganko ket _________________________,
________ to tawenko
Agnaedak idiay ____________.
Ti nagan ni tatangko ket _____________.
Ti nagan ni nanangko ket ____________.
2. Pagparisen ti ayup/bambanag iti awengna. (The teacher shows pictures

of animals, mechanical objects, musical instruments and sounds from the
environment, the pupils produce the sound).
a. a. Brum! Brum!
b. b. Aw! Aw! Aw!
c. c. Kwak! Kwak!
d. d. Tiki-tik-tik-tak!
e. e. Bum! Bum! Bum!
3. Agsurat ti patakder, patingig, paidda, killokillo ken patimbukel iti lima a

daras.
APPENDICES
 APPENDIX A
Song
Kumusta Ka?
(To the tune of Good morning. How are you?)
Kumusta, kumusta, kumustaka?
Nas‟yaat, nas‟yaat, agyamanak!
 APPENDIX B
Conversation
Umuna nga aldaw ti klase. Nakita da Tino ken Niko ni Ana nga agmaymaysa iti
suli ti siled a pagadalan. Inasitgan da daytoy.
46
Tino: Naimbag a bigatmo. (Good morning!)
Ana: Naimbag a bigatmo met. (Good morning!)
Tino: Siak ni Tino. Daytoy met ni Niko a gayyemko. Ania met ti naganmo?
(My name is Tino. This is my friend Niko. What is your name?)
Ana: Ana ti naganko. (My name is Ana.)
Niko: Kumustaka, Ana. (How are you, Ana?)
Ana: Nasayaat met. Agyamanak. (I‟m fine. Thank you.)
 APPENDIX C
Song
Pusa, pusa, “Miyaw,”
Pusa, pusa, “Miyaw, miyaw, miyaw.
Pusa, pusa, “Miyaw, miyaw, miyaw.
(Aso, aw)
(Billit, twit)
(Pato, kwak)
 APPENDIX D
Listening Story (Smallbook)
Nadumaduma nga Uni iti Aglawlaw
Sarita ni Grace Donata S. Abugan
Malem ti Sabado. Nalpasen dagiti agkabsat a Lito ken Ana ti obrada.
Napanda iti sirok ti mangga iti arubayanda tapno agay-ayamda ti sungka.
Nakitada dagiti nadumaduma a tarakenda nga ayup.
“Aw! Aw! Aw!” kinuna ti aso.
“Kwak!Kwak!” kinuna ti pato.
“Oink! Oink!” kinuna ti baboy.
“Apay nga aggaarianggada, manong?” sinaludsod ni Ana.
“Amangan no mabisinda,” kinuna ni Lito.
“Pakanen ta isuda, manong,” kinunani Ana.
“Wen, ading.Mapanak mangala ti ipakanta kadakuada,” kinuna ni Lito.
Idi malpasda a nagpakan, nagay-ayamda. Intuloyda ti agay-ayam idi
mumalem. Naragsakda nga agay-ayam idi pagamuan ta nakigtotda.
“Kabrummm!”
“Aggurruoden, Manong, agtudon,” kinunani Ana.
“Sumrek ta dita balayen, ading,” kinuna ni Lito.
“Tiki-tik-tiktak!Tiki-tik-tiktak!”
Gapu ta napigsa ti tudo, innala ni Lito ti gitarana. Innala met ni Ana ti
tambor.
“Kring!Kring! Kring!” kinuna ti gitara.
“Bum-bum-bum!” kinuna ti tambor.
Naragsakda a mangpatpatokar kadagiti instrumentoda idi
mangngegda ti aweng ti kampana ti simbaan.
“Orasionen, ading. Intan idiay altar. Agur-uray itan da tatang ken
nanang,” kinuna ni Lito.
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 APPENDIX E: Activity Sheets
48
49
50
I. Objectives
Skills
Distinguish and produce sounds heard (loud and soft; high and low; fast and
slow)
Use correctly terms referring to conventions of print (book, front and back
cover, beginning, ending, title, page, author and illustrator)
Track the text in the correct order: page by page, left to right, top to bottom.
Develop and use vocabulary by listening to sounds produced and learned
locally - animals, mechanical objects, musical instruments and environment
Confirm predictions after listening to a story
Recall important details in listening stories, shared reading stories,
experience stories listened to
Manifest enjoyment in producing the sounds of local animals, mechanical
objects and musical instruments
Use culturally appropriate courteous expressions in different situations.
Identify rhyming words in nursery rhymes, songs, jingles, poems, and chants.
Perceive/Comprehend and producing sounds heard locally from – animals,
mechanical objects, musical instruments and environment
Write with a comfortable and efficient pencil grip
Use beginning writing skills in tracing/connecting dots to form lines/figures
II. Subject Matter
A. Story: Iti Umuna nga Aldaw a Panagiskuela ni Dindin

Sarita ni Leila P. Areola, Ph.D.
B. Focus Skills
Use culturally appropriate courteous expressions in different
situations.
2. Oral Language:
Talking about pictures presented using appropriate local terminologies
with ease and confidence – animals, mechanical objects, musical
instruments, and environment

Using correctly terms referring to conventions of print (book, front and
back cover, beginning, ending, title, page, author and illustrator.
51
4. Vocabulary:
Developing and using vocabulary by listening to sounds produced and
learned locally - animals, mechanical objects, musical instruments
and environment.
Predicting what the story is about based on personal experiences
Recalling important details in listening stories, shared reading stories,
experience stories or children‟s stories listened to
Manifesting enjoyment in producing the sounds of local animals,
mechanical objects and musical instruments.
Perceiving/Comprehending and producing sounds heard locally from
– animals, mechanical objects, musical instruments and environment
Identify rhyming words in nursery rhymes, songs, jingles, poems, and
chants.
7. Handwriting:
Writing using a comfortable and efficient pencil grip
Tracing and copying lines (straight, slanting, horizontal, curve,
circular)
C. Reference: K to 12 Curriculum
D. Materials:
Radio/cassette/karaoke and other multi-media materials if available;
“Celendro”, pitch pipe or indigenous materials like coconut/banana leaves;
Whistle, clock; Bottles containing different levels of water; Red and blue
flaglets; Musical instruments/Objects that produce sound (e.g. stones,
wooden stick, cans, iron rod, or any materials available in the locality; Realia:
clock, whistle, ukulele, etc.; Pictures of tricycle, jeep, airplane etc.
E. Strategies: Story, Games
F. Value: Courtesy/Panagraem/Panagdayaw
G. Theme: My Family and I : Healthy Habits
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III. Learning Activities
DAY 1
A. Preliminary Activities
Have the pupils sing the song “Kumustaka?” which they learned the previous
week.
Ask: Ania dagiti balikas a nangiyebkas ti panagdayaw iti kanta?
Answer: How are you? (Kumustaka?)
I‟m fine. Thank you. (Nasayaat met. Agyamanak.)
B. Pre-Reading
1. Motivation/Activating Prior Knowledge
Siasino dagiti tattao a pinanawanyo idiay balayyo idi immay kayo ditoy
pagadalan?
Nagpakada kayo kadakuada? Kasano a nagpakada kayo?.
Siasino ti immune a nasabat mo idi dumanon kayo ti pagadalan?
Kinablaawam ti nasabatmo wenno isu ti nangkablaaw kenka?
Kasanom a kinablaawan wenno kasanonaka a kinablaawan?
Unlock the following words:
a. Bimmaringkuas (demonstration)
b. Insigida (synonym)
c. Pagiskuela (context clue)
3. Previewing
Present the book to the pupils. Talk about the title, author and illustrator.
Ask them to predict what the story might be about. Preview the book‟s
illustration on page 1 to help children make their predictions.
4. Motivation
Ask: Ania dagiti inaramid ni Dindin sakbay a simrek ti eskuela?
C. During Reading
 First Reading
Teacher reads the story without interruption. This is to allow pupils to
move their eyes as the teacher tracks the storyline page by page, left to
right, top to bottom.
 Second Reading
comprehension.
D. Post Reading
1. Guide the pupils in answering the motive question.
2. Group the pupils into three and guide them to do the following activities:
53
Comprehension Checkup Engagement Activities.
Siasino ti ubing a babai? Group 1 –Agpili Ka
Ania ti inaramid ni Nanangna ? Pilien ti ummo a ladawan a mangipakita
Apay a masapul nga agriing ni Dindin ti situasion
a masapa?
Kasano ti panangkablaaw ni
nanangna kenkuana?
Ania ti insugbatna?
Kasano ti panangkablaaw ni tatanga
kenkuana?
Ania ti insugbatna?
Ania ti inaramid ni Dindin sakbay a Group 2 –Idrama

napan idiay eskuela? Idrama ti paset ti sarita idi agpakada ni
Ania ti imbagana kenni tatangna? Dindin kadagiti nagannakna
Ania ti insungbatna kenni tatangna?
Ania ti imbagana kenni nanangna?
Ania ti insungbatna kenni nanangna?
Ania dagiti nasayaat a galad ni Group 3 –Smiley
Dindin? Mangikabil ti  iti ladawan a
mangipakpakita ti kinamanagdayaw.
Ikabil ti  no saan a mangipakpakita ti
kinamanagdayaw
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3. Let the pupils answer the questions and present their outputs.
DAY 2
1. Teach the pupils the song “Naimbag a Bigatmo” to the tune of “Good
Morning, Merry Sunshine.” (See APPENDIX B)
2. Let the pupils recall the story learned the previous day. Have them
answer the following questions:
Siasinno ti ubing a babai?
Kasano a kinablaawan dagiti naganakna isuna idi nakariing?
Ania ti insungbatna?
Ania ti inaramidna sakbay a napan ti eskuela?
Kasano a nagpakada kadagiti nagannakna?
Ania ti insungbatda kenkuana?
Ania ti napintas a galad nga adda kenni Dindin?
B. Lesson Proper
1. Presentation
Ask: Ania ti nadayaw a balikas nga inaramat da Dindin ken dagiti
nagannakda idi kaririing ni Dindin?
Answer: Naimbag a bigatmo.
Innakon
Dios ti kumuyog.
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Give the following situations and let the pupils think of an appropriate
courteous expression for each situation.
Idi simmangpet ni Dindin iti eskuela iti dayta a bigat, kasano ngata ti
panangkablaawna kenni maestrana wenno maestrona? No sika ti
maestrana wenno maestrona, ania met ti isungbatmo?
Ania ngata ti ibaga ni Dindin iti maestrana wenno maestrona sakbay
nga agawid ? Ania met ti ibagana kadagiti kaeskuelaanna?
Kasano ngata ti pangkablaawna ni Dindin kenni maestrana wenno
maestrona iti malem? No sika ti maestrana wenno maestrona, ania
met ti isungbatmo?
Kasano ngata ti panangkablaawna kenni maestrana wenno
maestrona iti rabii? No sika ti maestrana wenno maestrona, ania met
ti isungbatmo?
No kayat mo ti rumuar ti siled a pagadalam, ania ti ibagam kenni
maestram weno maestrom?
Ania ti ibagam iti tao a nakaited ti pabor kenka?
No “Agyamanak” ti ibaga kenka ti tao a naikkam ti pabor, ania met ti
isugbatmo?
No nabaddekam ti saka ti kaeskuelaam, ania ti ibagam?
2. Oral Practice
Say the courteous expressions.
Say the courteous expressions with the pupils.
Say the courteous expression with individual pupils.
Each pupil is asked to say the courteous expressions independently.
3. Generalization
Ask: Ania dagiti nadayaw a balikas nga ar-aramatentayo kadagiti
nadumaduma a situasion? Apay a masapul nga aramatentayo dagitoy?
4. Guided Practice
Hand Puppet Show
Group the pupils by 2‟s. Give them a pair of hand puppets. Guide the
pupils to make a dialogue using courteous expressions.
Role Playing
Let pupils form dyads. Give each pair a situation in which they can
dramatize using courteous expressions.
C. Application
Present some situations. Let them identify the correct courteous expressions
to be used for each situation.
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DAY 3
Game: Produce That Sound
Teacher shows picture of animals. Pupils are requested to choose a
partner and agree on what animal they like to portray. They are made to
produce the sound/s one at a time. After which, to the whole class, they are
made to imagine that they are at the zoo and it is feeding time.
Examples:
1. duck
2. tiger
3. gorilla
4. dog
5. chicken
While examples are given, pupils are asked to identify, if sound produced is
loud, soft, high, low, fast or slow.
B. Lesson Proper
1. Presentation
Let pupils listen to different sounds played over a CD or Cassette
tape. Let them identify the animals, mechanical objects, musical
instruments and sounds from the environment. Ask: Ania kadagitoy nga
aweng ti nakapsut? napigsa? nasinggit? nabangag? napaspas?
nainayad?
2. Modelling
Let the pupils listen to the sounds for the second time. Ask them to
imitate the sounds.
3. Guided Practice
Partner Talk
A Pupil works with a partner. They will talk about their preferences about
the sound they heard: “Ania ti kaykayatyo, nakapsut nga aweng wenno
napigsa ga aweng? Apay?”
Game: Nakapsut wenno Napigsa?
Teacher asks the children to form one big group in the middle of
the room.
Two posts will be placed at the sides of the room. Post A for Loud
Sound and Post B for Soft sound.
A radio will be played with a full volume sound and pupils will be
asked to go to the appropriate Post A. (Pupils who commits error
will be made to sit down.).
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Next sound from the radio will be adjusted to soft volume. Pupils
will be asked to go to the appropriate Post B. (Pupils who commits
error will be made to sit down.)
Step 3 and 4 will be repeated several times alternately or
randomly until two or four pupils are left standing and will be
declared as winners.
C. Application
Let the pupils listen to some sounds. Ask them to clap one if it is a soft
sound, twice if it is a loud sound.
DAY 4
1. Healthy Body from Head to Toe
Sing a song:“Saka, Tumeng, Abaga, Ulo”
2. Teach the pupils the following poem:

Agdigos a kanayon
Aggisigis ti ngipen
Agsida ti dinengdeng
Ken nadumaduma a natnateng
Maturog a nasapa
Tapno bagi ket pumigsa
Kastoy ti aramiden
Salun-at pagtalinaeden.
3. Ask the following questions:

Manipud iti daniw, apay a masapul a agnanayon a nasalun-at ti bagi?
Ania dagiti balikas iti daniw nga agpada ti aweng a nagturposanda?
B. Lesson Proper
1. Presentation
High and Low Sounds
Introduce high or low sounds. Use a pitch pipe to produce high and
low sounds.
Fast and Slow Sounds
Introduce fast and slow sounds. Use a drum or maracas. Beat the
drum fast then slow or shakes the maracas fast or slow. Pupils clap
their hands when they hear fast sound and shake their hands when
they hear slow sound.
2. Oral Practice
Have the pupils listen to the sounds again. Let them imitate the high
and low sounds. Do the same with the fast and slow sounds.
58
3. Guided Practice
Game: High and Low Sounds
Pupils will raise red flaglets when they hear high sound and
white flaglets when they hear low sound.
Game: Fast and Slow
Pupils will stump their feet when they hear slow sound. They
will clap their hands when they hear fast sounds.
Let‟s Sing High and Low.
Pupils sing with the teacher common song in the L1, “Saka, Tumeng,
Abaga, Ulo”. Teacher mimics the sound of common animals or plays
a previously recorded sound with high or low pitch (e.g. goat for high
pitch and cow for low pitch).
Let‟s Sing Fast and Slow.

Pupils sing with the teacher common song in the L1, Saka, Tumeng,
Abaga, Ulo” in fast and slow pace.
5. Application
Ayanna tay Uni?
Pupils are grouped into two. Team A forms a circle on a sitting position.
Each pupil is task to produce a sound. Team B is assigned as “it” to
search where the sound identified by the teacher come from. All the
members of Team B are blindfolded. The Team is given 10 seconds to
identify who among the members of the team is producing the sound. The
teams take turn as “it”. the team that identifies the more number of team
members producing the sound wins.
6. Writing Activity
Tracing/Connecting Dots
Using Worksheet pupils connect dots to form objects that produce:
-Soft and loud sound (e.g. clock, drum)
7. Connecting Dots/Tracing Figures

Divide the pupils into 4 groups. Each group will be given activity sheet
with figures of objects that produce a soft and a loud sound. They
have to connect the dots or trace figures using crayons. Then they
have to publish their work and produce the sound again? Teacher will
process their responses.
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DAY 5
A. Post Assessment
1. Use Courteous Expressions
-Teacher gives situations and lets the pupils say the appropriate
courteous expression for each situation.
Denggenyo ti basaen ni maestra/maestroyo. Ikkan ti kur-it (/) ti kahon nga

addaan ti unmo a sungbat.
1. Nasabatmo ni Lelang Ikka iti maysa a bigat. Ania ti ibagam?

a. Naimbag a bigatyo, Lelang.
b. Papananyo, Lelang?
2. Nagpakada ti gayyemmo a bimmisita kenka. Ania ti isungbatmo?

a. Sige, gayyem.
b. Dios ti kumuyog kenka, gayyem.
3. Naguni ti kampana iti pagadalanyo. Nagtataray kayo a napan

nakilinya. Nabaddekam ti saka ti kaeskuelaam. Ania ti ibagam?
a. Dispensarennak. Saan ko nga inggagara.
b. Agyamannak.
4. Natukkolti lapis mo. Pinabuludannaka ti kaeskuelaam. Ania ti ibagam

kenkuana?
a. Agyamannak
b. Awan ti aniamanna.
2. Produce and Identify That Sound

-Teacher divides the pupils into two groups. Each group will take turn to
draw out object/picture from the box. They have to produce appropriate
sound while the other group will distinguish whether they hear: loud or
soft; high or low; fast or slow.
Example:
Clock – soft
Bell – loud
3. Move That Body

-Pupils listen to the sound played or produced by the teacher. They have
to move their body based on the sound they heard.
Example:
Loud – Maysa nga addang ti kannawan
Soft – Maysa nga addang ti kanigid
Fast – Agpalakpak
Slow – Iwagwag dagiti ima nga agpangato
4. Connect Dots/Trace objects that produce loud/soft; high/low; fast / slow

sounds.
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APPENDICES
 APPENDIX A
Story
Iti Umuna nga Aldaw a Panagiskuela ni Dindin
Sarita Leila P. Areola, Ph.D.
Umuna nga aldaw itatta iti pagiskuela ni Dindin. Masapul a masapa nga agriing.
“Dindin, anak, agriingkan. Umuna nga aldaw ita iti pagiskuelam, inriing ni
Nanangna.
Bimmaringkuas nga insigida ni Dindin.
“Naimbag a bigatmo, Dindin,” kablaaw ni Nanangna.
“Naimbag a bigatmo met, Nanang.” Insungbat ni Dindin.
“Naimbag a bigatmo, Dindin,” kablaaw met niTatang na.
“Naimbag a bigatmo met, Tatang.”
“Nakasagana ti pammigatmon, anak. Manganka a kas ari a kunada,”
Impalagip ni Nanangna.
“Napuduten ti pagdigosam,” kinuna met ni Tatangna.
“Agyamanak, Nanang ken Tatang, “ insungbat ni Dindin.
“Awan aniamanna, anak,” insungbat da Tatang ken Nanangna.
Nagsagana daytoy para iti ipapanna idiay eskuela.
Sakbay a napan idiay eskuela, nagpakada kenni Tatang ken Nanangna ket
kinunana, “Innakon, Tatang. Innakon, Nanang.”
“Dios ti kumuyog kenka, Dindin,” insungbatda kenkuana.
Siraragsak ni Dindin a simrek iti pagiskuelaanna.
 APPENDIX B
Song
Tune: Good Morning, Merry Sunshine
Naimbag a bigatyo amin
Kaeskuelaak ken gagayyemko
Naimbag a bigatmo met
Nasingpet a manursuro.
 APPENDIX C: Activity Sheets
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62
63
Lesson Guide in Grade 1 - Ilokano: Week 3 & 4
I. Objectives
At the end of the week pupils are expected to:
Listen and respond to others
Developing and use vocabulary by listening to and discussing selections read
aloud.
Predicting what the story is about based on personal experiences.
Relating events in the story to personal experiences
Answering literal level questions related to informational text listened to.
Expressing love for stories by browsing the storybooks read to them and
asking to be read more stories.
Identify differences between letters
Identify names of persons, things and places.
Give the pairs of rhyming words found in nursery rhymes, songs, jingles,
chants
Show relationship between sounds and written symbols
Produce the beginning sound of words starting with a, n and i
Identify the beginning letter of the name of the given picture/object
Identifying letter Aa, Nn and Ii and their sounds both upper and lower case
Identifying names of persons, things and places.
Identify letters Nn, Aa and Ii and its sound.
Match words with pictures and objects
Blend specific letters to form syllables/words.
Writing upper and lower case letter Aa, Nn, and Ii correctly.
II. Subject Matter
A. Story: Ti Ina a Baket a Balasang

Sarita ni Leila P. Areola, Ph. D.
Inladawan ni Noel B. Corpuz
B. Focus Skills
1. Oral Language:
Talking about the pictures presented in relation to their personal
experiences.
Listening and respond to others
2. Phonological Skills:
Giving the pairs of rhyming words found in nursery rhymes, songs,
jingles, chants
Producing the beginning sound of words starting with a, n and i

Identifying differences between letters
64
4. Alphabet Knowledge:
Identifying the beginning letter of the name of the given picture/object
Identifying letter Aa, Nn and Ii and their sounds both upper and lower
case
Showing relationship between sounds and written symbols
5. Word Recognition:
Giving the sound of the alphabet – Aa, Nn and Ii
Matching words with pictures and objects
Blending specific letters to form syllables/words.
6. Handwriting:
Writing upper and lower case letter Aa, Nn, and Ii
Identifying names of persons, things and places.
8. Vocabulary:
Developing and use vocabulary by listening to and discussing
selections read aloud.
Predicting what the story is about based on personal experiences.
Answering literal level questions related to informational text listened
to.
Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories.
C. Reference: MTB Primer

Big Book
D. Value: Theme: My Family and I: Things I Enjoy and People I Like
III. Procedure
DAY 1
A. Preliminary Activities
1. Take out the Big Book the select 3 or 4 words from the story to use for the
Matching Word activity and…
2. Write each word on a piece of paper the same size as the words in the
story.
65
3. Select 2 or 3 short sentences from the story that you can use for the
Hide-A-Word activity.
4. Write these sentences on the chalkboard (CB).

Reminder: Have a pointer ready. Hold the pointer under the words as you
go through the Reading Plan. Do not point to each word separately but
run the pointer smoothly under each sentence.
5. Introduce the Shared Reading Story
B. Pre-reading Activities
1. Unlocking of difficult words
Nadungngo (Context Clue)
Arubayan (Synonym)
Nagtagibi (Context clue)
Nanakem (Context Clue
2. Motivation
Malaksid kada tatang ken nanangyo, siasino pay naayat kadakayo?
With the teacher showing the cover picture, the teacher asks:
Apay ngata nga adda iggem ti ubing a bag? Ania ngata ti gagara
dagiti agaama ti balay ti baket?
3. Motive Question
Apay nga ina ti awag ni Lallay kenni Innok na a Kallang ket baket a
balasang isuna?
C. Read the story using the Reading Plan

1. Read the title of the story. Ask several students to tell about their
experiences with that topic.
2. Open to the first page of the story. Point out the main points in the picture
and then read the text for that page, moving the pointer smoothly under
the sentence as you read.
3. Do the same for each page, stopping 2 or 3 times and ask, “What do you
think will happen next?”
4. When you have finished reading the story, ask the students some
questions.
D. Post reading activity

1. Pupils answer the motive question.
2. Group Activity
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Engagement 1
(Discussion of the Story)
(Small Group Activities)
1. Siasino ti baket a balasang? Group 1 – Agaramid iti balaybalay
2. Siasino ti kadkaduana idiay ket idrowing dagiti tattao nga
balayda? Apay ngata a duduada agnaed ditoy
iti balayda?
3. Siasino met dagiti agnaed iti
balayyo?
4. Siasino ti magusgustuan unay ni Group 2 – Idrama iti kababalin ni
Innok Kallang? Apay ngata a innok kallang ken dagiti
magusgustuanna ni Lallay? kaannakanna.
5. Iladawanyo man ni Innok
Kallang? Ania dagiti pasamak iti
sarita a mangibaga kadagitoy?
6. Adda met kasla ni Innok Kallang Group 3 – Ipakita no kasano ti
iti biagyo? kinadunggo ni Innok na a
7. Apay nga imbilang ni Lallay nga Kallang kenni Lallay
ina ni Innokna a Kallang?
8. Ania dagiti nasursuro ni Lalay Group 4 – Agdrowing ti rupa a

kenni Innok na a Kallang? nakaisem no kapada ti padasmo
Kapada met laeng dagiti kenni Lallay. Nakarupanget no
padasyo kenni Lallay? saan.
3. Then read the story following Steps 2-5 of the Reading Plan. Move the
pointer smoothly under the words as you and they read.
4. Do the Matching Word activity

Select the Matching Word cards that you prepared for the Shared
Reading Story.
Give one of the Matching Word cards to a volunteer. (If you are using
a small book, write the words one by one on the CB instead of on
word cards.)
Tell the volunteer to point to the matching word in the story. (If you are
using a small book, tell the student to point to that word on the page.)
Help them if they have trouble finding the word and praise them when
they are correct. Do this with each Matching Word card (or word on
the CB) that you selected.
5. Do the Hide-a-Word activity.

Find the first sentence you chose for the Hide-A-Word activity. Read
that sentence with the students.
Then hold a small piece of paper over one of the important words in
that sentence...
Re-read the sentence, including the word that is covered. Ask the
students, “Which of the words in that sentence did I cover?”
If they say the correct word, uncover the word and praise them. Then
read the sentence again.
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If they say the wrong word, point to the word they said and show them
that this is NOT the word that is covered. Read the sentence again,
using the pointer to show them the words they are reading. Let them
try again to say the word.
Do this with the other two “Hide-A-Word” sentences.
DAY 2
A. Grammar
1. Show some pictures of words found in the story.
2. Ask them to give the names of the pictures. Tell them what kind of words
these are (nagan ti tao, banag ken lugar). Tell them that these are called
nouns (pangnagan).
3. Ask them to look for other nouns from the story.
4. Show pictures of these nouns and have the pupils classify them into
names of persons, things and places.
5. Mystery Box: Get a box and put pictures of persons, things and places.
Let each pupil pick one and identify each name. As the pupil to name the
picture and put them in the appropriate column in the pocket chart.
Persons Things Place
6. Story for Evaluation

Read the jazz chant story to the children. Teacher and pupils recite the
jazz chant together.
Adu ti anida Nana Nina.
Ni Nana Nina ti ina ni Ana.
Adu met ti ani da Nana Nini.
Ni Nana Nini ti ina ni Ani.
Adu ti inani da Nana Nina kenni Nana Nini
Nga inna da Ana kenni Ani.
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7. The pupils clap their hands twice if they hear a name of a person. They
thrice if they hear a name of a thing.
DAY 3 and DAY 4
Developing Oral Language Proficiency
1. Present some pictures that begin with letter Aa, Nn, Ii. Ask the pupils to
name the pictures.
atis gabi dog
vegetables nurse notebook
egg eel cockroach
2. Say the name of each picture by letter. Emphasize its initial sound. Say it
again a few times.
Daytoy ket…atis. Daytoy ket…aba. Daytoy ket…aso.
Daytoy ket…nateng. Daytoy ket…nars. Daytoy
ket…notbuk.
Daytoy ket…itlog Daytoy ket…igat. Daytoy ket…ipes.
3. Ask the pupils what sound they hear at the beginning of each picture.
4. Recite the jazz chant learned the previous day. Ask the pupils to give
some words starting with /a/, /n/,/i/ from the jazz chant
B. Lesson Proper
1. Presentation
The teacher shows the picture of “ani”. Pupils are asked to share their
experiences about their “ani”.
2. Discussion
Teacher presents the Primer Track for the Letter Aa, Nn, Ii.
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LESSON 1 LETTERS Aa, Nn and Ii
a n i
ani
nana
ni
ina
naani
inani
ani
a ni
ani a
an an
a ani
a in I
na ni an
Adu ti ani ti ina ni Nina. Adu

Adu ti ani ti ina ni Adu ti
Adu ti ani ti ina Adu ti ani
Adu ti ani ti Adu ti ani ti
Adu ti ani Adu ti ani ti ina
Adu ti Adu ti ani ti ina ni
Adu Adu ti ani ti ina ni Nina.
Basaen dagiti sumaganad:
ani nana ni
ina naani inani
ti ina ni nana
adu ti ani ani ni nana
ti inani naani da
70
a. Picture And Key Word
Introduce the keyword picture.
Ani
Point to the picture then tell the pupils , “Daytoy ti “ani” ni Tata
Toni.
[Let the pupils respond briefly. Don‟t try to get them to talk about
the picture. You want them to focus on the word.]
Point to the key word under the picture. Read the key word. Point
to the key word and read it to the pupils. Keep pointing to the key
word as you read it with the pupils 2-3 times.
b. Syllable Box
a ni
Do the syllable boxes activity. Point to the keyword and read it at

normal speed. Point to each syllable as you read each syllable
distinctly. Read each syllable again, clapping once for each
syllable. Do this again and have the pupils clap for syllable with
you.
c. Do The “Breaking Word” Activity

ani
an
a
Go to the “Breaking Word” column. Read the key word to and then
with the pupils. Point to the part of the word with the new letter
that is directly below the keyword. Read that part of the word to
the pupils, then with the pupils. Continue reading each smaller
part of the word. (This may take only one step or it might take 3 or
4 steps, depending on the length of the key word.) When only the
new letter is left, read the new letter to the pupils and then with the
pupils.
71
d. Do The “Making Word” Activity
a
an
ani
Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly
under the new letter. Read that part of the word to the children
and then with the pupils. Read the next bigger part of the word to
and with the pupils. When you get back to the keyword, read it to
and with the pupils.
Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.
e. Big Box And Word Chart

ani a
an an
a ani
a in i
na ni an
Present the Big Box, with the letters or syllables as they are
shown in the Big Box for this lesson in the Primer. Make the Big
Box underneath the Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the
pupils. Read all the letters or syllables in the Big Box to the
children and then with the pupils. Read left-to-right and then top-
to-bottom. Use the pointer to point to different letters or syllables
randomly. Pupils read each letter or syllable as you point to it.
Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer
to come and find the letters or syllables that make the new
keyword. Read the word with the pupils that found it. Ask the
other pupils it that word is correct. If so, write the keyword on the
“Word Chart” or on the Chalkboard and read it to and with the
pupils. If it is not correct, ask another child to find the Key Word
and write it correctly on the Word Chart or Chalkboard.
Pupils find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the
words with the pupils as they identify them. Ask the rest of the
class if the word is correct. If not, invite another pupil to come and
point to the correct letters. Write all the words/phrases on the
Word Chart or chalkboard. Read with the children using the
Reading Plan.
ani nana ni
ina naani inani
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ti ina ni nana
adu ti ani ani ni nana
ti inani naani da
DAY 5 and DAY 6
The teacher recites the jazz chant “Ani da Nana Nina”. The teacher elicits
from the pupils words that have /a/, /n/, /i/ and words that rhyme.
Nana Nina
Nina Nana
ina Ana
ani Nini.
Nana Ana
Nini inani
Nana inna
Letter Nn
1. Show picture that begin with letter Nn.
narra carabao nurse coconut
2. Let the pupils name the pictures.
3. Teacher says the picture name one at a time by producing the initial sound of
each.
Say the word three times.
Daytoy ti ladawan ti …nara.
Daytoy ti ladawan ti …nuang.
Daytoy ti ladawan ti …nars.
Daytoy ti ladawan ti …niog.
4. Ask what sound do they hear at the beginning of each picture. Produce the
letter sound again and again as pupils follow.
5. Present sets of pictures on the board. Say the names of these pictures. Ask
which among the pictures begins with /n/. Ask them to check the picture that
begins with /n/.
6. Present flashcard with letter Nn as a symbol of the sound /n/. Tell them that
the letter name is Nn. Present the big letter N and the small letter n.
73
7. Present some flashcards. Let them identify the big letter N and the small
letter n.
8. Present a chart with letters. Teacher will point each letter and ask. Is this
letter n? If the answer is YES pupils will clap their hands. If the answer is No,
pupils will stump their feet.
N M n w m n m
N N N r v W
U n u N N n
y q N N m m
Handwriting
Children are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound of /n/.
The teacher says the cheer, as he/she stops, the children more around the
room to look for objects beginning with /n/. Children name the object and tell
the beginning sound.
B. Writing Activity
Modeling by the Teacher
Show the children how to write the new letter in the air and on their hand.
With your back to the children, tell the children to watch your hand as you
“write” the new letter in the air. Make sure you make the letter very large so
they can see you do write it. Have them practice writing the letter in the air
with you. Do this about 3-4 times.
1. Guided Practice
Then show them how to write the letter on the palm of one hand using the
finger of their other hand. Do this 3-4 times.
Children practice writing the new letter on their paper or slate.
Write the new letter on the chalkboard. Make it large so everyone can
see it. Children practice writing the letter on their slates or in their
exercise books 10 times. Go around the room and help anyone that is
having trouble forming the letter.
C. Application
Children practice writing the new key word on their paper or slate.
Write the new key word in large letters on the chalkboard. You may need to
write it several times so everyone can see clearly how you write it. Children
write the new keyword 10 times on their slates or in their exercise books.
Walk around the room to see how they are doing. Help anyone that is having
trouble writing the word. See Activity Sheet.
74
D. Evaluation
Trace big N and small N on the given space> (Append Activity Sheet)
Write the missing Nn.
1. Ona o _____a
2. Nina _____ i____a
3. Ani a ____ i
4. Ina I ____a
5. Nona ____o___a
DAY 7 to DAY 8
Introducing Letter Aa and Ii
A. Review on letter Nn
Show pictures that begin with letter Nn and name them.
B. Presentation
Present pictures that start with a.
atis House lizard plow
abokado fan cone

Teacher name the picture one by one giving emphasis on the beginning
sound of the picture.
Daytoy ti ladawan ti …atis.
Daytoy ti ladawan ti …alutiit.
Daytoy ti ladawan ti …arado.
D Daytoy ti ladawan ti a…abokado.
Daytoy ti ladawan ti …abaniko.
Daytoy ti ladawan ti…apa.
Recognizing the letter sound of / a /

- Ask the pupils what sound they hear at the beginning of the picture.
Produce the /a/ sound as the pupils listen.
- Do it a few times. Let them repeat the sound.
- Ask the pupils to give other words that begin with the sound of /a/.
Recognizing Letter name Aa.
- Present flashcard with letter Aa as a symbol of the sound /a/. Tell
them that the letter name is Aa. Present the big letter A and the small
letter a.
- Present some flashcards. Let them identify the big letter A and the
small letter a.
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C. Activities
1. Letter Box
Call the pupils to encircle the big Letter Ask them to underline the small
letter a.
N a A b I H a A
B A S A A a n c
2. Connect the picture with letter Aa if it begins with the sound /a/.
Aa
D. Handwriting
1. Preparatory Activity
Teacher prepares pictures, objects, etc that have the beginning
sound of /a/. The teacher says the cheer, as he/she stops, the
children more around the room to look for objects beginning with /a/.
Children name the object and tell the beginning sound.
2. Writing Activity
Show the children how to write the new letter in the air and on
their hand. With your back to the children, tell the children to watch
your hand as you “write” the new letter in the air. Make sure you make
the letter very large so they can see you do write it. Have them
practice writing the letter in the air with you. Do this about 3-4 times.
3. Guided Practice
Then show them how to write the letter on the palm of one hand using
the finger of their other hand. Do this 3-4 times.
76
see it. Children practice writing the letter on their slates or in their
exercise books 10 times. Go around the room and help anyone that is
having trouble forming the letter.
E. Application
Write the new key word in large letters on the chalkboard. You may
need to write it several times so everyone can see clearly how you write
it. Children write the new keyword 10 times on their slates or in their
exercise books. Walk around the room to see how they are doing. Help
anyone that is having trouble writing the word. See Activity Sheet.
F. Evaluation
1. Trace big and small Aa on the given space.
2. Write the missing letter Aa.

1. Ona on _____
2. Nina Nin____
3. Ani ____ ni
4. Ina In ____
5. Nona on___
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DAY 9
Introducing Letter Ii
A. Review on the two letters learned.

1. Show some pictures that begin with the /n/ and /a/ sounds. Ask them to give
the name of each picture. Let the pupils encircle the beginning letter of the
pictures.
narra fan coconut smoke gabi
2. Present a set of pictures of words that begins with Ii. Let the pupils name the
pictures.
worm fishnet fish egg sun
B. Recognizing the sound of /i/

1. What sound do you hear at the beginning of each picture?
The teacher produces the /i/ sound as the pupils listen. Do this a few
times. Let the pupils repeat the sound.
2. Let the pupils name other words that begin with letter Ii.
C. Recognizing Letter name Ii

1. Present flashcard with letter Aa as a symbol of the sound /i/. Tell them that
the letter name is Ii. Present the big letter I and the small letter i.
2. Present some flashcards. Let them identify the big letter I and the small letter
i.
D. Handwriting
1. Preparatory Activity
Teacher prepares pictures, objects, etc that have the beginning sound of /i/.
room to look for objects beginning with /i/. Children name the object and tell
2. Writing Activity
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3. Guided Practice
Write the new letter on the chalkboard. Make it large so everyone can see it.
Children practice writing the letter on their slates or in their exercise books 10
times. Go around the room and help anyone that is having trouble forming
the letter.
E. Application
Write the new key word in large letters on the chalkboard. You may need to write
it several times so everyone can see clearly how you write it. Children write the
new keyword 10 times on their slates or in their exercise books. Walk around the
room to see how they are doing. Help anyone that is having trouble writing the
word. See Activity Sheet.
F. Evaluation
Trace Big I and small i then copy the word.
Write the missing letter.

1. Oni on _____
2. Nini N____n____
3. Ani ____na
4. Ina In ____
5. Nona ___on___
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DAY 10
Review of Learned Letters (n,a,i)
A. Review
1. Give the sound of the letter on a letter card. (Teacher show the card n, a,
i, then the pupils give each sound.
2. Writing the letter n,a,i on the board.
3. Let the pupils name the picture and give the beginning sound. (Pictures
begins with n, a, i)
B. Guided Practice
1. Connect the picture with its beginning sound.
Ex.
mother n
a
i
coconut n
a
i
harvest n
a
i
2. “Big Box” Teacher will introduce the Big Box. Form syllables from the
letters learned (n,a,i). Write the generated syllable on a big box.
Teacher will read the syllables inside the big box. Generate words from
the syllables. Teacher reads the generated words.
a an na
in ni ini
Generated words:
ani na Ana
ina inani naani
“Work Trays”: Teacher prepares several set of trays with letter card of n,
a and i. Placed pictures that begins with the letters learned (at least 3
pictures). Call pupils to volunteer work on a tray. Encourage pupils to
give the sound and placed the pictures beside the letter card.
80
Ex.
mother coconut veggie
gabi fan avocado n a i

gun light wild duck
4. Post Assessment
Trace the generated word from the syllables. Read with the teacher(ani,
ina, inani, Nini, Nani)
5. Activities
Mystery Box: Put lettercards inside the box. Let the pupils pick one
and produce the sound of the letter.
Connecting Dots. Make letters Nn, Aa and Ii by using dots. Let pupils
connect the dots.
6. Evaluation
See Activity Sheets.
APPENDICES
 Appendix A
Ti Ina a Baket a Balasang

Sarita ni Leila P. Areola
Ni Innok Kallang ket nabaketan a balasang. Awan kadkadduana idiay balayda no

di laeng ti inana a ni Lelang Ippit.
Nadekket dagiti kaaanakanna kenkuana. Nadungngo met ni Innok Kallang
kadakuada nangnangruna kenni Lallay. Anak ni Nana Bibing ni Lallay a kabsat ni
Innok Kallang.
Nakurapay dagiti nagannak ni Lallay. Isu‟t gapuna nga innalana ni Lallay a
tagibien. Manipud idin ket isunan ti pannakaina ni Lallay.
Naanus ni Innok Kallang a nangtagibi kenni Lallay. Daytoy met ti gapuna a
natulnog ni Lallay kenni Innokna.
Itugtugot ni Innok Kallang ni Lallay no mapan idiay dapon. Umip-ipus met a
kanayon ni Lallay kenkuana no mapanda aglaba kenni Lelang Ippit diay karayan.
Gapu ta surot daytoy, linlinunganna pay ti annaaw no agtudo iti pagsikkaan.
Sinursurruan ni Innok Kallang ni Lallay nga agtrabaho isu a dimmakkel a naayat
ken nanakem nga ubing daytoy.
 APPENDIX B: Activity Sheets
81
82
83
84
I. Objectives
Skills
Participate actively during story reading by making comments and asking
questions
Develop and use vocabulary of words that begin with the target letter/s.
Identify names of persons, places, animals, and things.
Predict what the story is about based on what one knows about characters,
setting and incidents.
Confirm predictions after listening to a story.
Recall important details in stories, events, situation to personal experiences
Relate events in the story to personal experiences.
Answer literal level questions related to literary text listened to.
Group 1 – Solbaren ti Puzzle
Group 2 – Siak Kadi?
Group 3 – Iladawan
Group 4 – Ipabuya
Express love for stories by browsing the storybooks read to them and asking
to be read more stories.
Make one-to-one correspondence between written and spoken words.
Use names of person, places, animals, and things appropriately in sentences.
Use the correct noun markers (ni, da) in identifying names of persons, places,
animals and things.
Give the letter that begins with the name of a given picture/objects.
Identify letter Tt, both upper and lower case.
Give/produce the beginning sound of letter in a given word.
Orally segment a two to three-syllable word into its syllabic parts.
Match words with pictures and objects.
Give the sounds of Tt.
Write upper case and lower case of Tt in print using proper proportion.
Write syllables and words correctly.
Correctly spell previously learned words.
II. Subject Matter
A. Story: Ti Tarakenko a Ni Tami

Insurat ni Leila P. Areola, Ph.D.
85
B. Focus Skills
1. Oral Language:
Participating actively during story reading by making
comments and asking questions.
Giving/producing the beginning sound of letter in a given word.
Orally segmenting a two to three-syllable word into its syllabic
parts.

Making one-to-one correspondence between written and
spoken words.
Giving the letter that begins with the name of a given
picture/objects.
Identifying specific letters in the alphabet, both upper and
lower case.
6. Handwriting:
Writing upper and lower case letter Tt
Use names of person, places, animals, and things
appropriately in sentences
Using the correct noun markers (ni, da) in identifying proper
names.
8. Vocabulary:
Developing and using vocabulary of words that begin with the
target letter/s.
Identifying names of persons, places, animals, and things.
9. Spelling:
Understanding that there is the correct way to spell words
Spelling and writing words using phonemic awareness and
letter knowledge

Predicting what the story is about on what one knows about
character, setting and events.
Relating events in the story to personal experiences.
86
Recalling important details in stories, events, situation to personal
experiences
Recalling important details in stories, events, and situations read
aloud.
Answering literal level questions related to literary text listened to.
Expressing love for stories by browsing the storybooks read to
them and asking to be read more stories.
C. Reference:
K-12 Curriculum
Two-Track Approach to Teaching Children to Read and Write
in the First Language (L1)
Adapted from The Multi-Strategy Method developed by Mary Stringer,
SIL International, 2nd Edition (2001)
Mary Stringer and Nicholas Faraclas
Kangaroo Ground, Australia: SIL Australia
Revise by Susan Malone and Dennis Malone
October 2008
Ilokano Primer Track
Developed by Leila P. Areola
D. Materials:
Pictures
Bigbook
Flashcards
Pocket Charts
E. Strategies:
Shared Reading
Acting Out
Games
F. Value: Care for Animals
G. Theme: My Favorite Animal
III. Procedure
DAY 1
A. Pre-reading Activities
1. Motivation
Word Web: Ask the pupils about their pets. Ask them also how they
take care of their pets.
2. Unlocking of Difficult Words

Taraken (Illustration)
Taripatuen (Synonym)
Tinakkuban (Demonstration)
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3. Previewing
Present the big book with the poem “Ti Tarakenko a ni Tami.” Talk
about the title, author and illustrator. Ask them what they think the story
is about by looking at the cover. Allow them to make predictions about
the story.
4. Motive Question
Show them again the cover.
Ask: Ania ngata ti mapasamak iti ikan iti sarita?
B. Reading of the story
Shared Reading - Follow Reading Plan of the Two-Track Method

Group your students into four. Have them do the following activities.
Engagement 1 Engagement 2
(Small Group Activities) (Discussion of the Story)
Ania ti taraken ni Teli? Group 1 – Iladawan
Siasinno ti nangisagut ti taraken ni Idrowing ken ikkan ti maris ti
Teli? magusgustuanyo a taraken
Ania ti impanaganna?
Adda kadi met tarakenyo a kasla
kenni Teli?
Ania ti impanamnama ni Teli kenni Group 2 –Agtaraken Tayo!
tiana a Tani? No dakayo ti akin taraken kenni
Ania ti insingasing ni tiana a Tani Tami, kasanoyo met daytoy a
kenkuana a pangikabilanna ti taripatuen?
“aquarium‟?
Ania ti inaramid ni adingna a Temi Group 3 – Pammagbaga....
kenni Tami? No adingmo ti Temi, ania ti
Apay a napasamak daytoy? pammagbagam kenkuana?
Isalaysay manen ti sarita Group 4 – Dumngeg kayo ti Sarita!
Urnosen dagiti ladawan ket isalaysay
iti sarita
D. Discussion/Presentation:
Let pupils answer the comprehension questions and present their outputs.
E. Read the Story Using the Reading Plan

Read the story following Steps 2-5 of the Reading Plan. Move the pointer
smoothly under the words as you and they read.
F. Do the Matching Word activity

Reading Story.
Give one of the Matching Word cards to a volunteer. (If you are using a
small book, write the words one by one on the CB instead of on word
cards.)
88
they are correct. Do this with each Matching Word card (or word on the
CB) that you selected.
G. Do the Hide-a-Word activity.

Then hold a small piece of paper over one of the important words in that
sentence.
that this is NOT the word that is covered. Read the sentence again,
using the pointer to show them the words they are reading. Let them try
again to say the word.
DAY 2
Developing Language Competencies
Game: Find Me (Sapulennak)
Show the pupils the following suggested pictures. Let each pupil
pick out a picture that shows a noun (balikas a pangnagan) and have
him/her tell whether it is a name of a person, thing or place.
dentista bola simbaan pulis
tasa parke maladaga bayabas
tiendaan maestra payong ospital
B. Lesson Proper
1. Presentation
Recall the story “Ti Tarakenko a ni Tami”
Comprehension Questions
Let the pupils answer the following questions:
Siasino ti adda tarakenna? Ni Teli
Siasino ti adda sagutna? Ni teli
Siasino ti agkabsat? Da Teli ken Temi
Siasino ti nangisagut kenni Tami? Da Tio Toni ken
Tia Tani
Siasino ti nagpakan ti adu kadagiti ikan? Ni Temi
Siasino ti namagbaga kenni Temi? Ni Teli
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Show the pupils pictures of the following persons with these phrases
written below them.
Ni Teli Da Tio Toni ken Tia Tani
Ni Temi Da Teli ken Temi
Discussion
Ask: Mano ti bilang dagiti tattao ti umuna a batog? (maysa)
Mano a bilang dagiti tattao iti maikadua a batog? (dua)
2. Oral Practice
Tuck the pictures of the following persons on the board. Let them pick
one and use ni or da in telling the names of the persons on the picture.
Dr.Tinio Tano ken Mina
Lelang Ana ken Lelong Selo Lina
Uliteg Kanor ken Ikit Ikka Manong Ramon
3. Generalization
What article comes before a singular proper noun? (ni) When do we
use ni?
What article comes before a plural proper noun? (da)When do we use
da?
4. Guided Practice
Pick Me Up: Ask the pupils to pick a picture of a person from the box.
Have them place the picture on the proper column on the pocket chart.
Have another set of pupils pick a flashcard with the word ni or da and
have them place it on the appropriate picture.
Nora Nanang ken Tatang
Manang ken Manong Alona
Kaka Kulas Lena ken Nati
Distribute pictures of persons with names below them. Let them group
themselves according to their number (singular, plural). Let each member
of the group name the picture by using ni or da.
Atty Reyes Lito ken Kiana
Nida ken Dino Santi
Linda Tito ken Tia Tita
Gani ken Gina Boni
Mr. ken Mrs. Abana
C. Application
Pupils are asked to give the noun marker of nouns. A pupil starts to
mention a noun then calls for a classmate to provide the noun marker. This
activity goes on until the teacher feels that the pupils have already mastered
the use of noun markers “ni” ken “da”.
90
D. Evaluation
Isurat ti ni no ti pangnagan ket saggaysa, da no sagdudua wenno sagga-adu.
1. _______ Rona
2. _______ Dani ken Aladin
3. _______ Uliteg Nano ken Ikit Lena
4. _______ Tata Pilo
5. _______ Miss Abad
DAY 3
Let the pupils recall the story “Ti Tarakenko a ni Tami”
1. Let them answer the following questions to:
Siasino ti adda tarakenna?
Answer: Teli
Ania ti nagan ti tarakenna?
Answer: Tami
Siasino ti nangisagut kenni Tami?
Answer:Tio Toni ken Tia Tani
Ania ti impanamnama ni Teli kada Tio Toni ken Tia Tani?
Answer: Taripatuen na ti tarakenna
Siasino ti nagpakan ti adu kadagiti ikan?
Answer: Temi
Ania ti dimmakkel kadaydiay taraken ni Teli?
Answer: Tian
Ania ti nalipatan ni Teli nga inaramid?
Answer: Tinakkuban ti „aquarium‟
Siasino ti namagbaga kenni Temi?
Answer: Teli
2. Present the following words with letter Tt .

Beginning
teli taraken
temi taripato
tio takkub
tia toni
tani tami
3. Ask the pupils to give more words with letter Tt.
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B. Lesson Proper (Primer Track)
1. Presentation
The teacher shows the picture of stomach “tian”. Pupils are asked to
share their experiences about their “tian”.
2. Discussion
Teacher presents the Primer Track for the Letter Tt.
LESSON 2 LETTER Tt
a n i t
tata, tian,tani,
tina, tiani, naata,
ita, innat, anit-it,
intan, iit,
tian
ti an
tian t
tia i ta ni ti
ti tia
n nin na nat tian
ti an tia
Ininnat ni Tita ti tianna. Ininnat

Ininnat ni Tita ti Ininnat ni
Ininnat ni Tita Ininnat ni Tita
Ininnat ni Ininnat ni Tita ti
Ininnat Ininnat ni Tita ti tianna

tata tian tani
tina tiani naata
ita innat anit-it
iit ti tina ti tian
ni tata ti anit-it dagiti itati tiani
Naata ti anida Tina.

Adda tiani ni Tito.
Naata ti ani dagiti ita.
Adda tina ni tata.
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tian
Point to the picture then tell the pupils , “Daytoy ket tian.”
Point to the key word under the picture. Read the key word.
Point to the key word and read it to the pupils. Keep pointing to
the key word as you read it with the pupils 2-3 times.
b. Syllable Box
ti an

distinctly. Read each syllable again, clapping once for each syllable.
Do this again and have the pupils clap for syllable with you.

tian
tia
ti
t
Go to the “Breaking Word” column. Read the key word to and
then with the pupils. Point to the part of the word with the new letter
that is directly below the keyword. Read that part of the word to the
pupils, then with the pupils. Continue reading each smaller part of the
word. (This may take only one step or it might take 3 or 4 steps,
depending on the length of the key word.) When only the new letter is
left, read the new letter to the pupils and then with the pupils.

t
ti
tia
tian
Go to the “Making Word” column. Read the new letter to the
pupils and then with the children. Point to the part of the word
directly under the new letter. Read that part of the word to the
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children and then with the pupils. Read the next bigger part of
the word to and with the pupils. When you get back to the
keyword, Read it to and with the pupils.
Plan.

tian t
tia ti
ti tia
n tian
i ta ni
nin na nat
ti an tia
class if the word is correct. If not, invite another pupil to come
and point to the correct letters. Write all the words on the Word
Chart or chalkboard.
tata tian tina tiani iit
naata ita innat anit-it
intan
Read all the words on the Word Chart with the pupils.
94
f. Sentence- Breaking And Sentence- Making
Read the Sentence-Making word to and with the children.
Ininnat ni Tita ti tianna. Ininnat
Ininnat ni Tita ti Ininnat ni
Ininnat ni Tita Ininnat ni Tita
Ininnat ni Ininnat ni Tita ti
Ininnat Ininnat ni Tita ti tianna
Do the “Sentence-Breaking” Activity.
Do the Sentence-Breaking Activity the same way you did the
Word Breaking Activity in the keyword part of the lesson.
Do the “Sentence-Making” Activity on the chalkboard.
Build the sentence back up, from the Sentence-Making Word to
the whole sentence. the same way you did the “Making Word”
activity in the keyword part of the lesson.
Read the Sentence-Breaking and Sentence-Making sentences
following the Reading Plan.
g. Oral Practice
Pupils form words from the Big Box
Listen to some words taken from the story:
Beginning
teli taraken
temi taripato
tio takkub
tia toni
tani tami
Ask what sound they hear at the beginning of the words. Have
the pupils repeat reading the word. Then teacher read each word
again as the pupils repeat after him/her.
h. Guided Practice
The teacher says the first sound /s/ and the remaining sound in
the word. The children repeat after him/her. Then the teacher
asks pupils to blend work parts.
/t/ … udo tudo /t/…teltel teltel
/t/…ugot tugot /t/…ukak tukak
sagu…/t/ sagut takro…/t/ takrot
Game
- Show pictures with letter t written on it. Produce the sound
then let them repeat.
- Game: Distribute pictures with /t/ to the pupils. Ask those with
letter t to stand or run to the front. Let them say words that
contain /t/.
95
i. Independent Practice
Ask the pupils to name other objects that start with /t/.
C. Application
The pupils are grouped into three. The groups are made to enumerate as
many objects /even names of classmates with /t/. The group with the most
number of answers wins.
D. Evaluation
Coloring pictures whose names begin with /t/. Present sets of pictures on the
board. Let the pupils identify the picture of objects that start with /t/.
tako takiag sarming tansan
tapingar sagad tasa tangan
tambor tali tabukol tengnged

sinelas tiggaak tulang tulang
Day 4
Handwriting And Spelling
Let the children play “The Ball‟s Mine!” Gather Pupils into a circle. Play
music. When the music stops, let the pupil who is holding the ball give a word
that starts with Tt. Repeat the process.
B. Writing Activity
1. Modeling by the Teacher
Show the pupils how to write big letter T on the air. Let them repeat after
you. Do this several times. Do the same with the small letter t.
2. Guided Practice
Let the pupils practice writing letter Tt on their palm, back of their
seatmate and on their desk.
Trace the big T and the small t on a given space. (see Activity Sheet)
Write the new letter on the chalkboard. Let the pupils copy on their slates
over and over.
C. Application
Ask the pupils to write the new keyword on their slate and then on their
paper. Supervise them while they are doing the activity. (See Activity Sheet)
96
D. Evaluation
Isurat ti kurang a letra.
1. Tina ____ina
2. tali ____ali
3. Toti ____o___i
4. Nita Ni___a
5. tisa ____isa
E. Spelling
1. Dictate the key word for letter Tt. Let the pupils write the word on their
slate and then on their paper.
2. Dictate the key word from the previous lesson. Let them write it on their
slate on their paper.
3. Dictate 2-3 words from the previous lessons. Let the pupils write each
word.
4. Write the spelling words clearly on the chalkboard. Let them write these
words on their paper. Supervise them as they do the activity.
Day 5
Assessment
A. Recalling important details in the story (Listening/Oral)

Adu ti tarampo ni Tito. Nadumaduma ti marisda. Adda asul, nangisit ken
nalabaga. Insagut ni Tio Tino diay asul. Insagut met ni Tia Nita diay
nalabaga.
Ginatangna met diay tiendaan diay nangisit. Kaykayat nga ay-ayamen dagiti
gagayyemna dagiti tarampona.
1. Siasino ti ti adu ti taramona?

2. Iladawan dagiti tarampo ni Tito?
3. Siasino dagiti nangisagut dagiti tarampona a nangisit/nalabaga/asul?
4. Siasino dagiti kakadua ni Tito nga agay-ayan kadagiti tarampona?
B. Using ni and da correctly

1. _________ Tana
2. __________ Tana ken Tita
3. __________ tatang, Temi ken Teli
4. __________ Tata Tasio
5. __________ Tino, Tirso ken Tinoy
97
C. Matching words with pictures
Teacher writes words on a metacard then reads the words for the pupils to
match it with the pictures posted on the board. The teacher is suggested to
provide more examples.
1. tarong
2. tinapay
3. trak
4. tabla
5. tako
D. Giving new spoken words when two or more syllables are joined.
ta ti in
na it ti
ni nat nit
i a o
E. Writing the upper and lower case of Tt

Isurat ti kurang a letra. Isurat ti dakkel a letra T no isu ti umno a pakabukell ti
balikas. Isurat ti bassit a letra t no isu met ti umno a pakabukel ti balikas.
1. Dr. _____omas
2. Sii ___
3. ___ awa
4. ___apingar
5. Padre ____ante
F. Spelling previously learned words correctly.

1. innat
2. tina
3. anit-it
4. iit
5. tiani
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APPENDICES
 APPENDIX A
Ti Tarakenko a ni Tami
Daytoy ni Tami a tarakenko. Impasarabo kaniak da Tio Toni ken Tia Tani. Ammo
ngamin da Tio Toni ken Tia Tani a naayatak nga agtaraken ti ikan.
“Inayonmon dayta insagutmi kadagita dadduma pay a tarakenmo dita

„aquarium‟. Iyakarmo ta „aquarium‟mo didiay tapno medio nangato, ”
“Agyamanak, Tia Tani. Taripatuek a nalaing ni Tami,” impanamnamak

kenkuana.
Kasla met laeng kadagiti dadduma pay a taraken ko, naanusak a

mangtartaripato kenni Tami.
Daksang-gasat ta nalipatak a tinakkuban ti “aquarium‟ idi simmurutak kenni
tatang didiay talon. Naggagar met ni adingko a Temi a nagpakan kenni Tami.
Anian a danagko ti nakitak nga umananges ni Tami. Anian ti kinadakkel ti

tiannan. Nagbalin metten a kasla marabutit.
“Pakawanennak Manang Teli. Naayatak ngamin a nangbuybuya kadagiti

tarakenmo a mangan. Madikto nga ar-aramidenen, ” pakaasi ni adingko.
“Awan aniamanna, ading. Laglagipem nga kasla met laeng kadatayo a tattao,
adda latta naituding nga oras ti pannangan kadagiti ikan,” inlawlawagko kenni
adingko.
99
100
I. Objectives:
Skills
Give the letter that begins the name of a given object/picture.
Identify letter Kk and its sound.
Write upper and lower case letter Kk.
Use the correct noun markers (ti, dagiti) in identifying common and proper
names.
Get the meanings of words presented through illustrations, demonstration,
use of synonyms and antonyms.
Predict what the story is about based on what one knows about characters,
setting and incidents.
Recall important details in stories read.
Group 1 – Tuladen
Group 2 – Acting Out
Group 3 – Ipabuya
Group 4 – Dumngeg Kayo Manen
II. Subject Matter
A. Story:
Kinningkingan
B. Focus Skill:
1. Oral Language
Reciting/singing with ease and confidence rhymes, jingles, riddles,
chants, song, lullaby in culturally appropriate manner.
2. Phonological Awareness
Giving/producing the beginning sound of letter/s in a given word.
Orally segmenting a two to three-syllable word into syllabic parts.

Making one-to-one correspondence between written and spoken
words.
Giving the letter that begins the name of a given object/picture
Identifying specific letters in the alphabet, both upper and lower case.
101
Matching words with pictures and objects.
Give the sounds of the specific letter/s in the alphabet.
Blending specific letters to form syllables/words.
6. Handwriting:
Writing upper case and lower case letters in print using proper
proportion.
Writing syllables, words, and phrases correctly.
Using the correct noun markers (ti, dagiti) in identifying common and
proper names.
8. Vocabulary:
Developing and using vocabulary of words that begin with the target
letter/s
Identifying and using common noun markers.
9. Spelling:
Understanding that there is the correct way to spell words
Spelling and writing words using phonemic awareness and letter
knowledge

Predicting what the story is about on what one knows about character,
setting and events.
Confirming predictions after listening to a story.
Relating events in the story to personal experiences.
Recalling important details in: Shared reading stories listened to.
Giving the correct sequence of three event.
Showing love for reading by listening attentively during story reading
and making comments.
C. Reference:
K-12 Curriculum
October 2008
102
D. Materials: Big Books Flashcards
Pictures Pocket Charts
Story Mystery Box
E. Strategies:
Shared Reading
Puppet Show
Acting Out
Games
F. Value: Helpfulness/Kindness/Concern for Others
G. Theme: My Family and I
III. Procedure
DAY 1
1. Motivation
Ask the pupils what games do they like best to best. Ask them to share
their most unforgettable experience about playing their favorite games.

napatakleb (demonstration)
kingking (demonstration)
maliwayan(context clue)
napalikuko (demonstration)
3. Previewing
Present the big book with the story “Kinningkingan.” Talk about the title,
author and illustrator. Have them look at the cover of the book showing a
girl crying in pain because of a broken arm. Ask: Maipapan ngata ti ania ti
sarita? Ania ngata ti mapasamak iti sarita?
4. Motive Question
Have them look at the first page of the book showing Kay and friends
playing inviting her to play kinningkingan. Ask: Ania ngata ti mapasamak
kenni Kay?

 First Reading: Read the story using the Big Book.
 Second Reading: Read the story again. This time use a pointer as you
show the sentences in each page. Ask questions as you finish a page.
Before proceeding to the next page, let pupils make inferences about
what will happen.
103
1. Answer the motive questions.
2. Group Activity
3. Discussion/Presentation
Let pupils answer the comprehension questions and present their
outputs.
Siasino dagiti aggagayyem? Group 1 – Tuladen
Apay a saan a maiyulo ni Kay iti ad- Tuladen ti inaramid da Karen kenni
adalenna? Karla idi napan da iti siled ni Kay.
Ania ti inaramid dagiti gagayyemna
iti laglargada?
Ania ti inyayab dagiti gagayyem na Group 2 –Acting out
kenkuana? Ipakita no kasanoyo a balakadan
Napintas kadi a pagsarmingan iti dagiti gagayyem ni Kay.
inaramid dagiti gagayyemna?
No saan a napintas, ania ti
balakadmo kenkuada?
Ania iti napasamak kenni Kay? Group 3 – Ipabuya

No dakayo ti gagayyem ni Kay, ania . Ipabuya ti mabalin nga
iti inaramidyo idi natukkol ti takiag aramidenyo kenni Kay
na?
No dakayo ni Kay, ikari yo met a
saan kayon nga agay-ayam iti
Kinningkingan? Apay?
Dagiti sumaganad a ladawan ket Group 4 – Dumngeg Kayo
mangiparang kadagiti paspasamak Manen!
iti sarita. Urnosenyo dagiti ladawan Isalaysay iti grupo ti sarita babaen
ket isalaysayyo dagiti pasamak iti kadagiti ladawan nga inyurnos da.
sarita.
D. Read the Story Using the Reading Plan

E. Do the Matching Word activity

Reading Story.
cards.)
104
F. Do the Hide-a-Word activity.

Find the first sentence you chose for the Hide-A-Word activity. Read that
sentence with the students.
sentence.
that this is NOT the word that is covered. Read the sentence again, using
the pointer to show them the words they are reading. Let them try again
to say the word.
DAY 2
1. Review
Game: Find Me (Sadino ti Ayan Mo, Gayyemko?)
Show the pupils the following suggested pictures of persons with names
written below them. Let each pupil pick out a picture and have him/her
use Ni or Da in telling the names of the person/s in the picture from the
bigbook.
Maestra Kay
Karen ken Karla Karen
Nanang ken tatang nanang
B. Lesson Proper
1. Presentation
Present the following dialogue through a Puppet Show. (See
APPENDIX B)
(Dayalogo)
Oras iti mirienda, nagkita da Kiko ken Nika iti sango iti ikantina.
Kiko: Naimbag a bigatmo, Nika.
Nika: Naimbag a bigatmo met, Kiko.
Kiko: Kumustaka?
Nika: Nasayaat met,gayyem.
Kiko: Ania ti gatangem a mirienda?
Nika: Saba a nalingta ti kayatko.
Kiko: Nasayaat ti saba para iti bagi.
105
Nika: Kusto dayta, Kiko. Kaykayatak dagiti prutas gapu ta
makapasalun-at iti bagi.
- Siasino dagiti nagkita?
- Sadino da a nagkita?
- Kaano da a nagkita?
- Ania ti kayat ni Nika a mirienda?
- Apay a kayatna daytoy?
- Sika, ania met ti kayatmo a mirienda? Apay a daytoy ti
kayatmo?
Show the pupils pictures of the following objects with these phrases
written below them.
Ti saba dagiti saba
Ti aso dagiti aso
ti lobo dagiti lobo
ti lapis dagiti lapis
ti ubing dagiti ubbing
2. Discussion
Ask: Mano a tao/banag/ayup ti nadakamat iti umuna a batog? (two or
more) Ania nga artikulo ti naaramat? (ti)
Mano a tao/banag/ayup ti nadakamat iti maikadua a batog? (two or
more) Ania nga artikulo ti naaramat? (dagiti)
3. Oral Practice
Mystery Box
Let each pupil pick up an object or a group of objects as
suggested below from the Magic Box. Let them say the name of each
object or group of objects by using ti or dagiti.
bola sagaysay libro
munyeka bayabas kuaderno
panio pal-id tisa
(The teacher may add more objects in the Magic Box).
4. Generalization
What article comes before a singular common noun? (ti) When do we
use ti?
What article comes before a plural common noun? (dagiti) When do
we use dagiti?
5. Guided Practice
Game: Find a Pair.
Group the pupils into two. Give each pupil in the first group
pictures with persons/objects/animals. Give the other group flashcards
with ti or dagiti. Let each one find a partner so that they can form the
following phrases
Ti baka dagiti billit
Ti kotse dagiti kaykayo
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Ti balay dagiti kamatis
ti basket dagiti lames
ti pinggan dagiti tattao
(The teacher may add more pictures).
Game: Where Do I Belong?
Distribute the following pictures of persons/objects/animals with
names below them. Let them group themselves according to their
number (singular, plural). Let each member of the group name the
picture by using ti or dagiti.
lames babbai
pusa sabsabong
bestida luglugan
pala banbantay
kallugong karkarton
7. Evaluation
Isurat ti “ti” sakbay ti pangnagan a saggaysa (singular). Isurat ti “dagiti”
no ti pangnagan ket sagdudua wenno saggaadu.
1. _______ telebisyon
2. _______ mulmula
3. _______ sandia
4. _______ kabalyo
5. _______ basbaso
DAY 3
1. Let the pupils recall the story “Kinningkingan” Let them answer the
following questions:
Ania ti nagan dagiti aggagayyem?
Answer: Ni Kay, Kare, Karla
Ania ti magusgustuan da nga ay-ayamen?
Answer: kinningkingan
Malaksid nga aggagayyem da, siasinnoda da pay kenni Kay?
Answer: kaarruba
Siasinno to agbagkat kadagiti bag da?
Answer: Ti maabak
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2. Present the following words with letter Kk, if possible, with pictures.
Beginning Ending
karabasa tulbek
kaimito tukak
kalesa sultak
karison landok
kawar latok
kabatiti pariok
kulibangbang tukak
kabibi palok
kaldero pariok
Kandela anak
3. Ask the pupils to give more words with letter Kk.

1. Presentation
The teacher shows the picture of “kain”.
2. Discussion
Teacher presents the Primer Track for the Letter Kk.
LESSON 3 LETTER Kk
a N i t k
kain, kaka, ikan,

inikkan, ikkan,
ikit, nakita,
kanta, kaan,
anak, anik-ik,
kinnit, kikit
kain
ka in
kain k
kai ka
ka kai
k kain
I nik in na
Ka ti kan ik
Ik nak ka kit
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Inikkannak ti kain ni Nana Ikka. Inikkannak
Inikkannak ti kain ni Nana Inikkannak ti
Inikkannak ti kain ni Inikkannak ti kain
Inikkannak ti kain Inikkannak ti kain ni
Inikkannak ti Inikkannak ti kain ni Nana
Inikkannak Inikkannak ti kain ni Nana Ikka.
kain kaka ikan

inikkan ikkan ikit
nakita kanta kantin
anak anik-ik kikit
ti kikit inikkannak
nakitak kikit ni kaka
ti ikan anak ni ikit
dagiti ikan anik-ikda
Nakitak ni Ikit nga inikkanna ti ikan ni Kaka Ikko.

Kinantaan ni Ikit Ikka ni Tata Kiko.
Nakitak diay kantin ti anak ni Kaka Kino.

Kain
Point to the picture then tell the pupils , “Daytoy ket kain.”
b. Syllable Box
ka in

you.
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kain
kai
ka
k
then with the pupils. Point to the part of the word with the new
letter that is directly below the keyword. Read that part of
the word to the pupils, then with the pupils. Continue reading
each smaller part of the word. (This may take only one step or it
might take 3 or 4 steps, depending on the length of the key
word.) When only the new letter is left, read the new letter to the
pupils and then with the pupils.

k
ka
kai
kain
keyword, read it to and with the pupils.
Plan.

kain k
kai ka
ka kai
k kain
i nik in na
ka ti kan ik
ik nak ka kit
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Pupils find other words in the Big Box. Invite volunteers to find
other words in the Big Box. Read the words with the pupils as
they identify them. Ask the rest of the class if the word is correct. If
not, invite another pupil to come and point to the correct letters.
Write all the words on the Word Chart or chalkboard.
kain kaka ikan anak inikkan

ikkan ikit kikit nakita kanta
kantin anik-ik

Inikkannak ti kain ni Nana Ikka. Inikkannak
Inikkannak ti kain ni Nana Inikkannak ti
Inikkannak ti kain ni Inikkannak ti kain
Inikkannak ti kain Inikkannak ti kain ni
Inikkannak ti Inikkannak ti kain ni Nana
Inikkannak Inikkannak ti kain ni Nana Ikka.
g. Do the “Sentence-Breaking” Activity

h. Do the “Sentence-Making” Activity on the chalkboard

the whole sentence. The same way you did the “Making Word”
i. Oral Practice
Pupils form words from the Big Box.
Kay
Karen
Karla
kingking
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kinningkingan
kaarruba
the pupils repeat reading the word. Then teacher read each
word again as the pupils repeat after him/her.
j. Guided Practice
/k/ …abalio kabalio /k/…arabasa karabasa
/k/…arga karga /k/…amatis kamatis
ungi…/k/ rasos tuka…/k/ tukak
Game: Show a flashcard with letter k written on it. Produce the

sound then let them repeat.
Game: Distribute flashcards with words with /k/ to the pupils. Ask
those with letter k to stand or run to the front. Let them say
words that contain /k/.
k. Independent Practice
Let the children sing “Kalapati” and have them identify words with /k/.
The are made to clap their hands everytime the word with /k/ is
mentioned.
Kalapati
Kalapati nga agdigdigus

Diay karayan nga agay-ayos
Siak to ti mangur-urnos
Ta buok mo a nalibnos.
Adu met ti makitkitak

A bubbubon idiay taytay-ak
Umanayen a pagdigusak
Ta diak kayat ti agdilnak
C. Application
Ask the pupils to name other objects that start with k.
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D. Evaluation
Marisan ti nalabaga dagiti ladawan a ti naganna ket agrugi ti /k/, berde ti
dagiti ladawan a ti naganna ket agturpos ti /k/.
DAY 4
Game: Sippawennak, Matinnagakon!
Gather Pupils into a big circle. Say, Sippawennak, Matinnagakon! as
you throw a stuffed animal in the air. The pupil who catches the stuffed
toy will give a word that starts with Kk. Let him say the phrase as he/she
throws the stuffed toy in the air. Repeat the process.
B. Writing Activity
Modelling by the Teacher
Show the pupils how to write big letter K in the air. Let them repeat after you.
Do this several times. Do the same with the small letter k.
Guided Practice
Let the pupils practice writing letter Kk on their palm, back of their
Trace big letter K and small letter k on the given space. (See Activity
Sheet)
Independent Practice
Write the new letter on the chalkboard. Let the pupils copy on their
slates over and over. (See Activity Sheet)
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C. Application
paper. Supervise them while they are doing the activity.
D. Evaluation
1. Nika Ni__a
2. Kiko __i__o
3. kita __ita
4. ikan i__an
5. anak ana__
E. Spelling
1. Dictate the key word for letter Kk. Let the pupils write the word on their
slate and on their paper.
3. Dictate 3-5 words from the previous lessons. Let the pupils write each
word on their paper. Check their work.
words on their paper. Supervise them as they do the activity. Check their
work.
DAY 5
Assessment
A. Recalling the important details of the story (Listening/Oral)

Adu iti kaykayo iti kabakiran. Adda narra, sagat, baliti, kamagong ken
dadduma pay. Adu a pagsiatan a maited dagiti kaykayo. Nadumaduma
nga alikamen iti maaranid manipud kadakuada. Lapdanda iti layus ken
panagreggaay iti daga. Masapul nga kada kayo a mapukan, adda kayo a maimula
a kasukatna.
1. Ania ti adu a makita idiay kabakiran?
2. Ania dagiti nadumaduma a kaykayo a makita sadiay?
3. Ania dagiti pagsayaatan a maala iti kayo?
4. Apay a masapul a masukatan iti pukanen a kayo?
B. Using ti and dagiti correctly

1. ____ kamatis
2. ____ kamutig ken ubi
3. ____ payak ti manok
4. ____ karison ken ulnas
5. ____ kotse
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1. kalding
2. kuton
3. tiggaak
4. kabibi
5. tukak
Teacher jumbles the following syllables. Teacher gives clues to form new
words.
kan to I a nak
ka in kit na ki
ta
E. Writing the upper and lower case of Kk

See Activity Sheet
F. Spelling
Spelling previously learned words correctly.
6. ikan
7. itik
8. kain
9. kinnan
10. inikkat
APPENDICES
 APPENDIX A
Kinningkingan
Saanen a maiyulo ni Kay iti ad-adalen na. Nakita na ngamin a naglargan

da Karen ken Karla a kaarrubada.
Sinenyasan ni Karla ni Kay a rumuaren iti siled ti pagadalan na.
Pinayapayan met daytoy ni Karla sana inmustra iti pagay-ayam iti
kingking.
Uray laeng intaray ni Kay ti rimmuar iti siled ti pagadalan na idi
nagpaawid ni meastra da. Dagdagusna nga inikkat iti sapatos ken medias na.
Sinukatanna ti tsinelas nga indulin na iti bag na.
Kasta met a dinagdagus da Karla ken Karen a nangsukat iti sapatos da iti
tsinelas.
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Inrugi da a dagus ti nagay-ayam. Nagsasaritaanda a ti maabak ket isu ti
agbaggkat kadagiti bagda nga agawid.
Dakkelen ti puntos iti pimmanawan ni Kay kada Karen ken Karla.
Mangab-abaken isuna idi napalikuko daytoy ket bulonna metten a napatakleb.
Naiddaan na iti kanawan nga imana isu a natukkol iti takiag na.
Manipud idin, inkarin ni Kay a saanen nga agay-ayam iti kinningkingan.
 APPENDIX B
(Dayalogo)
Oras iti mirienda, nagkita da Kiko ken Nika iti sango iti kantina.
Kiko: Naimbag a bigatmo, Nika.
Nika: Naimbag a bigatmo met, Kiko.
Kiko: Kumustaka?
Nika: Nasayaat met,gayyem.
Kiko: Ania ti gatangem a mirienda?
Nika: Saba a nalingta ti kayatko.
Kiko: Nasayaat ti saba para iti bagi.
Nika: Kusto dayta, Kiko. Magusgustuak dagiti prutas gapu ta makapasalun-at iti
bagi.
116
117
I. Objectives
Skills
Develop and use vocabulary of words that begin with Ss
Predict what the story is about on what one knows about character, setting
and events.
Modify prior knowledge based on new knowledge from the story
Recall important details in a story listened to.
Give the correct sequence of three events
Show love for reading by listening attentively during story reading and making
comments.
Group 1 –Show Me (Iladawan Mo)
Group 2 –Paint Me (Ipintam)
Group 3 –Complete Me (Kumpletuennak)
Group 4 - Lights, Camera, Action! (Ipabuya)
Tell their own stories related to the picture with ease and confidence
Using the correct noun markers ti and dagiti
Give/produce the beginning sound of /s/ in a given word.
Make one-to-one correspondence between written and spoken words
Identify Ss, both upper and lower case.
Blend specific letters to form syllables, words and phrases.
Write upper case and lower case letter Ss in print using proper proportion.
Write words, syllables, phrases and sentences correctly.
Spell previously learned words correctly.
Spell and write words using phonemic awareness and letter knowledge
II. Subject Matter
A. Story: Dagiti Sagut ni Sabrina

Sarita ni Leila Areola, Ph.D.
B. Focus Skills
1. Oral Language:
Telling their own stories related to the picture with ease and
confidence
2. Phonological Skills:
Orally segmenting a two to three-syllable word into its syllabic parts.
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words
Giving the letter that begins with the name of a given picture/objects.
Giving the sounds of the specific letter/s in the alphabet.
Blending specific letters to form syllables, words and phrases.
6. Spelling
Understanding that there is a correct way to spell words.
knowledge
7. Handwriting:
proportion.
Writing words, syllables, phrases and sentences correctly.
Using the correct noun markers ti and dagiti
9. Vocabulary:
letter/s

setting and events.
Confirming predictions after listening to a story.
Modifying prior knowledge based on new knowledge from the story
Recalling important details in a story listened to.
Giving the correct sequence of three events
C. Reference:
K-12 Curriculum
119
October 2008
D. Value: Gratitude
E. Theme: My Family and I
III. Procedure
DAY 1
a. Kasangay (Illustration)
b. Sangaili (Synonym)
c. Pensionado (Illustration, Context Clues)
d. Inyarakup (Demonstration)
2. Motivation
Kasanoyo a rambakan ti kasangayyo?
(Fill the Word Web)
3. Motive Question
Kasanoda a rinambakan ni Sabrina ti kasangayna?

 First Reading: Read the story without interruption while the pupils listen.
 Second Reading: Read the story again. Use a pointer as you show the
sentences in each page. Ask questions as you finish a page. Before
proceeding to the next page, let pupils make inferences about what will
happen.

outputs.
Siasino ti agkasangay? Group 1 –Iladawan ti kasangay
Sadino a napasamak ti istoria?
Siasino dagiti sangailina? Idrowing dagiti makita iti
Kasanoyo met a rambakan ti kasangay ni Sabrina.
kasangayyo?
120
Siasino dagiti nangited ti sagut ken Group 2 – Kumpletuen ti
ni Sabrina? ladawan
Ania dagiti insagutda?
Ania kadagitoy ti Kumpletuen ti ladawan dagiti
magusgustuanna? sagut nga naawat ni Sabrina nga
Apay a magusgustuanna daytoy? nakaipaskil iti pocket chart.
Ania met dagiti sagut a naawatyo? Mangpilika dagiti ladawan nga
adda iti kahon
Ania ti narikna dagiti ubbing a Group 3 – Ipinta ti rupa
sangaili ni Sabrina?
Apay a naragsakda? Ipinta iti kartolina ti rupa ni
Ania ti narikna ni Sabrina? Apay a Sabrina a nakarikna ti ragsak.
kastoy ti nariknana?
Kasano nga impakita ni Sabrina ti Group 4 – Ipabuya ti pasamak
panagyamanna kadagiti pamila, No sika ni Sabrina ipabuya no
kabagian ken sangailina? kasano ti panagyamanmo
kadagiti pamila, kabagian ken
sangailina.
G. Do the Matching Word activity

Reading Story.
cards.)
H. Do the Hide-a-Word activity.

sentence...
to say the word.
121
DAY 2
1. Action Song
2. Review
Give a review on the story “Dagiti Sagut ni Sabrina” read the previous
day.
Siasino ti nagkasangay?
Siasino dagiti sangailina?
Ania dagiti sagutda kenkuana?
Ania kadagitoy a sagut ti magusgustuanna?
B. Lesson Proper
1. Presentation
Show pictures of the objects that follow. Say their names while showing
each of the pictures.
ti suman dagiti sagut
ti sinibalo dagiti sangaili
ti sorbetes dagiti sapatos
ti salad dagiti sagana
2. Modeling
Say the names of these objects again. Let the pupils repeat the phrases.
3. Discussion
Mano a suman ti makita iti ladawan? (maysa)
Ania a balikas ti naisurat sakbay iti sarita? (ti)
Mano a suman ti makita iti ladawan? (dua/lima/adu)
Ania a balikas ti naisurat sakbay iti sarita? (dagiti)
4. Generalization
Ania ti aramaten a balikas sakbay ti nagan a maymaysa ti
dakdakamatenna? (ti)
Ania ti aramaten a balikas sakbay ti nagan nga nasursurok ngem
maysa ti dakdakamatenna? (dagiti)
5. Guided Practice
Show some objects. Let pupils use ti and dagiti in naming/identifying
these objects.
Mastery Box: Let pupils pick some pictures from the box. Let them
name the picture that they pick using ti or dagiti. Let the each pupil
name an object/s by using ti or dagiti.
Ex.
ti lapis dagiti libro
ti lamisaan dagiti bag
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C. Application
Worksheet: Marisan ti nalabaga ti lobo no ti balikas ket “ti”, kiaw wenno
duyaw no ti masapul na ket “dagiti”.
D. Evaluation
Ikkan ti kur-it (/) no ti sarita ket “ti” ti masapul na, ekis (x) no ti sarita ket
“dagiti” ti kasapulanna.
1. _____ tao
2. _____ babbaro
3. _____ amma
4. _____ nateng
5. _____ agikit
DAY 3
Developing Oral Language Proficiency: LESSON 4 – LETTER Ss
1. Present some pictures that begin with letter Ss. Ask the pupils to name
the pictures.
flower envelope santol
brush comb softbroom
2. Say the name of each picture. Emphasize its initial sound. Say it again a
few times.
Daytoy ket…sabong. Daytoy ket…sobre.
Daytoy ket…sagad. Daytoy ket…sipilyo.
Daytoy ket…sagaysay. Daytoy ket…santol.
3. Ask the pupils what sound they hear at the beginning of each picture.
4. Ask the pupils to give some words starting with /s/
B. Lesson Proper
1. Presentation
The teacher shows the picture of feet “saka”. Pupils are asked to share
their experiences about their “saka”.
2. Discussion
Teacher presents the Primer Track for the Letter Ss.
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LESSON 4 LETTER Ss
a n i t k S
akas, ikkis, anis,

siko, saka, tisa,
sakit, siit, sikki,
sika, sina, kaso,
tisa, sakit,
nasaniit, asin
saka
sa ka
saka s
sak sa
sa sak
s saka
na ka sak Ki
kit si san Sa
it ni an Tan
sik i ko Kan
Nasaniit ti saka a nasinit ni Santi. Nasaniit

Nasaniit ti saka a nasinit ni Nasaniit ti
Nasaniit ti saka a nasinit Nasaniit ti saka
Nasaniit ti saka a Nasaniit ti saka a
Nasaniit ti saka Nasaniit ti saka a nasinit
Nasaniit ti Nasaniit ti saka a nasinit ni
Nasaniit Nasaniit ti saka a nasinit ni Santi.
124
Introduce the keyword and picture.
Saka
Point to the picture then tell the pupils , “Daytoy ket saka.”
b. Syllable Box
sa ka

you.

saka
sak
sa
s
then with the pupils. Point to the part of the word with the new
letter that is directly below the keyword. Read that part of the
word to the pupils, then with the pupils. Continue reading each
smaller part of the word. (This may take only one step or it might
take 3 or 4 steps, depending on the length of the key word.)
When only the new letter is left, read the new letter to the pupils
and then with the pupils.

s
sa
sak
saka
125
keyword, read it to and with the pupils.
Plan.

saka s
sak sa
sa sak
s saka
na ka sak ki
kit si san sa
it ni an tan
sik i ko kan
Pupils find other words in the Big Box. Invite volunteers to find
other words in the Big Box. Read the words with the pupils as
they identify them. Ask the rest of the class if the word is correct.
If not, invite another pupil to come and point to the correct
letters. Write all the words on the Word Chart or chalkboard.
sakit saniit siit sina sika

anis asin sikka saka siak
126
Nasaniit ti saka a nasinit ni Santi. Nasaniit
Nasaniit ti saka a nasinit ni Nasaniit ti
Nasaniit ti saka a nasinit Nasaniit ti saka
Nasaniit ti saka a Nasaniit ti saka a
Nasaniit ti saka Nasaniit ti saka a nasinit
Nasaniit ti Nasaniit ti saka a nasinit ni
Nasaniit Nasaniit ti saka a nasinit ni Santi.
g. Do the “Sentence-Breaking” Activity.

h. Do the “Sentence-Making” Activity on the chalkboard.

i. Oral Practice
Initial
sagana sorbetes
sagut Sito
sangaili sukog
suman Susing
sinibalo Sendong
sukog salad
the pupils repeat reading the word. Then teacher read each
word again as the pupils repeat after him/her.
j. Guided Practice
/s/ … agana sagana /s/…sukog sukog
/s/…agut sagut /s/…uman suman
raso…/s/ rasos kalkalpa…/s/ kalkalpas
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- Game: Show a flashcard with letter s written on it. Produce the
sound then let them repeat.
- Game: Distribute flashcards with words with /s/ to the pupils. Ask
those with letter s to stand or run to the front. Let them say
words that contain /s/.
k. Independent Practice
Ask the pupils to name other objects that start with s.
C. Application
Activity Sheet 1.
Naganan dagiti ladawan nga adda iti labutab. Isurat ti Ss no ti rugi ti
nagan ti ladawan ket kasla ti rugi ti umuna nga awing ti sabong.
D. Evaluation
Coloring pictures whose names begin with /s/. Present sets of pictures on the
board. Let the pupils identify the picture of objects that start with s.
Mirror flower softbroom coconut shell banana
Slippers vat shoes sando bag whistle
Day 4
Handwriting
Pupils are made to play the “Giving Game”
Teacher prepares pictures, objects, etc that have the beginning sound
of /s/. The teacher says the cheer, as he/she stops, the children more around
the room to look for objects beginning with /s/. Pupils name the object and tell
B. Writing Activity
Show the pupils how to write the new letter in the air and on their
hand. With your back to the children, tell the children to watch your hand as
you “write” the new letter in the air. Make sure you make the letter very large
so they can see you do write it. Have them practice writing the letter in the air
C. Guided Practice
Trace big S and small s on the given space. (See Activity Sheet)
128
D. Independent Practice
Pupils practice writing the new letter on their paper or slate. (See
attached Activity Sheet )
see it. Pupils practice writing the letter on their slates or in their exercise
books 10 times. Go around the room and help anyone that is having
trouble forming the letter.
E. Application
Children practice writing the new key word on their paper or slate. (See
Attached Activity Sheet )
Write the new key word in large letters on the chalkboard. You may
need to write it several times so everyone can see clearly how you write
it. Pupils write the new keyword 10 times on their slates or in their
exercise books. Walk around the room to see how they are doing. Help
anyone that is having trouble writing the word.
Activity
Ikkan ti maris ti ikan nga aglaon ti balikas nga agrugi ti /s/. Ugedan ti
letra s.
F. Evaluation
Complete the name of each picture. Encircle the missing letter. .
1. Sabon ___abon s n l
2. Siko ___ iko n s l
3. Sagad ___ agad k lm
4. Laso la___o b k s
5. Santol ___antol d s n
Spelling
- Dictate the key word from today‟s lesson. Pupils write the word on
their paper or slate.
- Dictate the key word from the last lesson. Pupils write the word on
their paper or slate.
- Dictate 2-5 key words from earlier lessons, one by on pupils write
each word.
- Write the spelling words correctly on the Chalkboard. Walk around the
room as they write to encourage them and help them to identify and
mistakes.
DAY 5
Assessment Day
A. a. Recalling the important details of the story (Listening/Oral)

Nasakit ti saka ni insan
Ta nasiitan iti siit ti ikan
Inikkat daytoy iti tiani ni Sinon
Ket saan a nasaniit iti sakan ni insan.
129
1. Apay a nasakit ti saka ni insan?
2. Ania ti nakasiit daytoy?
3. Siasinno si nagikkat ti siit?
4. Kasano a naikkat daytoy?
5. Apay a saanen a nasaniit ti saka ni insan?
b. Sequencing of events
Teacher shows pictures of the events in the story. Pupils are asked to
sequence the pictures as they happened in the story
B. Using ti and dagiti correctly

1. ____ santol
2. ____ sabon ken sipit
3. ____ tisa
4. ____ siko
5. ____ dua a saka

1. sabot
2. saba
3. abas
tabasi
4. sippit
Pagkamangen babaen ti uged dagiti balikas tapno mabakukel ti sao
a kas
ka sin
so
sa kit
sik si
si ki
ti it
na
E. Writing the upper and lower case of Ss

See Activity Sheet
130
F. Spelling
1. asin
2. kaso
3. ikkis
4. anis
5. saka
6. sakit
7. sikki
8. sika
9. siko
10. siit
APPENDICES
 APPENDIX A
Dagitia Sagut ni Sabrina

Kasta unay iti ragsak ni Sabrina a makakita kadagiti sangailina. Adda

amin dagiti kaeskuelaanna kasta met kadagiti manursuro iti pageskuelaanna.
Kasta unay ti ragsak dagiti ubbing a napan nakipagrambak iti kasangayna.
Nagduduma a makmakan ti sagana.
Adda suman ken sinibalo nga insagut ni ikitna a Susing. Agsasabali met
a maris ken sukog ti biskuit ti insagut ti tiona a Sito. Pansit ken litson met ti
insagut ni lelongna a Sendong a pensionado. Ket salad, keyk ken sorbetes met
ti insagana da Tatang ken Nanangna.
Dagiti manursuro ti nagpaay-ayam kadagiti ubbing. Kasta unay ti ragsak
dagiti nangabak ta adda gunggonada. Nalaus ti ragsak ni Sabrina a
nangbuybuya kadagiti kaeskuelaanna. Umis-isem met latta ni lelongna a
Sendong.
Malaksid kadagiti makmakan, nadumaduma pay dagiti sagut a
naawatna ken agsasabali iti sukogda. Ngem nagustuanna unay ti sagut ni ikitna
a Lisa a sapatos nga apagisu iti sakana.
Nagduduma ti marisda. Adda nalabaga, asul, mala-rosas ken dadduma
pay.Nagyaman ni Sabrina kadagiti bisitana.
Inyarakupna ti panagyaman na kada Tatang ken Nanangna, ikitna a
Susing ken tiona a Sito.
Mas nair-irut manen ti arakupna ken ni lelongna a Sendong.
131
132
133
I. Objectives:
Skills
Relate their own stories related to the picture presented with proper phrasing
and pausing.
and events.
Give the correct sequence of three events.
Show love for reading by listening attentively during story and making
comments.
Group 1 – Puzzle
Group 2 – Iladawan
Group 3 – Agpilika
Group 4 – Ipakitam
Use the directional prepositions (daytoy, dayta, daydiay) in sentences.
Give/Produce the beginning sound of letter in a given word.
Orally segment a two to three-syllable word into syllabic parts.
Give the beginning letter of the name of a given object/picture.
Identify the letter Oo, both upper and lower case.
Show relationship between sounds and written symbols.
Give/Produce the sounds of letter Oo.
Write upper and lower case letter Oo in print using proper proportion.
Write words, phrases and sentences correctly.
Spell and write words using phonemic awareness and letter knowledge.
II. Subject Matter
A. Poem: Ti Radio ni Orlando
B. Focus Skills:
1. Oral Language:
Relating their own stories related to the picture presented with proper
phrasing and pausing

Making one-to-one correspondence between written and spoken words
134
3. Vocabulary:
Getting the meanings of words presented through illustrations,
demonstration, use of synonyms and antonyms
setting and events.
Recalling important details in a story listened to
Showing love for reading by listening attentively during story and
making comments
Using the directional prepositions (daytoy, dayta, daydiay) in sentences
Giving/Producing the beginning sound of letter in a given word
Orally segmenting a two to three-syllable word into syllabic parts
Giving the beginning letter of the name of a given object/picture
Identifying the letter Oo, both upper and lower case
Giving/Producing the sounds of letter Oo
Blending specific letters to form syllables/words
9. Handwriting:
Writing upper and lower case letter Oo in print using proper proportion
Writing words, phrases and sentences correctly
10. Spelling:
knowledge
C. Reference:
K-12 Curriculum
October 2008
135
D. Materials: Big Books, Pictures, Story, Flashcards, Pocket Charts, Mystery

Box
E. Strategies: Shared Reading, Acting Out, Games
F. Value: Helpfulness
G. Theme: My Family and Our Roles - helping the family, family rules
III. Procedure
DAY 1
1. Motivation
Ask: Agdengdengngeg kayo ti radio? Ania dagiti inpormasion wenno
pasamak a nangngegyo ti radio?
Draw the pupils‟ attention to the Word Bank.
Say: Kargaantayo ti Word Bank kadagiti balikas a maipapan ti
“radio.”
Ex.
Radio
damdamag kanta
pablaak drama
anunsio

sagut (synonym)
nakauldag (demonstration)
suelo (raelia)
3. Previewing
Present the big book with the poem “Ti Radio ni Orlando.” Talk about
the title, writer and illustrator. Have them look at the page showing a
boy holding his transistor radio while a big dog lies on the floor.
Ask: Maipanggep ngata ti ania ti daniw? Ania ngata ti mapasamak iti
ubing a lalaki iti daniw?
4. Motive Question
Have them look at the first page of the book showing Orlando
receiving a gift from his grandfather.
Ask: Ania ti ipakpakita ti ladawan?
136
B. Active Reading
 First Reading: Read the poem.
 Second Reading: Read the poem again. This time use a pointer as you
show the lines of the poem in each page. Ask questions after reading the
poem..

2. Group Activity
Comprehension Questions Engagement Activities
Siasino ti nagkasangay? Group 1 – Puzzle
Kaano ti kasangayna? Buklen ti ladawan babaen ti
Siasino ti nagited ti panangisilpo kadagiti nakartib a
regalona? pasetna.
Ania ti nagyan ti regalo?
Ania ti ar-aramiden ni Group 2 –Iladawan

Orlando idi patokarenna ti Iladawan ti narikna ni Orlando idi
radio? Ania a kita ti ubing mangegna ti tokar ti radio babaen iti
isuna? panagidrowing ti rupana iti kartolina.
Ania ti inaramidna idi Ex:
mangegna ti tokar ti radio?
Apay a kasta ti
inaramidna?
Ania ti napasamak iti Group 3 – Urnusen
panaglaglagtona? Urnusen dagiti ladawan babaen ti
Ania ti inaramid ti aso? pannakapasamakda iti daniw.
137
Ania ti inaramid ni Orlando Group 4 –Ipakitam
idi makagat ti aso? Ipabuya ti panagyaman ni Orlando
Ania ti inaramid dagiti kadagiti kaarubana a nangtulong
kakabsatna? kenkuana.
No sika ni Orlando,
kasanom nga ipakita ti
panagyamanmo kadagiti
kakakabsatmo a
nangtulong kenka?
D. Discussion/Presentation of outputs
Let pupils answer the comprehension questions and present their outputs.
DAY 2
Review
Game - A Race: Group the pupils into two. Give each group a set of pictures
of persons/objects/animals and a set of flashcards with ni, da, ti, and dagiti.
Let them complete the following phrases by tucking the pictures and
flashcards together on the board. The group who will finish the task first will
win.
ni Ana dagiti ayup
ti sua da Niko ken Nika
ni ApongTano da Lelong ken Lelang
ti kalapati dagiti bulbulong
ni Tata Lino dagiti inna
(The teacher may add more pictures)
B. Lesson Proper
1. Presentation
Present a dialogue through a Finger Puppet Show. (See APPENDIX B.)
- Siasino dagiti agkakabsat?
- Siasino ti inada?
- Ania ti impaaramidna kenni Nora?
- Ania ti impaaramidna kenni Roda?
- Ania ti impaaramidna kenni Ramon?
- Ania ti saguday dagiti agkakabsat?
- Ania ngata ti marikna ni Nana Sonia ti kinatulnog dagiti
annakna?
Repeat and act out the following sentences uttered by Nana Sonia.
- Nora, sagadam ken lampasuam daytoy suelo.
- Roda, urnusem dagiti naguneg dayta aparador.
- Ramon, sibugam daydiay masetas sadiay beranda.
138
2. Discussion
Siasino ti nagsao iti napalabas a tallo a naa-anay a sarsarita?
Nakatakder kadi isu ti suelo? (Yes) Ania ti balikas nga inaramatna a
mangipapan iti dagitoy? (daytoy)
Asideg kadi isu ti aparador? (No) Siasino ti adda ti asideg ti aparador?
(Roda) Ania a balikas ti inaramat ni Nana Sonia a mangipapan ti
aparador? (dayta)
Asideg kadi ni Nana Sonia iti mula a sibugan ni Ramon? (No) Asideg
kadi ni Ramon ti mula? (No) Ania a sarita ti inaramat da a
mangipapan ti balikas a mula? (daydiay)
3. Oral Practice
Hold a pencil. Say, “Lapis ko daytoy./Daytoy ti lapis ko.”
Let them hold their pencils. Let them repeat the phrase.
Point to a one of the pupils‟ bags. Say, “Bag ni Nina dayta./Dayta ti
bag ni Nina.
Let them point to your table. Let them say, “Lamisaan ni Maestra
dayta./Dayta ti lamisaan ni Maestra.
4. Generalization
Ania a balikas ti inaramat a mangipapan iti lugar weno banag nga
adda ti asideg ti agsasao? (daytoy)
Ania a balikas ti inaramat a mangipapan iti lugar wenno banag nga
adda ti asideg bassit ti tao a kasarsarita? (dayta)
Ania a balikas ti inaramat a mangipapan iti lugar wenno banag nga
adda ti adayo ti agsasao? (daydiay)
5. Guided Practice
Game: Show Me…
Say, “Show me…”(any object). Let the first pupil who can show that
object say, “Daytoy ket payong.” Do these 5-10 times. Ask the pupils
to give a round of applause every time a pupil uses the word daytoy
correctly.
Game: Guessing Game
Put different objects inside a box. Give a clue as to what the object is.
Ex. “It is round and red. You play with it.” Have the pupils to guess
what it is by saying, “Dayta ket ______.”
Game: What‟s that?
Ask the pupils to look outside the classroom. Point to an object and
ask, “Ania daydiay?” Let the pupils answer, “Daydiay ket _______.”
Distribute the worksheet and have the pupils work independently.
(See APPENDIX C)
139
DAY 3
1. Let the pupils recall the poem “Ti Radio ni Orlando.” Let them answer the
following questions:
Siasino ti adda sagutna?
Answer: Ni Orlando
Siasino ti nangited ti sagutna?
Answer: Ni Apong Oktabio
Ania ti sagutna?
Answer: transistor a radio
Ania ti inaramidna idi mapatokarna ti radio?
Answer: Naglaglagto.
Ania ti napasamak iti ipanaglagtona?
Answer:Nabaddekanna ti luppo ti aso a nakauldag ti isuelo.
Ania ti inaramid ti aso?
Answer: Kinagatna ti tammudo agraman kuko ti saka ni Orlando
Kasano ti panangtulong dagiti kakabsatna kenkuana?
Answer: Intarayda isuna iti ospital.
No sika ni Orlando, kasano ka nga agyaman kadagiti kakabsatmo?
(Accept all sensible answers).
2. Present the following words with letter Oo, if possible, with pictures.
oso okra okoy
orasan oblong otso
ospital onse oliba
3. Ask, “What sound do these words begin with?” Let the pupils give more
words with letter Oo.

1. Presentation
The teacher shows the picture of bear “oso”. Pupils are asked to
share their experiences about their “oso”.
2. Discussion
Teacher presents the Primer Track for the Letter Oo.
140
LESSON 5 LETTER Oo
a n i t k s o
oso, akot-akot,
kona, sao, sako
tako, kanito,
kanto, aso, akto
anito,
Oso
O so
oso s
os os
s oso
na kan ka so
o a ki ko
si tak to sa
ak no ni ta
Oso ti nakitak ti kanto. Oso

Oso ti nakitak ti Oso ti
Oso ti nakitak Oso to nakitak
Oso ti Oso ti nakitak ti
Oso Oso ti nakitak ti kanto.

oso akot-akot sao
sako tako kanito
kanto aso akto
anito kanton tono
ti sako ti aso
saka ti oso ti tako
saona diay kanto
Adda akot-akot diay sako.

Nakakitaak ti oso ken aso diay kanto.
Nasao ni Onon diay nakitana nga oso.
Adda oso diay kanto iti dayta a kanito.
141
Introduce the keyword and key picture.
oso
Point to the picture then tell the pupils , “Daytoy ket “oso.”
b. Syllable Box
o so


oso
os
o
then with the pupils. Point to the part of the word with the new letter
that is directly below the keyword. Read that part of the word to the
pupils, then with the pupils. Continue reading each smaller part of the
word. (This may take only one step or it might take 3 or 4 steps,
left, read the new letter to the pupils and then with the pupils.

o
os
oso

children and then with the pupils. Read the next biggerpart of
142
keyword, Read it to and with the pupils.
Plan.
oso s
os os
s oso
na kan ka so
o a ki ko
si tak to sa
ak no ni ta
Present the Big Box, with the letters or syllables as they are shown in
the Big Box for this lesson in the Primer. Make the Big Box
underneath the Making and Breaking Word sets.
class if the word is correct. If not, invite another pupil to come
and point to the correct letters. Write all the words on the Word
Chart or chalkboard.
oso siko kaso tako
kanto akto sikanto taso
143
Oso ti nakitak ti kanto. Oso

Oso ti nakitak ti Oso ti
Oso ti nakitak Oso to nakitak
Oso ti Oso ti nakitak ti
Oso Oso ti nakitak ti kanto.

DAY 4
Game: Relay
Gather Pupils into a big circle. Pass a ball around as music is played over
a CD player. When the music stops, the pupil who is holding the ball will say
a word with letter o at the beginning, middle or ending. Repeat the process.
B. Writing Activity
1. Modelling by the Teacher
Show the pupils how to write big letter O in the air. Let them repeat after
you. Do this several times. Do the same with the small letter o.
2. Guided Practice
Let the pupils practice writing letter Oo on their palm, back of their
Trace big O and small o on the given space. (See Activity Sheet)
Distribute worksheets to the pupils. (See APPENDIX E) Let them do the
activity.
4. Application
144
C. Spelling
1. Dictate the key word for letter Oo (oso). Let the pupils write the word on
their slate and then on their paper.
2. Dictate the key word from the previous lesson (kain). Let them write it on
their slate and on their paper.
3. Dictate 3-5 words from the previous lessons (ina, nana, anak, tata, kita).
Let the pupils write each word on their paper. Check their work.
work.
tao tono
kona akto
anito kanito
DAY 5
Assessment
A. Skill: Giving the correct sequence of three events

Direction: Urnusen dagiti ladawan babaen ti pannakapasamak na iti sarita.
Isurat ti e 1, 2, ken 3 iti uged.
_______
_______
_______
145
B. Skill: Using the directional prepositions (daytoy, dayta, daydiay) in sentences
Direction: Pilien to umno a balikas para iti ladawan.
1. Bolak (Daytoy, Dayta, Daydiay).
2. Wow! Nagpintas (daytoy, dayta, daydiay)

bag mo.
3. Kasla nagbassit (daytoy, dayta, daydiay)

eroplano no adayo.
4. (Daytoy, Dayta, Daydiay)ti balaymi.
5. (Daytoy, Dayta, Daydiay) kadi ti baro

a bisikletam, manong?
146
C. Skill: Word Recognition
Direction: Pagparisen dagiti sarita ken ti ladawanna.
1. oso a.
2. aso b.
3. sako c.
4. Nita d.
5. Otso e.
D. Skill: Writing upper and lower case letter Oo in print using proper proportion
Direction: Isurat ti kurang a letra.
1. Oscar __scar
2. Lito Lit__
3. Carlos Carl__s
4. oso __s__
5. Oyo __y__
147
APPENDICES
 APPENDIX A
Daniw
Ti Radio ni Orlando
Insurat ni Grace Donata Abugan
Oktubre idi nagkasangay ni Orlando

Nakaawat isuna ti maysa a sagut
Daytoy ket transistor a radio
Nga inted ni Apong Oktabio.
Pinatokar a dagus ni Orlando

Radio a sagut ni Apong Oktabio
Uray na la insala ken inlagto
Ti ragsakna a napalalo.
Di na nakita tay dakkel nga aso

Nga nakauldag iti suelo
Nabaddekan na tay luppo
Ket kinagat daytoy ti sakana agraman kuko.
Anian a sakit ti narikna na

Kasla oso a nagdeppa-deppa
Immarayat dagiti kaarubana
Ket intaray da ti ospital isuna.
 APPENDIX B
(Dayalogo)
Aldaw ti Sabado.Tultulungan dagiti agkakabsat a Nora, Roda ken Ramon ni

Nana Sonia a nanangda nga agtagibalay.
Nana Sonia: Nora, sagadam ken lampasuam daytoy suelo.
Nora: Wen, Nanang.
Nana Sonia: Roda, urnusem dagiti naguneg dayta aparador.
Roda: Wen, Nanang.
Nana Sonia: Ramon, sibugam daydiay masetas sadiay beranda.
Ramon: Wen, Nanang.
Nana Sonia: Agyamanak ti kinatulnogyo, annakko. Bay-anyo ta aglutonak ti
pansit a mirendatayo.
Nora, Roda ken Ramon: Yehey!
148
149
150
I. Objectives:
Skills
Develop and using vocabulary of words that begin with the target letter/s
and events. Confirm predictions after listening to a story.
comments.
Group 1 – Idrowing
Group 2 – Agpilika
Group 3 – Tuladem
and pausing.
Point out that spoken words are represented in written language by specific
sequence of letters.
Identify Yy in the alphabet, both upper and lower case.
Match words with pictures and objects. .
Blend specific letters to form syllables, words, phrases and sentences.
Write upper case and lower case of letter Yy in print using proper proportion.
Write words, phrases and sentences correctly
Spell and writing words using phonemic awareness and letter knowledge
II. Subject Matter
A. Story: Ti Nakaaapal a Pamilia ni Tata Yulo

B. Focus Skills:
1. Oral Language
151
words
Pointing out that spoken words are represented in written language by
specific sequence of letters.
Blending specific letters to form syllables, words, phrases and
sentences.
6. Handwriting:
proportion.
7. Spelling
knowledge
8. Vocabulary
letter/s
setting and events. Confirming predictions after listening to a story.
C. Reference:
K-12 Curriculum
October 2008
152
D. Materials:
Big Books Pocket Charts
Pictures Flashcards
Story Mystery Box
E. Strategies:
Shared Reading
Acting Out
Games
F. Value: Division of Labor
G. Theme: My Family and Our Roles - Helping the Family
III. Procedure
DAY 1
1. Motivation
Ask: Ania dagiti obram ti balayyo? Ania kadagitoy ti bingaymo nga obra ti
inaldaw?

Nadalimanek (context clue, Antonym)
karaykayen (demonstration)
Agkaykay (demonstration)
Panagbibinnulig (Context Clue, Synonym)
3. Previewing
Present the big book with the story “Ti Nakaaapal a Pamilia ni Tata
Yulo”. Talk about the title, author and illustrator. Have them look at the
cover of the book showing a happy family.
Ask: Apay ngata a napauluan ti sarita iti “Ti Nakaaapal a Pamilia ni
Tata Yulo”?
4. Motive Question
Have them look at the first page of the book showing Tata Yulo‟s
children working on their assigned task..
Ask: Ania ti ipakpakita ti ladawan? Ania ngata ti mapasamak iti
sumaruno a panid?

 First Reading: Read the poem using the Big Book. (See Appendix A).
show the lines of the story in each page. Ask questions as you finish a
page.
153
2. Group Activity
Siasino dagiti kameng ti pamilia ni Group 1 – Idrowing
Tata Yulo? Idrowing ti rupada Tatang ken
Apay a nagasat ni Tata Yulo Nanangyo
kadagiti annakna?
Ania ngata dagiti kaririknada Tata
Yulo ken Nana Yumi kadagiti
annakda?
Makunayo met a nagasat dagiti
nagannakyo? Iladawanyo man
dagiti karirikna da kadakayo nga
agkakabsat?
Ania dagiti naituding a bingay nga Group 2 – Agpili ka
obra ti maysan-maySa nga anak Pilien dagiti ladawan nga
ni Tata Yulo? obobraenyo iti balbalayyo. Ipakita
Ania met ti bingaymo nga obra iti iti masansan nga ipapaobra da
balay yo? kadakayo?
Ania kadagitoy ti masansan nga
obra iti kas kadakayo?
Ania met ti pakakunikuman ni Tata Group 3 – Mannalonnak Ita!
Yulo? Ipakita dagiti mabalin nga ob-
Iladawan man dagiti aramid obraen ni Tata Yulo iti talon ken
wenno obra dagiti mannalon a kas kumanna
kenni Tata Yulo?
Apay ngata a napauluan ti sarita ti Group 4 – Acting out
“Ti Nakaaapal a Pamilia ni Tata Imustra ti pamilia a nakaaapal
Yulo.
Ania dagiti aramid ti pamiliana a
nakaaapal?
Nakaaapal kadi met ti pamiliam?
Apay?
outputs.


Reading Story.
154
cards.)

sentence...
to say the word.
DAY 2
Review
Game - A Race: Group the pupils into four. Give each group a set of pictures
of persons/objects/animals and a set of flashcards with ni, da, ti, and dagiti.
Let them complete the following phrases by tucking the pictures and
flashcards together on the board. The group who will finish the task first will
win.
ni Padre Yulo dagiti babbalay
ti kahoy da Nikoy ken Yena
ni Apong Yano da Yari ken Kiray
ti wasay dagiti adu a bunga ti
kasuy
ni Tata Inoy dagiti yema
(The teacher may add more pictures)
B. Lesson Proper
a. Presentation
Dagitoy dagiti yoyo ni Yayo
Dagita met adda ti rabaw ti lamisaan dagiti yoyo ni Yula
Nalabaga ti maris iti amin a yoyo ni Yayo
Asul met dagiti yoyo ni Yula
Dagidiay a tiendaan ti naggatanganda kadagiti yoyo.
155
- Ania ti ipakpakita diay agsasao?
- Siasino ti akinkukua ti yoyo?
- Sadino a masapulan ti yoyo ni Yula?
- Sadino ti naggatanganda kadagiti yoyo?
b. Discussion
Kasano ti pangipakaammo ti agsasao ti kaadda kadagiti yoyo ni
Yayo?
Answer: Dagitoy dagiti yoyo ni Yayo
Idi ibagbagana daytoy, ig-iggamanna ngata dagiti yoyo ni Yayo? Ania
a balikas ti inaramatna a mangibaga nga ig-iggananna? DAYTOY
Ania met ti imbagana maipanggep kadagiti yoyo ni Yula?
Dagita a yoyo nga adda ti rabaw lamisaan dagiti yoyo ni Yula.
Ig-iggamana dagiti yoyo ni Yula idi imbagana daytoy? Ania a balikas ti
inaramatna a mangipakita a saanna nga ig-igganan dagitoy? DAGITA
Sadino ti naggatanganda kadagiti yoyo?Asideg kadi ti agsasao dagiti
tiendaan? Ania a balikas ti inaramatna a mangipakita nga adayo
dagitoy? DAGIDIAY
c. Oral Practice
Teacher shows vegetable fruits ti the pupils and say:
Dagitoy dagiti bunga dagiti mulmulayo a natnateng.
Let pupils them repeat the sentence.
Point to the windows and say:
Dagita tawa ket nadalus
Let the pupils repeat the phrase
Point to the children playing from afar and say:
Dagidiay nga ub-ubbing ti binaonko a nagpuros kadagitoy bungbunga
ti natnateng.
d. Generalization
Ania a balikas ti inaramat a mangipapan iti tattao wenno bambanag
nga adda ti asideg ti agsasao? (dagitoy)
nga adda ti asideg bassit ti tao a kasarsarita? (dagita)
nga adda ti adayo ti agsasao? (dagidiay)
e. Guided Practice
Game: Show Me…
Say, “Show me…”(show 2 or more objects). Let the first pupil who can
show that object say,
Dagitoy dagiti…
Dagita dagiti…
Dagidiay dagiti…
156
Do these 5-10 times. Ask the pupils to give a round of applause every
time a pupil uses any of these words correctly.
f. Independent Practice
It‟s Guessing Time
Teacher provides clues that requires the answer to start with:
Dagitoy dagiti…
Dagita dagiti…
Dagidiay dagiti
g. Application
The pupils are made to use the phrases:
Dagitoy dagiti…
Dagita dagiti…
Dagidiay dagiti…
h. Evaluation
1. Adda kaniam ti dua a munyeka a ginatang ni nanangmo. Kayat mo
nga ipakaammo kadagiti kaeskuelaam. Kasano ti pangibagam
kadagiti kaeskuelaam?
____ Dagita ti dua a munyekak.
____ Dagitoy dagiti dua a munyekak.
2. Adda iti ngato to aparador dagiti ay-ayammo a bola a nadumaduma ti

marisna. Kayatmo a paibaba. Ania ti ibagam kabayatananna nga
itudtudom dagiti bola.?
____ Dagitoy dagiti bolak, pakigaw-atmo man.
____ Dagita dagiti bolak, pakigaw-atmo man.
3. Madama kayo nga agay-ayam nga aggagayyem iti paraanganyo Idi

timmangadka iti tangatang, nakitam dagiti nadumaduma nga ullaw.
Ania ti ibagam?
____ Dagitoy dagiti ullaw nga insalipda iti kinnapintas nga ullaw.
____ Dagdiay dagiti ulaw nga insalipda iti kinnapintas nga ullaw. .
DAY 3
1. Let the pupils recall the story “Ti Nakaaapal a Pamilia ni Tata Yulo.” Let
them answer the following questions:
Ania ti nagan dagiti agassawa?
Answer: Tata Yulo ken Nana Yumi
Siasinno dagiti annakda?
Answer: Yano, Yari, Yula
157
Ania ti ar-aramaten ni Yano a pagdalus ti arubayanda?
Answer: Karaykay
Siasinno ti nadalimanek?
Answer: Yari
Ania met ti obra ni Yula ti minuyungan?
Answer: agkaykay
2. Present the following words with letter Yy, if possible, with pictures.
Beginning Ending
Sabunganay Lipaylipay
balay Burnay
bantay Innapuy
walay Marunggay
yelo kastoy Bugnay
yarda katay Lumboy
yero sakay Pagay
yema tikoy Kahoy
yantok okoy Katuday
yoyo balay Baybay
yeso wasay Natamnay
lakay Liday
anay kasoy
karaykay barangay
alumanay agpaay
sagayasay ramay
3. Ask the pupils to give more words with letter Yy in the beginning, or
ending.
158
LESSON 6 LETTER Yy
a n i t k s o y
yantok, yoyo,
kayo, toyo,
kastoy, katay
sakay, tikoy
itanoy, okoy
sonata
yoyo
yo yo
yoyo y
yoy yo
yo yoy
y yoyo
kay ya yo
o ka a
na ay yam
Kayo ti yoyo ni Yayo. Kayo

Kayo ti yoyo ni Kayo ti
Kayo ti yoyo Kayo ti yoyo
Kayo ti Kayo ti yoyo ni
Kayo Kayo ti yoyo ni Yayo.

yantok yoyo kayo
toyo kastoy katay
sakay tikoy itanoy
okoy
kayo a yoyo kastoy ti tikoy

insakay toyo ti okoy
katayna tikoy ken okoy
Ti yoyo ni Yano ket kayo.

Inikkanna ti toyo diay okoy.
Tikoy ti kinna ni Yayo.
Okoy ken tikoy ti kinnanna.
Insakay ni Tikoy ni Tikay diay kanto.
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1. Picture And Key Word
yoyo
Point to the picture then tell the pupils , “Daytoy ket yoyo.”
[Let the pupils respond briefly. Don‟t try to get them to talk about the
picture. You want them to focus on the word.]
Point to the key word under the picture. Read the key word. Point to
the key word and read it to the pupils. Keep pointing to the key word
as you read it with the pupils 2-3 times.
2. Syllable Box
yo yo

3. Do the “Breaking Word” Activity

yoyo
yoy
yo
y
with the pupils. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the pupils, then
with the pupils. Continue reading each smaller part of the word. (This may
take only one step or it might take 3 or 4 steps, depending on the length
of the key word.) When only the new letter is left, read the new letter to
the pupils and then with the pupils.
4. Do the “Making Word” Activity

y
yo
yoy
yoyo
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and then with the children. Point to the part of the word directly under the
new letter. Read that part of the word to the children and then with the
pupils. Read the next bigger part of the word to and with the pupils. When
you get back to the keyword, read it to and with the pupils.
Read the entire keyword lesson using Steps 2-5 of the Reading Plan.
5. Big Box and Word Chart

yoyo y
yoy yo
yo yoy
y yoyo
kay ya yo
o ka a
na ay yam
the Big Box for this lesson in the Primer. Make the Big Box underneath
the Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the pupils.
Read all the letters or syllables in the Big Box to the children and then
with the pupils. Read left-to-right and then top-to-bottom. Use the pointer
to point to different letters or syllables randomly. Pupils read each letter or
syllable as you point to it. Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword. Read
the word with the pupils that found it. Ask the other pupils it that word is
correct. If so, write the keyword on the “Word Chart” or on the Chalkboard
and read it to and with the pupils. If it is not correct, ask another child to
find the Key Word and write it correctly on the Word Chart or Chalkboard.

Invite volunteers to find other words in the Big Box. Read the words
with the pupils as they identify them. Ask the rest of the class if the word
is correct. If not, invite another pupil to come and point to the correct
letters. Write all the words on the Word Chart or chalkboard.
Kayo ay-ayam ay-ayo okoy
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6. Sentence- Breaking And Sentence- Making
Kayo ti yoyo ni Yayo. Kayo
Kayo ti yoyo ni Kayo ti
Kayo ti yoyo Kayo ti yoyo
Kayo ti Kayo ti yoyo ni
Kayo Kayo ti yoyo ni Yayo.
Do the Sentence-Breaking Activity the same way you did the Word
Breaking Activity in the keyword part of the lesson.
Build the sentence back up, from the Sentence-Making Word to the
whole sentence. the same way you did the “Making Word” activity in
the keyword part of the lesson.
7. Oral Practice
Yulo Balay
Yumi karaykay
Yano Kaykay
Yari Liway
Yula Bingay
Ask what sound they hear at the beginning of the words. Have the
pupils repeat reading the word. Then teacher read each word again as
the pupils repeat after him/her.
8. Guided Practice
The teacher says the first sound /s/ and the remaining sound in the
word. The children repeat after him/her. Then the teacher asks pupils
to blend work parts.
/y/ … ero yero /y/…ebkas yebkas
/y/…elo yelo /y/…ema yema
saka…/y/ sakay tiko…/y/ tikoy
Game
- Show a flashcard with letter y written on it. Produce the sound
then let them repeat.
162
- Game: Distribute pictures whose names contain /y/ to the pupils.
Ask those with letter y to stand or run to the front. Let them say
words that contain /y/.
Ask the pupils to name other objects that start with y.
10. Application
Activity Sheet 1.
Naganan dagiti ladawan a makita iti lobo. Ikkate ti ladawan a ti naganna
ket agrugi a kasla aweng ti rugi ti balikas a yoyo.
C. Evaluation
Isilpo dagiti ladawan nga adda naganna nga aglaon ti /y/ iti dakkel a Y iti
tengnga.
DAY 4
Riddles (Burburtia): Let the pupils answer the following riddles. Let the pupils
choose the picture of their answers from the cork board or pocket chart.
1. Maysa a prinsesa, nakatugaw it itasa. (kasoy)
2. Berde a reyna, nakakorona. (bayyabas)
3. Tinudok ko ni digo, timmaray ni tinuno. (barangay)
4. Napintas a prinsesa, nagbado ti nalabaga. (sabunganay)
B. Writing Activity
Show the pupils how to write big letter Y in the air. Let them repeat after
you. Do this several times. Do the same with the small letter y.
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2. Guided Practice
Let the pupils practice writing letter Yy on their palm, back of their
Trace big Y and small y on the given space
Distribute worksheets to the pupils. (See APPENDIX B) Let them do the
activity.
4. Application
5. Evaluation
(See APPENDIX C)
C. Spelling
1. Dictate the key word for letter Yy (yoyo). Let the pupils write the word on
their slate and then on their paper.
2. Dictate the key word from the previous lesson (oso). Let them write it on
their slate and on their paper.
3. Dictate 5 words from the previous lessons (akto, inana, nakita,kanito,

anito). Let the pupils write each word on their paper. Check their work.
work.
kayo
yoyo
okoy
anay
yantok
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DAY 5
Assessment
A. Skill: Giving the correct sequence of three events

Direction: Urnusen dagiti ladawan babaen ti pannakapasamak na iti sarita.
Isurat ti e 1, 2, ken 3 iti uged.
_______
_______
_______
B. Skill: Using the directional prepositions (dagitoy, dagita, dagidiay) in

sentences.
Direction: Pilien to umno a balikas para iti ladawan.
1. Sabsabongko (dagitoy, dagita, dagidiay)
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2. Wow! (dagitoy, dagita, dagidiay) dagiti
napipintas nga ay-ayamna.
3. Mulak(dagitoy, dagita, dagidiay)
4. (dagitoy, dagita, dagidiay) dagiti manokmi.
5. (dagitoy, dagita, dagidiay) babbaro a sapatos

ni Yoling.
166
C. Skill: Word Recognition
Direction: Pagparisen dagiti sarita ken ti ladawanna.
1. yero a.
2. yema b.
3. kasuy c.
4. balay d.
5. katuday e.
D. Skill: Writing upper and lower case letter Oo in print using proper proportion
1. Yolly __olly
2. tapuy tapu__
3. yariyari ___ari __ari
4. kiday kida__
5. Dr. Yano Dr. __ano
E. Spelling
a. Kayo
b. Okoy
c. Sakay
d. tikoy
e. toyo
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APPENDICES
 APPENDIX A
Ti Nakaaapal a Pamilia ni Tata Yulo

Nagasatda Tata Yulo kenni Nana Yoling ta naaddaanda ti annak a napnuan

singpet. Malaksid ti kinasingpet, nagaget ken natulnog pay dagiti annakda.
Kadagiti tallo nga annakda, adda naituding nga obra ti maysanmaysa. Ni
Manong Yano ti innauna nga anakda. Bingayna ti agdalus ti arubayanda. Inaldaw
a karaykayenna dagiti nagtinnag a bulbulong ken naiwarwara a rugrugit.
Ni Manang Yari ti akinbingay ti panagidalimanek ti balayda. Makirkiranna ti
amin a sulsuli ti balayda.
Ni Yula ti buridekda. Isu ti katulungan ni Nana Yoling a mangtartaripato
kadagiti mulmulada. Awan liway ni Yula nga agkaykaykay kadagiti pagputedanda
kadagiti nagango a sangsanga ken bulbulong dagiti masmasetasda. Daytoy ti
gapuna no apay a kanayon a napintas ti minuyunganda.
Ti kuman ken talon met ti pakakumikuman ni Tata Yulo.
Naragsak ken naurnos ti pamilia da Tata Yulo ken Nana Yoling ta napintas ti
panagbibinnuligda a sangapamilia.
Ap-apalan dagiti kaaduan ti pamiliada.
 APPENDIX B: Activity sheets
168
169
I. Objectives:
Skills
Develop and using vocabulary of words that begin with the target letter/s
and events. Confirm predictions after listening to a story.
comments.
Group 1 – Remember Me?
Group 2 – Act out portions of the story
Group 3 – Sequence events in the story
Group 4 – Tell the lesson that you get from the story.
and pausing
Give/produce the beginning sound of Mm.
Write Mm,, both upper and lower case.
Spell and writing words using phonemic awareness and letter knowledge
Write upper case and lower case letter of Mm in print using proper proportion.
II. Subject Matter

A. Story:
B. Focus Skills:
1. Oral Language
Giving/producing the beginning sound of of letter/s in a given word.
170
words
sentences.
6. Handwriting:
proportion.
7. Spelling
knowledge
8. Vocabulary:
letter/s
setting and events. Confirming predictions after listening to a story.
C. Reference:
K-12 Curriculum
171
October 2008
D. Materials:
Big Books Flashcards
Story Mystery Box
E. Strategies:
Shared Reading
Acting Out
Games
F. Value: Obedience (Kinatallugud wenno Kinatulnog)
G. Theme: Our Family Traditions
III. Procedure
DAY 1
1. Motivation
Ask: Ania dagiti pasamak a dardar-ayanyo no bakasyon? Ania dagiti
saanyo a malipatan a padas kadagitoy?
2. Unlocking of New/Difficult Words through actions and words

Words to be unlocked:
dumar-ay
makmakan
kumamat
3. The teacher introduces the big book, display the cover.

Point to the title. Explain to the children that a title is the name of the
story.
Say: The title of the story is “Bulan Manen ti Mayo”
Point to and read the author‟s and illustrator‟s names explaining to the
children that an author is a person who writes the story and an illustrator
is one who draws the pictures for the story.
Talk about the title and ask the pupils to predict what the story might be
about.
Would you really want to know what the story is about?
4. The teacher presents the cover of the big book showing the picture of
May Festival.
Who do you think will be going to the May Festival?
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B. During Reading
1. First reading by the teacher
The teacher opens the book and read the whole story showing each
page with the illustration to the pupils.
2. Second Reading
The teacher gives a chance to interact with the text. After reading a
page or several pages, ask questions to help pupils predict and monitor
their comprehension.
C. Post Reading
1. Lead the class to answer the motive question.
2. Divide the class into 4 groups and give each group an activity.
The discussion of the story follows and the small group activities are
presented as the discussion goes.
Comprehension Question Engagement Activity

1. Apay a napnuan unay ti ragsak Group I- Role play the “Tio
dagiti annak ni Tata Munding idi Dante” in your life
umadanin ti Mayo? Apay?
2. Ania ti saanda a maliwayan a
dar-ayan ti tinawen?
3. Siasino ti tartarigagayenda a
sumangpet”
4. Adda met kapada ni Tio Dante ti
biagyo? Ania dagiti aramidna
met a nangparagsak kadakayo?
5. Ania dagiti tarigagayen da Mabel Group II – Dramatize how
ken Maros a luganan? Agpareho Mika felt when they didn‟t
nga agkabsat ti kayat? like to tag her along.
6. Apay a saan a kayat ni Maros to
aglugan ti “Ferris Wheel”?
7. Siasino pay ti agrayo a sumurot?
Insurot da? Apay?
8. Malaksid ti peria, sadinno pay ti Group III – What were the
papananda? reminders of Tio Dante and
9. Ania ti bilin ni Tio da Dante their parents before they
kadakuada? left for Aparri?
10. Ania ti kayat nga sawen ti
“kumamat a danum?
11. Adda met padasyo a nagdigusen
ti baybay?
12. No dakayo da Maros kenni Group IV – List down how you
Mabel, kasano met ti prepare yourselves for the
panagrubbuat yo? trip.
173

Select the Matching Word cards that you prepared for the Shared Reading
Story.
cards.)
using a small book, tell the student to point to that word on the page.) Help
them if they have trouble finding the word and praise them when they are
correct. Do this with each Matching Word card (or word on the CB) that
you selected.

sentence...
to say the word.
Day 2
1. Drill
Pick a Name: Read along with the teacher the words inside the “Hen‟s
Coop”. Tell if the word is a name word or not. (Words written on eggs in
the Hen‟s Coop)
174
2. Review
Below are four big eggs labelled Person, Place, Animal and Thing. Write
each of the following words under the egg it belongs to.
maestra mani Mona
manok mansanas mama
Manila
Person Place
Animal Thing
3. Lesson Proper
Presentation:
“Munyeka”
Insurat ni Natividad Bautista
Anian pintas ti munyeka

A kukua ni Monika
Inted daytoy ni Mama na
A Marita ti nagan na
Agyamannak la unay mama

Inyebkas ni Monika
Nakaisem ni Mamana
Sada naginnarakup nga agina.
Ask:
Ania iti adda kenni Monika? Ti munyeka
Siasino ti nangted kenkuana? Ni mama na
Ania ti nagan ni Mamana? Ni Marita
Siasinno ti nangibaga ti “Agyamanak? Ni Monika
Siasino ti naginnarakup? Da Marita kenni Monika/ dagiti agina
Say: Kitaen tayo ti pakasurat dagitoy a sarita
Ni Monika Da Marita ken Monika

Ni Marita
ti munyeka dagiti agina
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4. Oral Practice
Teacher writes names of persons and places on the board, let us read
them.
Ni Monica Da Mimi ken Madel

Ni Mario Da Medi ken Melit
Ti babai Dagiti lallaki
Ti munyeka Dagiti bantay ken turod
Teacher asks pupils to match the names with ni, da, ti or dagiti
5. Generalization
Only one person (Proper Name) – ni Only one (common noun) - ti
Two or more persons - da Plural (common noun) – dagiti
6. Guided Practice
See attached Activity Sheet
Divide the class into four groups. Give a article for each noun listed
below.
I II III IV
Ikit Mona ken
Uliteg
Pusa Artista Lapis ken papel Momoy
Bangko ken
lamesa Parke Taraken Eskwela
Lalaki Sapatos Madel ken Adel Aldaw
Inang Billit Libro Mabel
8. Application
Write the missing article

1. Agnanaedak ditoy ili ___ Aparri.
2. Napintas diay ti munyeka nga inted ______ manang Bel ken manong
Ben.
3. Taga Cagayan ___ Apo Enrile.
4. Nalamiis idiay igid___i baybay.
5. _________sabsabong ti Baguio ti gagarko a mapan sadiay.
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9. Evaluation
Ikkan ti kur-it (/) sabkay ti numero no umno ti artikulo a naaramat, ekis (x)
no saan nga umno.
_________ 1. Ti elebision _________ 6. Da Maja ken May
_________ 2. Da Mr. Cortez _________ 7. Ni anak
_________ 3. Da taltalon _________ 8. Dagiti pantalon
_________ 4. Ti tugi _________ 9. Ti baboy
_________ 5. Dagiti agkabsat _________ 10. Da Jolly
Day 3
Ania a bulan ti kanayon a paspasungadan dagiti annak ni Tata
Munding?
Answer: Mayo
Ania dagiti nagan dagiti annak ni Tata Munding?
Answer: Maros, Mabel, Mika
Ania ti kayat ni Mabel nga aramiden ti peria”
Answer: Makalugan manen ti „Ferris Wheel‟
Apay a saan a maawis ni Maros ni Mabel nga aglugan ti Ferris Wheel?
Answer: Mabuteng nga aglugan
Apay a mas magustuan ni Mabel ti aglugan ti Caterpillar?
Answer: Madi a makaulaw
Siasino ti mayat a kumuyog?
Answer: Mika
Ania ti inyay-ayo dagiti kakabsatna kenkuana?
Answer: munyeka ken makmakan
Ania ti impalagip ni tio da a Dante maigapu ti biaheda?
Answer: masapada nga agbiahe
The teacher presents the list of words:

INITIAL INITIAL
munyeka Mayo
makmakam mabuteng
masapa makaulaw
Mabel makalugan
Ania nga aweng ti mangngeg ti rugi ti balikas?
The teacher asks the pupils to give words that begin with letter m.
177
B. Lesson Proper
1. Presentation
The teacher presents the picture of Chicken “Manok”
- Ania daytoy?
- Adda tarakenyo a manok?
2. Discussion:
Teacher presents the Prime Track for letter M.
LESSON 7 LETTER Mm
manok
ma nok
manok m
mano ma
man man
ma mano
m manok
na ma ki a
ma to mo sa
an nak mat si
am mi han so
Naamo ti manok ni Ama. Naamo.
Naamo ti manok ni Naamo ti
Naamo ti manok Naamo ti manok
Naamo ti Naamo ti manok ni
Naamo Naamo ti manok ni Ama.

mayo maysa maso
manso mano mani
mais mansa misa
mani mama mata
manok maya manto
makita makan kimat
ama ima kama
kimat siam imot
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siam nga manok ima ni ama naimot ti makan
mani ken mais mansa ti manto maso ni ama
mata ni mama masya a maya intono Mayo
Siam ti manok ni Ama.

Adu ti mani ken mais mi.
Naimot ti makan ni Maya.
Nakimisa ni Mama a nakamanto.
Mayo idi nakitak ida diay kanto.
a. Picture and Keyword

manok
Point to the picture then tell the children, “Dagitoy ket manok”
(Let them say manok)
b. Point the keyword under the picture.

Read the keyword
Let children read also
Keep pointing to the keyword as you read it with the children 2 – 3
times.
c. Syllable Box
ma nok
Note: Do this if the keyword has more than one syllable.
Point to the keyword and read it.
Point to each syllable.
How many syllables are there?
Read each syllable again.
Stamp each foot as you read each syllable in the word.
Do this repeatedly.
How many times did you stamp your foot?
d. Do the “Breaking Word” Activity

manok
mano
man
ma
m
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e. Do the “Making Word” Activity
m
ma
man
mano
manok
Read the new letter to the students and then with the children.
Point to the part of the word directly under the new letter.
Read the part with the children and then with the children.
Read the next bigger part of the word to and with the children.
When you get back to the keyword, read it to and with the children.
Read the entire keyword lesson using steps 2 – 3 of the reading plan.
f. Big Box and Word Chart

manok m
mano ma
man man
ma mano
m manok
Present the mystery box with letters or syllables in it for this lesson in the
Prime. Make the Mystery Box underneath the Making and Breaking Word
sets.
Open the mystery box. Get letter or syllable read first then with the
children.
- Read left to right and then top to bottom.
- Bring out one letter or syllable at a time.
- Let children read as you show the letters or syllables
Children find the new key word in the Mystery Box.
- Ask: Who can come and find the letters or syllables that make
the new key word?
- Let them read the word that the child brought out from the
mystery box.
- Ask: Is the word correct?
- Who can write on the board?
- Let them read again.
There are other syllables and letters in the Mystery box.
- Call pupils to find other words.
- Write on the board the words that they found.
- Let children read the words
- (Lead them how to read the words correctly)
masitera mais ama milo
Mario mansanas melon mula
munyeka mata Mila mabalin
Let the children read all the word again in chorus.
180
g. Sentence –Breaking and Sentence Making
Read the sentence-Making Word to and with the children
Naamo ti manok ni Ama. Naamo.
Naamo ti manok ni Naamo ti
Naamo ti manok Naamo ti manok
Naamo ti Naamo ti manok ni
Naamo Naamo ti manok ni Ama.
Do the “sentence Breaking” Activity
Do the sentence-Breaking Activity the same way you did with the
Word Breaking Activity in the Keyword part of the lesson.
Do the Sentence Making Activity on the board
Build the sentence back up, from the sentence-Making Word Activity
in the Keyword part of the lesson.
Read the Sentence –Breaking and Sentence-Making Sentences
h. Oral Practice
Initial Final
Mario munyeka Immisem
manok Monica ibagam
masitera Marita alaem
baunem
awisem
Ask: Ania nga aweng ti mangngeg iti rugi ti balikas?

Have the children repeat reading the words.
i. Guided Practice
Distribute rubber bands and invite the children to stretch them.
Highlight /m/ by stretching your rubber band and say: /m-m-m-m/
Do the stretching of rubber band with me and say, /m-m,-m-m/
Repeat these words beginning and ending with /m/ after me as you
stroke your rubber band.
/m-m-m-m/ mais isem /m-m-m-m/
/m-m-m-m/ manok innem /m-m-m-m/
/m-m-m-m/ mani tanem /m-m-m-m/
/m-m-m-m/ madi dalem /m-m-m-m/
/m-m-m-m/ moda kitaem /m-m-m-m/
Teach a song to the tune of “Happy Birthday”
Ania ti umuna nga aweng
Ti balikas a “mais” (2x)
Substitute other words
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j. Application
Listen to the story about the three sisters
Tallo nga Agkakabsat
Da Matet, Mely ken Mina ket agkakabsat

Agay-ayamda iti paraangan mi.
Kasta unay ti ragragsakda nga agkikinnamat,
Matet: Manang Mely agsardeng tayo pay laeng, mabisinak unayen
Mel: Madamdama ading, iyuray tayo ni Mama.
Mina: Wen, kuna ni Mama, ayabanna tayo kano latta.
Saan a nagbayag, nagpukkaw ni Mamada.
Nagtatarayda a tallo a napan ken mama da.
Mama: Annak ko, sakbay nga kanenyo daytoy masapul nga
pugtuanyo no ania daytoy ipakanko?
Matet
Mely wen mama
Mina
Daytoy ket agrugi /m/
Ken agturpos ti / ansanas/
Pagtipunem ida
Ania daytoy? (mansanas)
Ask: Ania ti insagana ti nanang para kadagiti tallo nga
annakna?
Ania ti umuna nga aweng ti balikas?
(The teacher may also give other words for the children to guess)
Daytoy ket agrugi /m/
Ken agturpos ti / ata/
Pagtipunem ida
Ania daytoy? (mata)
Daytoy ket agrugi /rake/
Ken agturpos ti / m/
Pagtipunem ida
Ania daytoy? (rakem)
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IV. Evaluation
Agdrowing ti no ti nagan ti ladawan ket agrugi ti /m/, no ti nagan ti
ladawan ket agturpos ti /m/.
1. 4.
2. 5.
3.
Day 4
Writing and Spelling
“Bring Me” will be played by the children. Teacher prepares pictures, objects
that have the beginning sound of M.
The children will go around the room to look for the picture or object being
asked and bring it to the teacher. Let him/her tell the name and produce the
beginning sound of the given object.
B. Writing Activity
1. Modeling by the teachers
Present the letter M.
Say: This is the big and small letter Mm
Watch me as I write the letter in the air
Now, let‟s all write together in the air. (Do this 3 – 4 times)
2. Guided Practice
Writing letter m on their palm (teacher demonstrates)
On their armed chair
On classmates back
Trace big M ad small m on a given space.
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Children practice writing on their paper
Write the new letter on the chalkboard.
Show them the correct way of writing big and small letter “Mm”
Children will practice writing the letter on their paper or in their writing
exercise books. (Do this ten times)
Go around the room and help everyone that are hard-up in writing the
letter.
C. Application
1. Children practice writing the new key word on their paper or slate. – Write
the word in large letters on the chalkboard.
2. Let them write the new keyword 10 times on their paper or slates
3. Monitor the pupils
4. See how they are doing
5. Help everyone that is having trouble in writing this word.
D. Evaluation:
1. Mario ____ario
2. Masitera ____asitera
3. Mangga ____angga
4. Monica ____onica
5. Marita ____arita
6. Munyeka ____unyeka
7. Manok ____anok
Spelling
1. Dictate the key word from today‟s lesson
- Children write the keyword on their paper.
2. Dictate the key word from the last lesson.
- Children write the word on their paper.
3. Dictate 2 – 5 keywords from earlier lessons.
- Children write the each word on their paper.
4. Write the spelling words correctly on the chalkboard.
- Walk around the room as the children write to encourage and help them
to know their mistakes.
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DAY 5
Assessment Day
A. a. Recalling the important details of the story (Listening/Oral)

Iti maysa a malem nagpasiarak kada Mimi. Nadanonko ida nga agpurpuros ti
mani. Intugawko metten ti nakipagpuros ti mani. Ket idi nagawidak inikkannak
ti mani ti ina ni Mimi. Ngem daydiay laeng ta kinnan met ti manok ni Moni.
1. Siasino ti akinbalay ti nagpasiaran ti nagakem iti sarita?
2. Ania ti purpurusen dagiti nadanonna?
3. Apay ngata nga inikkan ti in ani Mimi ti agsasao iti sarita?
4. Ania ti napasamak iti inyawidna a mani?
b. Sequencing of events
Teacher shows pictures of the events in the story. Pupils are asked to
sequence the pictures as they happened in the story
B. Using ni and da/ti and dagiti correctly

6. ____ ima 4. ______ Lina
7. ____ sangsanga 5. ______Mila ken Melo
8. ____ mangga 6. ______ Mona kenti kabsatna

1. maso
2. mais
3. marunggay
4. masetas
5. marka
Pagkamangen babaen ti uged dagiti balikas tapno mabakukel ti sao
a kas
ma ging
so
mo nas
mi si
kod ki
la mu
na
185
E. Writing the upper and lower case of Mm
See Activity Sheet
F. Spelling
1. mani
2. mais
3. mansa
4. misa
5. siam
6. mani
7. ama
8. ima
9. mama
10. mata
APPENDICES
 APPENDIX A:
Bulan ti Mayo Manen

Sarita ni Leila P. Areola, Ph. D.
Kasta unay ti ayat dagiti annak ni Tata Munding idi impadamagna a

simmangpeten ni Tata Dante. Ni Tata Dante ket kabsat ni Tata Munding nga
agnaed idiay Aparri, Cagayan.
Awan liway dagiti annak ni Tata Munding a dumay-ay ti “May Festival” idiay
Aparri. Agrugi daytoy iti umuna nga aldaw iti Mayo.
“Yehey, addan ni Tio Dante ,” inlaglagto nga imbaga ni Mabel. “Makaluganak
manen ti „Ferris Wheel‟.”
“Madik kayat ti aglugan kadayta. Mabutengak la ketdi, “ kinuna ni Maros.
Kaykayat ko ti aglugan ti „Caterpillar‟. Saan a makaulaw. ”
“Sumurotnak met a diay Aparri,” kinuna ni Mika. “Kayat ko met ti makalugan ti
„Ferris Wheel‟.”
“Intuno maminsan a tawen, anak. Awan ti agaw-awir kenka didiay. Mayat
kuma no makapanak,” impalawag ni Tata Munding.
“Agbatikan, ading. Iyawidan kanto ti munyekam,” inyay-ayo ni manang na a
Mabel.
“Iyawidan kanto met ti adu a makmakan, “ innayon ni Maros.
“Ala, irubbuat yon dagiti lupotyon ta masapa tayo nga agbiahe no bigat, “
kinuna ni Tio Dante. “Saan yo a liplipatan ti lupotyo a pagdigos diay baybay.”
Nakarkaro manen ti ragsak da Mabel ken Maros.
“Yehey, mapan kami manen agdigos idiay danum a kumamat,” dandani a
naggiddan nga inyikkis da Mabel ken Maros.
“Masapa kayo ngarud a maturog tapno masapa kayo a mariing,” impalagip
impalagip ni Tata Munding.
186
187
188
I. Objectives
Give the meaning of words by drawing experiences to bring meaning to
words in context
Predict what the story is about
Recall important details in a story listened to
Give the summary of the story listened to.
Talk about the story by recalling important details in a story.
Respond to the story through the following engagement activities.
Group 1 – Lights… Camera… Action
Group 2 – What‟s for Christmas.
Group 3 – Noche Buena.
Group 4 – Let Me Do It!
Show love fore reading by listening attentively during story reading and
making comments
Use names of persons, places, animals and things appropriately.
Give the sound of the specific letters in the alphabet.
Identify and produces the beginning sound of Ll
Write big and small letter Ll
Copy/write phrases and sentences correctly.
Spell words correctly.
II. Subject Matter
A. Story:
B. Focus Skills:
1. Oral Language
Reciting/singing with ease and confidence, rhymes, jingles, riddles,
charts, song, lullaby in culturally appropriate manner.
2. Phonological Skills
Giving/producing the beginning sound of letter in a given word.
Orally segmenting a two or more syllable words into its syllabic parts.
Giving the new spoken words when two or more syllables are joined
to form words.
3. Book and Print Knowledge

Making one to one correspondence between written and spoken
words.
Pointing out that spoken words are represented in written
language by specific sequence letters.
189
4. Alphabet Knowledge
Giving the letter that begins with the name of a given
picture/objects.
Identifying specific letters in the alphabet both upper and lower
case.
Showing relationship between sounds and written symbols.
5. Word Recognition
Giving the sound of the specific letters in the alphabet.
sentences.
6. Reading Comprehension
Predict what the story, legend, community events, and community
issues.
Recall important details in a story, and legends listened to.
Give the summary of the story/legends listened to.
Show love for reading by listening attentively during story reading and
making comments
7. Grammar Awareness
Using names of person, places, animals, and things appropriately in
sentences.
Using the correct noun markers (ti, dagiti, ni da) in identifying names
of persons, places, animals and things.
Using the directional – daytoy/dagitoy, dayta/dagita, daydiay,
dagidiay, etc.
8. Handwriting
Writing upper case and lower case of letter Ll
Writing words, phrases and sentences correctly.
Observing some mechanics when copying/writing sentences:
capitalization, white space between words and correct punctuation
marks.
9. Spelling
knowledge
C. Reference:
K-12 Curriculum

190
October 2008

D. Materials:
Big Books Flashcards
Story
E. Strategies:
Shared Reading
Acting Out
Games
F. Value: Family Solidarity
G. Theme: Our Family Traditions
III. Procedure
DAY 1
1. Motivation and Building Background
Teacher asks pupils what is celebrated during the month of
December.
The teacher shows the picture of Baby Jesus. The teacher allows
the pupils to share their thoughts about Christmas.
2. Unlocking of New/Difficult Words through actions and pictures.

kinablaawan pinagsasangwan
malaksid nadanunan
rinugyanan nagrubuat
impalawag inadal
3. The teacher presents the bigbook. The teacher points to and read the
title of the book. Let the pupils identify the letter in the title and
give/produce the sound of letters. Talk about the title and ask the pupils
to predict what the story might be about.
191
4. Motivation Activity
The teacher presents the cover of the bigbook showing a Christmas Tree
with plenty of gifts surrounded by people.
Asks the pupils “Who would you wish to give gifts”? Why?
B. During Reading
 First Reading by the Teacher (reading plan)
Teacher opens the book and read the whole story showing each page
with the illustration to the pupils.
 Second Reading
The teacher gives pupils a chance to interact with the text. After
reading a page or several pages, asks question to help pupils predicts
and monitors their comprehension.
C. Post Reading
1. Leads the class to answer the motive questions.
2. Divides the class into 4 groups and give each group an activity. The
discussion of the story follows and the small group activities are
presented as the discussion goes on.
COMPREHENSION QUESTION ENGAGAMENT ACTIVITY

GROUP I
1. Siasino dagiti nagakem ti Ipakita ti ragsak ni Loren iti dayta
sarita? nga aldaw ken no kasano a
2. Ania ti rambakanda? nagsagana nga mapan makimisa
3. Sadino ti papaanda?
4. Ania ti insaganada?
5. Sadino ti papananda no GROUP II
malpas ti misa? Mangisagana ti sagut para kenni
6. Siasino dagiti nadanonda? lelong ken lelangyo.
7. Ania dagiti intugotda iti
balayda lelong ken
lelangda?
8. Ania ti nariknana idi awan ti
naisaganana a sagut?
9. Ania dagiti taraon a GROUP III
naisaganada? Nakasaganan ti taraon ti lamesa.
10. Nagustuanda met laeng ti Idrowing dagiti taraon a kayatmo
kinnanda? nga idasar
11. Ania met dagiti taraon nga
isagsaganayo ti balayyo
12. Ania ti inaramid ni Lelongda GROUP IV
a Lando kalpasanda a Ipakita no kasano a naiparikna ni
nangan.. Loren ti ayatna ti pamilana.
13. Nakaawat da kadi amin ti
192
COMPREHENSION QUESTION ENGAGAMENT ACTIVITY
sagut?
14. Siasino ti awan insaganana
a sagut?
15. Kasano nga imparikna ni
Loren ti ayatna ti pamiliada?
16. Apay a naklaatda iti
nagkanta ken nagpatokar ti
organ?
A. the Story Using the Reading Plan

B. Do the Matching Word activity

Select the Matching Word cards that you prepared for the Shared Reading Story.
Give one of the Matching Word cards to a volunteer. (If you are using a small
book, write the words one by one on the CB instead of on word cards.)
Tell the volunteer to point to the matching word in the story. (If you are using a
small book, tell the student to point to that word on the page.) Help them if they
have trouble finding the word and praise them when they are correct. Do this with
each Matching Word card (or word on the CB) that you selected.
C. Do the Hide-a-Word activity.

that sentence...
If they say the wrong word, point to the word they said and show
them that this is NOT the word that is covered. Read the sentence
again, using the pointer to show them the words they are reading. Let
them try again to say the word.
193
Day 2
Developing Langauge Competencies
Present some names of persons, animals, objects, and places written in a
flashcard. Ask the pupils read it then let them group where they belong.
B. Lesson Proper
1. Let the pupils read the following words.
regalo litson simbaan
lamesa Christmas Tree Loren
Lolo Lando sala baboy
2. Complete the following sentences using the words above
a. Naimas nga talaga iti _____.
b. Mapan da diay ______ sirok ti _______.
c. Dagiti regalo ket dadiay sirok ti _____.
d. Awan iyi maited ni _____ a regalo.
e. Bibit ni Loren dagiti _____ a napan diay balay da apongna.
C. Oral Practice
Teacher asks the pupils to use the name words presented in graphical name.
TAO AYUP
baboy
manok
Loren Lelang Linda
Lando
Tata Lito
Lelong Lando
LUGAR
BANBANAG
Simbaan
lamisaan
Litson regalo pagtaengan
sala
Christmas Tree
lolipop
194
D. Generalization
Name words tell the names of person, places, animals and things.
E. Guided Practice
Put a check () mark if the name words are used in the sentences correctly.
1. Ipanyo dagita litson diay sirok ti Christmas Tree.
2. Adu dagiti naawatmi a regregalo.
3. Mapan tay agyaman ken agdayaw kenni Apo Hesus.
4. Dagiti regalo ket impan da diay sirok ti Christmas Tree
5. Naimas iti litson a manok.
F. Independent Practice
Divide the class into two. Have the group use the following word in the
sentences correctly. The group with fastest tome to construct sentences will
win the game.
1. Lolo Lano
2. aginaldo
3. lollipop
4. kwarto
5. manok
G. Application
Fill in the correct name word to make sentences correct.
1. Kanayon kami a mapan diay _____ tapno agrukbab ken agyaman
kenni Apo Hesus.
2. Naragsak amin nga tattao kada madanun ti _________
3. Nagtukar ken nagkanta ni _____.
4. Awan ti ______ ni Loren.
H. Evaluation
Use the following words in the sentences correctly.
1. aginaldo
2. Paskua
3. Apo Hesus
4. ubong
5. regalo
Day 3
The teacher uses the story “Paskua Manen” then asks the following
questions to the elicit words with the Letter Ll.
Who are the characters in the story?
Answer: Loren, Tata Lito, Lelong Lando, Lelang Loleng
What food did they prepare?
Answer: Litson, Lech flan, Lolipop
195
Where did they place the food?
Answer: Lamisaan
B. Lesson Proper
1. Presentation
The teacher shows the picture of squid “laki”. Pupils are asked to share
their experiences about eating “laki”.
2. Discussion
Teacher presents the Primer Track for the Letter Ll.
LESSON 8 LETTER Ll
a n i T K s o y m l
litson, lastiko, lakasa, lansa,

laya, lamok, lakay, lakko,
kallid, lamok, lana, kalti,
killokillo, killo ,kalio, kinalti,
alisto, talon, taltalon, allon
kallid, balay, kilo , talon,
taltalon, kilikili , lati, laki,
laya, labba, lakay, talon,
lanitok, lanit,
laki
la ki
laki l
lak la
la lak
l laki
Li ki ti ma
La lan a na
Sa ko lay ni
Lima kilo a laki ti nalako ni Lina. Lima

Lima kilo a laki ti nalako ni Lima kilo
Lima kilo a laki ti nalako Lima kilo a
Lima kilo a laki ti Lima kilo a laki
Lima kilo a laki Lima kilo a laki ti
Lima kilo a Lima kilo a laki ti nalako
Lima kilo Lima kilo a laki ti nalako ni
Lima Lima kilo a laki ti nalako ni Lina.
196
litson lastiko lakasa lansa

laya lamok lakay lakko
kallid lamo-lamo lana kalti
killokillo killo kalio kinalti
alisto taltalon allon lanit
kilo kilikili lati laki
laya lata lanitok lanit
kalio ti lakay taltalon ti lakay

inlakasa sangakilo a laya
lastiko ni Lilo lanit ti lana
lakko-lakko ti lakay kallid ni Loli
linati a lata sangalata a laki
Linanaan ti lakay ti lakkolakkona.

Kinalio ti sakana.
Kinalti ti kinnanna.
Linanit ti kinalti a kinnanna.
Kinilona ti laya nga inlakona.
Sangalata nga laki ti inlakona
A. Picture And Key Word

1. Introduce the keyword picture.
laki
Point to the picture then tell the pupils , “Daytoy ket laki.”
2. Point to the key word under the picture. Read the key word. Point to the
key word and read it to the pupils. Keep pointing to the key word as you
read it with the pupils 2-3 times.
B. Syllable Box
la ki
1. Do the syllable boxes activity. Point to the keyword and read it at normal
speed. Point to each syllable as you read each syllable distinctly. Read
each syllable again, clapping once for each syllable. Do this again and
have the pupils clap for syllable with you.
197
C. Do The “Breaking Word” Activity
laki
lak
la
l
with the pupils.
Point to the part of the word with the new letter that is directly below
the keyword. Read that part of the word to the pupils, then with the pupils.
Continue reading each smaller part of the word. (This may take only one
step or it might take 3 or 4 steps, depending on the length of the key word.)
When only the new letter is left, read the new letter to the pupils and then
with the pupils.
D. Do The “Making Word” Activity

l
la
lak
laki
and then with the children. Point to the part of the word directly under the
new letter. Read that part of the word to the children and then with the
pupils. Read the next bigger part of the word to and with the pupils. When
you get back to the keyword, read it to and with the pupils.
Read the entire keyword lesson using Steps 2-5 of the Reading Plan.
E. Big Box And Word Chart
laki l
lak la
la lak
l laki
li Ki ti ma
la Lan a na
sa Ko lay ni
the Big Box for this lesson in the Primer. Make the Big Box underneath the
Making and Breaking Word sets.
Read the letters or syllables in the Big Box to and then with the pupils.
Read all the letters or syllables in the Big Box to the children and then with
the pupils. Read left-to-right and then top-to-bottom. Use the pointer to point
198
to different letters or syllables randomly. Pupils read each letter or syllable
as you point to it. Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword. Read the
word with the pupils that found it. Ask the other pupils it that word is correct.
If so, write the keyword on the “Word Chart” or on the Chalkboard and read
it to and with the pupils. If it is not correct, ask another child to find the Key
Word and write it correctly on the Word Chart or Chalkboard.
with the pupils as they identify them. Ask the rest of the class if the word is
correct. If not, invite another pupil to come and point to the correct letters.
li Ki ti ma
la Lan a na
sa Ko lay ni
lisa kilikili lima mani

lana naala killo killokillo
kilo lati nalako lako
F. Sentence- Breaking And Sentence- Making

1. Read the Sentence-Making word to and with the children.
Lima kilo a laki ti nalako ni Lina. Lima
Lima kilo a laki ti nalako ni Lima kilo
Lima kilo a laki ti nalako Lima kilo a
Lima kilo a laki ti Lima kilo a laki
Lima kilo a laki Lima kilo a laki ti
Lima kilo a Lima kilo a laki ti nalako
Lima kilo Lima kilo a laki ti nalako ni
Lima Lima kilo a laki ti nalako ni Lina.
2. Do the “Sentence-Breaking” Activity.

3. Do the “Sentence-Making” Activity on the chalkboard.

whole sentence. the same way you did the “Making Word” activity in the
keyword part of the lesson.
199
4. Read the Sentence-Breaking and Sentence-Making sentences following
the Reading Plan.
G. Oral Practice
1. The teacher presents the list of words
litson pandesal
lamesa ospital
leche flan kanal
lolipop balabal
lata pedal
lola opisial
2. Ask the pupils to read the word and find out what is letter that is common
to all the words.
3. What sound do you hear at the beginning of the words?
H. Guided Practice
The teacher tells. I am going to say the first sound and the remaining sound
in the words. Blend these word parts.
/l/…ata lata /l/ …ola lola
/l/ .,, itson litson // …olo lolo
Help the children hear how the word parts are blended by extending the
first sound.
Present another words and let the pupils spell the word. Teach them the
correct way to spell words.
I. Application
Listen to the riddles and gives what is the correct answer.
Tunggal mapan kay eskuela
Papel ken siak kanayon nga adda.
It begins with l
And ends with s
Put them together
What is it (It‟s ______)
IV. Evaluation
Ikkan ti kur-it (/) ti ladawan nga adda /l/ ti rugi weno udi ti naganna
1. 2. 3. 4.
lapis lolipop lipstick lata
200
5. 6. 7.
litson papel bag
8. 9. 10.
payong baso sapatos
DAY 4
Handwriting
Children are made to play the “Guessing Game” teacher present a
box with objects that have the beginning sound of (Ll) group the children into
two. Blind fold the children. The group who identify more objects will be the
winner.
B. Writing Activity
Show the children the Big and small letter Ll. Tell the children to
watch your hand as you write the new letter in the blackboard following the
correct counting. Have them practices writing the letter in the air with you.
C. Guided Practice
Show them how to write the letter on the palm of one hand using the
finger of their other hand. Do these many times
Trace the big L and the small l on the given space.
Have the pupils trace the dots to form Ll or the blackboard and on their
worksheets.
E. Application
The children practice writing letter Ll on their papers then on their
writing notebooks. The teacher walks around the room and helps anyone
who finds difficulty in writing the letter.
201
F. Evaluation
Isurat ti kurang a sarita
1. Lapis ___ apis
2. Papel pape__
3. Lata __ ata
4. Litson __itson
5. Ospital __ospital ___
G. Spelling
1. Present 5 pictures, one after the other.
2. Let the pupils write what is in the picture.
3. Call one by one to spell the word that they wrote in their paper.
DAY 5
Assessment
The teacher is expected to prepare sets of exercises that assess the following:
A. Reading Comprehension
1. Answering wh-questions
2. Giving summary
B. Phonological Skills
C. Alphabet Knowledge
D. Word Recognition
E. Grammar Awareness
F. Handwriting
G. Spelling
APPENDICES
 APPENDIX A:
Paskua Manen
Haydee Hernandez
Kasta unay ti sapa ni Loren a nariing. Napnuan ti ragsak na agsipud ta

Paskuan.
Kadawyanda nga agkakabagyan nga agsinsinukat iti sagut ngem ita a paskua
awan maited na a sagut.
Idi rimuar ti siledna, addan da tatang na a Lito ken nanang na a Lita a

nakasaganan a makimisa. Bitbitdan kadagiti sagutda. Kinablaawan ken inagkan
na ida.
Ni Loren ti nangbitbit dagiti sagutda tatang ken nanangna. Nagsasaritaan da

a kalpasan ti misa ket agturong da sa diay balay ni lelong na a Lando ken
Lelang na a Loleng. Idiay a rambakanda ti paskenda nga agkakabagyan.
202
Nakadasaren ti lamisaan iti pagsasanguanda nga agkakaimas a makmakan
kas kadagiti litson, letche flan, spaghetti, fried chicken, keso de bola, tsokolate,
lolipop ken dadduma pay. Pinagsasangwanan da ngarud daytoy.
Kalpasan iti pannanganda, nagturongda amin idiay salas. Amin a sagsagut

ket naikabil iti sirok ti Christmas Tree malaksid kenni Loren agsipud ta awan ti
sagutna.
Ni Lelong na a Lando iti nangrugi a nangited kadagiti sagutna ta isu ti

kalakayan. Ni Loren ti ultimo a naayaban a mangited ti sagutna ta isu iti
kaubingan.
Timmakder ni Loren iti sango ket imbagana nga awan iti maitded a sagut no
di laeng ti naimpapuswan a panagayatna amin kadakauada.
Nagin-inut a timmakder dagiti kabagyanna ket maysanmaysada a nangagek

ken nangkablaaw kenduana iti naragsak a paskua.
Idi naagkanda amin ni Loren, immasideg ti organ ket pinatukar na diay

naadalna a saniweng a sagutna kenni Apo Hesus a sentro ti panagrambak ti
paskua.
Nasdaawda amin gapu ta saanda impagarup nga ammo ni Loren iti agkanta
ken agpatokar ti organ. Maysanmaysa ti nangala ti kaparehana ket daytoyen ti
nagrugianan ti panagsasalada.
203
204
205
I. Objectives
Draw on experiences to bring meaning to words in context.
Predict what the story is all about
Recall important details in a story
Recall important details in a story
Give the possible ending of the story listened to
Respond to the story through the following engagement activities
Group 1 - Act out a portion of the story
Group 2 - Draw and tell about the things they liked most
Group 3 - Dramatize a portion of the story.
Group 4 - Sequencing events through pictures
comments.
Use names of persons, animals and things appropriately in sentences.
Identify letter Gg, both upper and lower case.
Give/produce the beginning sound of /g/ in a given word.
Write upper case and lower case of Gg in print using proper proportion.
Write syllables and words correctly.
II. Subject Matter
A. Story:
Ganuat Iti Pamilia
Sarita ni Beverly S. Cordero
B. Focus Skill:
1. Oral Language
Using expressions appropriate to the grade level in classifying things,
animals, objects etc.
Orally segmenting a two or more syllable word into its syllabic parts.
3. Book and Print knowledge

Making one to one correspondence between written and spoken
words.
206
Giving the letter that begins with the names of a given picture /objects.
Identify specific letters in the alphabet, both upper and lower case.
5. Word Recognition
sentences.
6. Handwriting
Writing upper case and lower case letters in print, using proper
proportion
Writing words, Phrases, sentences correctly
7. Grammar
Using names of persons , places, animals and things appropriately in
sentences.
8. Vocabulary
Drawing on experiences to bring meaning to words in context.
Predicting what the story is all about
Recalling important details in a story listened to
and making comments
10. Spelling
Understanding that there is a way to spell correct words
knowledge
C. References:
K-12 Curriculum

October 2008
207
D. Materials:
1. Pictures
2. Story
E. Strategies:
Shared Reading
Summarizing
Acting Out
Games
F. Value: Cooperation in the family (Panagtitinnunos iti Pamilia)
G. Theme: Taking Care of Each Other- Our Home and Surroundings, Family
Safety.
III. Procedure
DAY 1
A. Pre- Reading Activities
Teacher introduces concept by asking questions about the topic to
elicit pupil‟s prior knowledge.
The teacher asks what they do on weekends. Showing the picture of a
family working together, the teacher allows the pupils to share their
thoughts.
2. Unlocking of New/Difficult words through actions and pictures

Garami aggabut ganuat
Igad nasalukag
3. The teacher introduces the bigbook, displays the cover and points to the
title is the name of the story. The teachers points to read the authors and
illustrator‟s names explaining to the children that an author is a person
who writes the story and illustrator is one who draws the pictures for the
story. They talk about the title and the pupils are asked to predict what the
story might be about.
4. Motive Question
The teacher presents the cover of the big book showing the picture of a
family.
Teacher: Ania ti ar-aramidenda? Sadino ti ayanda?
B. During Reading
 First Reading by the Teachers (reading plan)
with the illustrations to the pupils
208
 Second Reading
The teacher gives pupils a chance to interact with the text. After
reading a page or several pages, the teacher asks questions to help
pupils predict and monitor their comprehension.
C. Post Reading
1. Lead the class to answer the motive questions
2. Divide the class into 4 groups and give each group an activity. The
Comprehension Questions Engagement Activity

1. Siasino dagiti agakem iti Group - 1 Idrowing ken ibaga dagiti
sarita? aramatenda iti panangaramidda ti
2. Ania ti ar-aramidenda? obrada iti balay.
3. Natulnog kadida Gabo ken
Gala iti amangda?
4. Magagaranda kadi a Group - 2 Ipabuya ti paset a
mangaramid kadagiti obrada ti mangipakpakita iti kinatulnog da
balay? Gabo ken Galo iti amangda.
5. Ania ti inobra ni Gabo? Ania
met ti inobra da Galo ken
Grace?
6. Ar-aramidem met kadi dagitoy Group - 3 Ipabuya dagiti inaramid ti
iti balayyo a kas ti ar- pamilia iti sarita.
aramiden dagiti nagakem iti
sarita?
7. Ania ti adal a naadalyo Group - 4 Isalaysay manen ti sarita
manipud iti sarita? babaen kadagiti ladawan.
8. Isalaysay manen ti sarita.


209
that sentence...
DAY 2
DEVELOPING LANGUAGE COMPETENCIES
There are four baskets labeled people, place, animals, thing. Place the flash
cards of words under the basket where it belongs.
payong Gabby lapis ganso
klinika Dr. Gillud taltalon nuang
Tao Lugar Ayup Banag
1. Lesson Proper
a. Presentation
Iti maysa a Domingo, aldaw iti panagdadapun, nagkita da Gem ken
Jasmine.
Gem: Ania dagita ginatangmo, gayyem?
Jasmine: Dagitay man arwatek diay eskuela. Gimmatangnak ti
notbuk, papel, lapis, krayola, payong ken bag. Ket sika met, ania iti
ginatangmo?
Gem: Inggatangannak ni Nanang ti sapatos ken medyasko.
Gimmatang pay ti karabasa, kamote, ikan, karne a para sidami. Kasta
met a gimmatang ti kanen tay baboymi.
Jasmine: Napananyo gayam idi nakita kayo a naglugan iti karison?
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Gem: Napan kami nagpiknik idiay away. Kaduak da Tatang, Nanang,
manong ken tay asok a ni Gido. Naglaba kami pay ken nanang
idiay waig. Naglanguyak pay idiay ayus.
Jasmine: Gayyem, umayakto man met agpasiar idiay away no
maminsan.
Gem: Wen a gayyem, pagunian kanto. Ayabamto ni Lina a
kasinsinmo.
Jasmin: Sige garud, agyamanak.
Comprehension Question:
The teacher writes the answers on the board.
Siasino dagiti nagkita nga aggayyem?
Nagkitaanda a dua?
Ania dagiti bitbitda a ginatangda?
Ania a taraken ti inggatanganda Gem iti kanenna?
Napananda Gem idi nakita ida ni Jasmine?
Siasino dagiti kakadduana?
Ania dagiti intugotna idiay away?
Ania ti inbaga ni Jasmine ken ni Gem?
Siasino ti itugotna no sumurotdanto met idiay away?
Answers:
- Gem, Jasmine
- Pagdadapunan
- notbuk, papel, lapis, krayola, paying, bag
- karabasa, kamote, ikan, karne, sapatos, medyas
- baboy
- away,waig
- Tatang, Nanang, Manong, Gido
- Lina
2. Oral Practice
Teacher asks the pupils to group their answers according to names of:
1.
2.
3.
4.
3. Generalization:
Pangnagan ti pangawag kadagiti nagan ti tao, lugar, ayup ken
banbanag.
4. Guided Practice
Read the sentences and underline the name of persons, places,
animals, and things
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Use the following names of persons, places, animals, and things in
sentences.
Nuang taltalon uliteg garami
Baka karayan apong gallon
6. Application
Use the names of persons, places, animals, and things in sentences.
Write the word on the blank.
1.Napan kami naglangoy idiay ________.
2.Naggapu ni tatang idiay taltalon a napan nagala iti _____________.
3. __________ iti pinagsakdo ni manong nga pinagsibog na.
4.Nagimas ti linuto ni nanang a______________.
5.____________ ti tarakenmi,a kanayon ko a pakanen.
garami galon waig ginittaan ganso
7. Evaluation
Write if the highlighted word is a name of person, place, animal or thing.
___________1.Napan dagiti agina idiay dapon.
___________2.Naggapu ni Mang Gaston idiay klinika ni Dr.Gado
___________3.Gimmatangak ti gatas ni Ading.
___________4. Nalukmeg diay tarakenmi a nuang.
___________5. Manursuro ni Nanangko.
DAY 3
The teacher uses the story “Ganuat ti Pamilia” then asks the following
questions to elicit words with the letter Gg.
Siasino dagiti agakem iti sarita?
Answers: Mang Gaspar, Gabo, Grace
Ania ti inaramid ni Gabo? Ania ti inaramatna?
Agsibug galon
Ania met ti pinakan ni Gabo?
Ganso
Ania ti kinnanda idi malpasda kadagiti obrada?
Ginittaan
Ania ti inugasan ni Grace?
Garapon iti gatas
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The teacher presents the list of words through pictures following the reading
plan then asked from the children the initial sound of the words read.
RUGI UDI
galon salukag
gatas sumalog
garapon awag
gitta
The teacher asks the pupils to give words that start in letter Gg.
B. Lesson Proper
1. Preparation
The teacher shows the picture of a gatas.
Children are asked what they know/ experience about gatas.
LESSON 9 LETRA Gg
a N i t k s o y m l g
gatas,gasat, gastos,
gogo, goto, gita, gala,
gatla, galon, gogo,
kagat, agina, agikita,
agiddan, aggigiddan,
masikog, sikog, alog,
salog,
gatas
Ga Tas
gatas g
gata ga
gat gat
ga gata
g gatas
gi ga lis Na so
tas i ta gat log
to lo a go ka
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Nagita ti gatas ti ina ni Galo. Nagita
Nagita ti gatas ti ina ni Nagita ti
Nagita ti gatas ti ina Nagita ti gatas
Nagita ti gatas ti Nagita ti gatas ti
Nagita ti gatas Nagita ti gatas ti ina
Nagita ti Nagita ti gatas ti ina ni
Nagita Nagita ti gatas ti ina ni Galo.

gatas gasat gastos
gogo goto gita
gala gatla galon
gogo kagat agina
agikit masikog sikog
alog salog sago
gatas ti ina adu a gala

gatas ti goto nagita ti gatas
nagita a kagat kagat ti aso
diay alog masikog nga agina
Nageta ti gatas iti goto.

Nagita ti kagat ti aso.
Adu ti lamok diay alog.
Sangagalon a gatas ti ininumda.
Adu ti naalada a gala.
Adu ti gastosda idi nakagat ti aso ni Goyo.
Diay alog ket nagalis.
A. Picture and Key Word

1. Introduce the Keyword and Key Picture
Gatas
Point to the picture and tell the children. Say, “Daytoy ti gatas.” (Let them
focus on the word.)
2. Point to the keyword under the picture. Read the keyword.
3. Syllable Box
tas
Ga
Do the syllable boxes activity. Point to each syllable as you read each
syllable distinctly. Read each syllable again, clapping once for each
syllable. Do this again and have the pupils clap for syllable with you.
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4. Do the “Breaking Word” activity
gatas
gata
gat
ga
g
Go to the “Breaking Word” column. Read the key word to and then with
the pupils. Read the part of the word to the children. Continue reading
each of the smaller part of the word.
5. Do the “Making Word” activity

g
ga
gat
gata
gatas
Go to the “Making Word” column. Read the new letter with the children.
Point to the part directly under the new letter. Read the next bigger part
of the word. When you get back to the keyword, read it to and with the
children.
6. Read the entire keyword lesson using Steps 2-5 of the reading Plan
B. Big Box And Word Chart
gatas g
gata ga
gat gat
ga gata
g gatas
gi ga lis na so
tas i ta gat log
to lo a go ka
Present the Big Box with the letters or syllables as they are shown in the Big
Box for this lesson in the Primer.
1. Read the letters or syllable in the Big Box to and with the children. Read
all the letters or syllables in the Big Box and then with the children. Read
left to right and top to bottom.
2. Children find the new keyword in the Big Box. Invite a volunteer to come
and find the letters or syllables that make the key keyword.
215
3. Children find other words in the Big Box.
Invite volunteers to find other words in the Big Box. Read the words with
the children as they identify them.
gata kagat alog
igat gita ina
logo salog so
4. Read all the words on the Word Chart with the children.
C. Sentence – Breaking and Sentence – Making

1. Read the Sentence – Making word to and with the children.
Nagita ti gatas ti ina ni Galo. Nagita
Nagita ti gatas ti ina ni Nagita ti
Nagita ti gatas ti ina Nagita ti gatas
Nagita ti gatas ti Nagita ti gatas ti
Nagita ti gatas Nagita ti gatas ti ina
Nagita ti Nagita ti gatas ti ina ni
Nagita Nagita ti gatas ti ina ni Galo.
2. Do the “Sentence Breaking” Activity

Do the Sentence – Breaking Activity the same way you did the Word
3. Do the “Sentence Making” Activity on the chalkboard
4. Read the Sentence – Breaking and Sentence Making sentences following

the reading plan.
D. Oral Practice
Listen to some words taken from the story.
Initial Final
Garami salukag
Gallon Salog
Gasoline Awag
Ganagan kuliglig
gitta Dalag
Ask what sound they hear at the beginning of the words. Have the children
repeat reading the word
.
E. Guided Practice
The teacher says the first sound /g/ and the remaining sound in the word. The
children repeat after the teacher. Then the teacher asks pupils to blend word
parts.
/g/....asat /g/....oto awa..../g/ bila..../g/
/g/....astos /g/....atas salo..../g/ apo..../g/
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The teacher makes use of a song to identify the first sound / final sound of a
word. This can be done in fun game.
Tune: “Happy Birthday”
Ti umuna nga aweng(2x)
Ti umuna nga aweng ket aweng a /g/
Ti umuna nga aweng..
Change the first sound to last sound. Substitute the words.
F. Application
Mother Goose Guessing Game
Aglalangoy ti lubnak dagiti lima a gansa. Pagammuan, simmangpet ni Inang
Gansa nga adda ti bag iti tengngedna. Nagtaray nga immasideg dagiti gansa
kenkuana.
“Pugtuanyo no ania daytoy nga itedko kadakayo. Dumngeg.
Mangrugi ti /g/
Agturpos iti /atas/
Pagtipunen ida.
Ania daytoy? (gatas)
Uliten daytoy iti sabali a balikas.
Teacher asks: “Ania ti bitbit ni Inang Gansa para kadagiti tallo a gansa?
Ania ti rugi nga aweng ti sarita a nangegyo? Pugtuan dagiti dadduma pay a
banbanag iti bagna.
Mangrugi ti /g/ Agturpos iti /w/
Ken agturpos ti / / Ken mangrugi ti / /
Pagtipunen ida. Pagtipunen ida.
Ania daytoy? (Daytoy ket ______ .) Ania daytoy? (Daytoy ______ .)
IV. Evaluation
A. Marisan dagiti ladawan a mangrugi ti /g/
1. 2.
3. 4.
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DAY 4
Handwriting and Spelling
Handwriting
Children play the “Giving Game”. Teacher prepares pictures, objects that
have the beginning sound of /g/. Children name the object and tell the
beginning sound.
B. Writing Activity
Modelling by the Teacher
Shows the children how to write the new letter in the air and on their hand. Do
it at the back of their seatmate.
C. Guidance Practice
Show them how to write the letter on the palm of one hand using the finger of
their seatmate. Do this 3-4 times.
V. Application
Children practice writing the new keyword on their paper or slate. Write the new
keyword in large letters on the chalkboard. Children write the new keyword 10
minutes on their slates or in their exercises books. Walk around the room and
help anyone that is having trouble writing the word.
VI. Evaluation
A. Write the missing letter
1. gasat __ asat
2. baag baa __
3. gamat __ amat
4. dala dala __
5. galut __ alut
B. Spelling
1. Dictate the keyword from today‟s lesson. Children write the word on their
paper.
2. Dictate the key word from the last lesson. Children write the word on their
paper.
3. Dictate 2-5 keywords from earlier lessons, one by one.
Children write each word on their paper.
4. Write the spelling words correctly on the Chalkboard.
Go around and encourage pupils to write and help them, identify
mistakes.
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DAY 5
Assessment
1. Recalling the important details of the story
2. Giving the possible ending of the story listened to
D. Word Recognition
F. Handwriting
G. Spelling
APPENDICES
 APPENDIX A:
Ganuat ti Pamilia
Sarita ni Bevery S.Cordero
Bakasyon, aldaw ti sabado, adda ganuat dagiti pamilia ni Mang Gaspar iti
pagtaenganda.
“Agriingkayon annakko ta aramidenyo dagitoy ibagak!” Awag ni tatang.
Nagbaringkuasda Gabo ken Galo.
“Ania daydiay Tatang?”
“Tumulong kayo nga agasikaso iti trabaho dita ruar. Da ading ken Nanangyo met
ditoy uneg.
Sika Gabo ket gabutem iti ruot diay kanatengantayo.”
“Wen, Tatang. Agsibugakto pay. Kargaak dagitoy galon ti danum idiay bubon.”
siraragsak ni Gabo a nangibaga kenni tatangna/
“Siak met iti mangpakan dagitoy taraken tayo a ganso, Tatang,” insarunoni Galo.
“Ugasak met dagitoy garapon a nagyanan iti gatas, Nanag,”kinuna met Grace.
“Wen annakko,ta igadek daytoy niog ta agaramidak iti ginittaan a diket nga adda
sagona, Meriendaen tayo,”
“Yehey! Nagimasen!”kinuna ni Grace.
“Sumalogak idiay talon nga agala ti garami a kanen ti nuangtayo,” kinuna ni Mang
Gaspar. “Idalimanekyunto dagita usarenyo a,” innayun pay ni Nanang “Kasta
,annakko, aggaggaget ken agsalukag kayo,taripatuenyo dagiti dinguen ken mulmula
tayo tapno adda kanayon a pangalaan iti pagbiag tayo,”
“Wen Tatang ,” sungbat dagiti agkakabsat.
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220
221
I. Objectives
Relate events in the story to include events listened to.
Make inferences on the character‟s feelings and traits.
Discuss meanings and develop vocabulary through meaningful and concrete
experiences.
Use names of persons, places, animals, and things appropriately in
sentences.
Give the letter that begins with the names of a given picture/objects.
Produce the beginning sound of letter/s in a given word.
Orally segment a two or more syllable word into its syllabic parts.
Blend specific letters to form syllables words, phrases and sentences and
short paragraph.
Write upper case and lower case of Letter Uu in print using proper proportion.
Write words, phrases, sentences, and paragraph correctly
II. Subject Matter
A. Story:
Da Uning ken Unnoy
Sarita ni Marjunetely B. Manzano
B. Focus Skills:
1. Oral Language
Using expressions appropriate to the grade level in classifying things,
animals, objects, etc.
Giving/producing the beginning sound of letter/s in a given word
Orally segmenting a two or more syllable word into its syllabic parts
3. Book and print Knowledge

Making one-to one correspondence between written and spoken
words
specific sequence of letters
Giving the letter that begins with the names of a given picture/objects
Identifying specific letters in the alphabet, both upper and lower case
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5. Word Recognition
Giving the sounds of the specific letter/s in the alphabet
Blending specific letters to form syllables, words phrases and
sentences and short paragraph
6. Spelling
Understanding that there is a correct way to spell words
knowledge
7. Handwriting
Writing upper case and lower case of Letter Uu in print using proper
proportion
Writing words, phrases, sentences, and paragraph correctly
Observing mechanic when copying/writing sentences, capitalization,
white space between words and correct punctuation marks
Using names of persons, places, animals, and things appropriately in
sentences
Using the correct noun markers (ti, dagiti) in identifying names of
persons, places, animals and things)
9. Vocabulary
Discussing meanings and developing vocabulary through meaningful
and concrete experiences
Relating events in the story to include events/celebration/radio
broadcast/local news listened to
Make inferences on the character‟s feelings and traits based on the
radio broadcast, and local news listened to
11. Attitude toward Language
Literacy and Literature – Express love for stories by browsing the
storybooks read to them and asking to be read more stories
C. Reference:
K-12 Curriculum
Two-Track Approach to Teaching Children to Read and Write in the
First Language (L1)
October 2008
223
D. Materials:
Big book Flashcards
Pictures Letter Cards
Cut-outs of flowers, leaves Worksheets
Chart of Nursery Rhymes, Songs and Dialogs Pocket chart
Comic Strips Activity Boards with
Markers
E. Strategies:
Read aloud Acting Out
Shared Reading Songs/Rhymes
Making Inferences Fun Games
F. Value:
Helpfulness
Cleanliness
G. Theme: Personal hygiene and sanitation
III. Procedure
DAY 1
Show pictures of children playing.
Ask:
Ania ti ar-aramidenda?
Ania dagiti magusgustuanda nga ay-ayamen?
Nagay-ayam kayon ti linnemmengan?
Ania dagiti aramidenyo kalpasanyo ti agay-ayam?
Show pictures of children who are washing their hands and taking a bath.
Say:
Apay a masapul nga agbuggutayo ti ima?
Ania ti pagsayaatan ti nadalus? Apay?
Addan dagiti nangngeganyon nga epekto dagiti mikrobio ti bagi?
Napadasanyon ti nagsakit?
Apay ngata a nagsakitka?
2. Unlocking of New/ Difficult Words through pictures/demonstration/ context

clues
Imsiag magagaran
madaragsoy iti ling-et dalikan
inellekan bangkag
inabraw naglabar
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3. Introduce the smallbook, display the cover and point to the title explaining
that these words are called title and that a title is the name of the story.
Point to and read the author‟s and illustrator‟s names, explaining to the
children that an author is a person who writes the story and an illustrator
is one who draws the pictures for the story. Then ask the pupils what they
think the story is about. Preview the book‟s illustration on the first page to
help children make their predictions.
4. Motive Question
Ania ti ay-ayamen da Unnoy ken Uning?
Ania ti napasamak kenni Uning idi naglemmeng ti likod ti dalikan?
B. During Reading
1. First Reading by the Teacher (reading plan)
Open the book and read aloud the story showing each page with the
illustrations to the pupils.
2. Second Reading
comprehension.
C. Postreading
Lead the class to answer the motive questions. Divide the class into 4 groups
and give each group an activity.
The discussion of the story follows and the small group activities are
presented as the discussion
goes.

Siasino dagiti nagaken ti sarita? Group 1: Ipakita ti paset ti sarita
Sadino ti nakapasamakan ti sarita? nga uging-uging ni Uning
Kaano a napasamak daytoy?
Sadino a naglemmeng ni Unnoy?
Ket ni Uning?
Sadino ti naglemmengan ni Uning
idi ni Unnoy ti agala?
Ania ti napasamak kenni Uning
kabayatan nga aglemlemmeng?
Nasapulan ni Unnoy ni Uning?
Ania ti narikna ni Unnoy idi
nakitana ni Uning nga uging-uging
ti rupana, sikona ken lupotna?
Ania ti nakita ni Uning idi napan
idiay kusina? Group 2: Idrowing ken marisan ti
Ania ti imbaga ti inana idi lutlutuen ti inada
naglemmeng idiay kusina?
Ania met ti ar-aramiden ni Uping
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idiay kusina idi napan
naglemmeng ni Uning idiay?
Ania ti linuto na a pangrabii?
Kasano a timmulong da Uning Group 3: Idrowing dagiti agkabsat a

ken Unnoy kenni nanangda iti tumultulong ti inada.
obra ti balayda?
Ania ti nasayaat a galad dagiti
agkabsat?
Tumultulong kayo met laeng kenni
nanangyo? Kasano?
Ania ti ar-aramiden da Unnoy ken Group 4: Sing to the tune of
Uning sakbay a mangan? Sakbay Twinkle, Twinkle Little Star
a maturogda? Agbuggoka „ti imam
Ania ti nasayaat a galad nga Malpas ka agay-ayam.
ipakpakita da Uning ken Unnoy? Sakbay ti pannangan.
Ania ngata ti mapasamak no Ken no malpas a mangan.
saantayo nga agbuggo ti ima? Agdisgos a kanayon
Nasalun-at a kanayon.
Kinadalus ket laglagipem
Tapno sakit dina ka kapten.

Reading Story.
cards.)
sentence...
226
to say the word.
DAY 2
Flower Festival
Read the words on the leaves. Put them on the stems of flowers with labels
Persons,
Things, Animals or Places where they belong.
gumamela pinggan
Miss Santos likod ti balay
kusina sapatos
Gonzaga Ana
ubing kallugong
B. Lesson Proper
1. Presentation
a. Ania ti sinabon ni Uning? Ti rupana
Ania ti nsagut ni amang kenni Unnoy? ti urbon
Ania met kenni Uning? ti uken
Ania ti binuguan ni Unnoy? dagiti ima ken sakana
Siasino ti naglabar? dagiti ubbing.
b. Read the sentences and discuss the noun markers “ti” and “dagiti”
used in the sentences.
Sinabon ni Uning ti rupana.
Insagut ni amang ti urbon ken ni Unnoy, ti uken ken ni Uning.
Binuguan ni Unnoy dagiti ima ken sakana.
Naglabar dagiti ubbing.
2. Discussion
Ania ti sinabon ni Uning? (rupa)
Ania a sao ti nausar sakbay ti sao a rupana? (ti)
Ania ti insagut ni amang ken ni Unnoy? (urbon) ken ni Uning? (uken)
Ania a sao ti nausar sakbay ti urbon ken uken? (ti)
Mano ti rupa, urbon ken uken nga dakdakamaten kadagitoy a
pangungusap?
Ania ti binuguan ni Unnoy? (dagiti ima ken sakana)
Ania a sao ti nausar sakbay diay ima ken sakana? (dagiti)
Siasino dagiti naglabar? (dagiti ubbing)
Ania a sao ti nausar sakbay diay sao nga ubbing? (dagiti)
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3. Oral Practice
a. Reading the Dialogue
Let the girls read the lines of Uning, and let the boys read the lines of
Unnoy in the dialogue.
b. Sing to the tune of “Ito ang Ulo”
Fill in the blanks with TI or DAGITI to complete the song.
Daytoy _____ ulo agtung-ed tung-ed.
Daytoy _____ abaga agtayye-tayyek.
Daytoy _____ siket, agkinni-kinni.
Sibubukel a bagi, agkuti-kuti.
c. Sing to the tune of “My Toes, My Knees”.
_____ tumeng ken _____ saka
_____ siket ken _____ abaga
_____ ulo ken _____ rupa
Buguam tapno nabanglo ka.
4. Generalization
a. When do we use “ti” or “dagiti”? Guide the pupils to say the following:
· Use “ti” when referring to only one object.
· Use “dagiti” when referring to more than one object.
5. Guided Practice
a. Group the pupils into four. Play the “Bring Me” game. Ask for objects
that can be found inside the classroom. For example, say: Please
bring me a blue bag/two pencils.
Let the pupils from each group run to the teacher with the correct
objects and say:
Daytoy ti _____/Dagitoy dagiti _____. The first group to bring the
object and
use the structure correctly gets a point. The group with the most
number of
points at the end of the game wins.
Get a partner. Ask your partner about the object you are holding. Take
turns in asking and answering the question. Use “daytoy ti,dayta ti or
daydiay dagiti” .
Example:
Pupil 1 holds a pencil.
Pupil 1: Ania daytoy?
Pupil 2: Dayta ti lapis.
Pupil 2: Ania dayta?
Pupil 1: Daytoy ti lapis.
Encourage pupils to name objects they see outside the classroom.
Examples: Daydiay ti kayo.
Daydiay ti billit.
Let the pupils get object/s from their bag. Tell them to use “ti” or
“dagiti” in naming the objects.
228
Examples: Daytoy ti bag ko.
Dagitoy dagiti librok.
7. Application
Kumpletuen ti sumaganad babaen ti pagaramat ti “ti” wenno “dagiti”.
Daytoy _____ taraken ko a pusa.
Ni Unnoy ___ magmagna.
Kagatgatang ______ ay-ayamko.
Daydiay _____ talon a papanak.
Binagkatna _______ prutas.
8. Evaluation
Isurat ti “ti wenno “dagiti”
1. _____ billit.
2. _____ Bantay Tabungao.
3. _____ adu a bola.
4. _____ pusa ke aso
5. ____ banga.
DAY 3
Recall the story “Da Uning ken Unnoy”.
Siasino dagiti agay-ayam ti linnemmengan? (Uning and Unnoy)
Ania ti pinangtakkub ni Unoy ti bagina? (ules)
Siasino dagiti nagluto? (Uping, their mother)
Apay a kinatawaan ni Unoy ni Uning? (uring-uring dagiti siko, rupa ken
badona)
Siasino ti naggapu sadiay taltalon? (Undong, their father)
Ania dagiti pinangrabiida? (udang, ubog, uggot ti kamotit ken utong)
Ania ti inted ni lelongda kadagiti appokona? (urbon, uken)
Present the answers on the board. Read the words. Pupils repeat the
words.
Uning ules uggot
Unnoy uring-uring utong
Uping udang urbon
Undong ubog uken
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B. Lesson Proper
a. Presentation
LESSON 10 LETTER Uu
A n I t k s o y m l g u
uno,ugsa, unas, ulnas,

isu, mulagat, isuna,
tuso, agkuyog, kuyog,
tualya, salun-at, sagut,
tukak, bukot, gumanat,
galut, gugot,
gumammat, sua, ,
unas galut, mailumlom,
kimmut,
U Nas
unas u
una un
un una
u unas
dut sa ku Tu ul
gut las may Ko mu
nas in U La nag
ul mu nag Ut ot
Maysa nga ulnas nga unas ti inlako ni Kulas. Maysa
Maysa nga ulnas nga unas ti inlako ni. Maysa nga
Maysa nga ulnas nga unas ti inlanko Maysa nga ulnas.
Maysa nga ulnas nga unas ti Maysa nga ulnas nga
Maysa nga ulnas nga unas Maysa nga ulnas nga unas
Maysa nga ulnas nga Maysa nga ulnas nga unas ti.
Maysa nga ulnas Maysa nga ulnas nga unas ti inlako
Maysa nga Maysa nga ulnas nga unas ti inlako ni
Maysa Maysa nga ulnas nga unas ti inlako ni
Kulas.
uno ugsa unas tukak

ulnas isu mulagat isuna
tuso agkuyog kuyog bukot
tualya salun-at galut sagut
mukod gumanat gammat gugot
gumammat sua mailumlom kimmut
lanut uggot tugot sugot
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sangaulnas nga unas galut ti ugsa
nasalun-at agkuyogda
sinugutanda tugot ti saka
nailumlom a tukak kimmut ti ugsa
mulagat a mata uggot ti kamutig
Uggot ti kamutig ti kinnanna.

Nasalun-at ti ugsa da Unor.
Nailumlom ti saka dagiti nagkuyog nga agina.
Sinugutanda ti mulada.
Ginalutanda ti ugsa ti lanut.
Naggiginnammatanda ti sua iti lamisaan.
b. Picture And Key Word

1. Introduce the keyword picture/key word
unas
2. Point to the picture then tell the children , “Daytoy ket Unas”
[Let the children respond briefly. Don‟t try to get them to talk about
3. Point to the key word under the picture.

Read the key word. Point to the key word and read it to the children.
Keep pointing to the key word as you read it with the children 2-3
times.
4. Syllable Box
U nas
Do the syllable boxes activity

(IMPORTANT: Do this only if the keyword has more than one syllable.
If only one syllable, skip this part.) Point to the keyword and read it at
Do this again and have the students
clap for syllable with you.
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5. Do the “Breaking Word” activity
Unas
Una
Un
u
then with the students. Point to the part of the word with the new
letter that is directly below the keyword. Read that part of the word to
the children, then with the students. Continue reading each smaller
part of the word. (This may take only one step or it might take 3 or 4
steps, depending on the length of the key word.) When only the new
letter is left, read the new letter to the children and then with the
children).
6. Do the “Making Word” activity

u
un
una
unas
students and then with the children. Point to the part of the word
children and then with the children. Read the next bigger part of the
word to and with the students. When you get back to the keyword,
read it to and with the children.
7. Read the entire keyword lesson using Steps 2-5 of the Reading Plan.
a. Big Box And Word Chart
unas u
una un
un una
u unas
dut sa ku tu ul
gut las may ko mu
nas in U la nag
ul mu nag ut ot
children. Read all the letters or syllables in the Big Box to the
children and then with the children. Read left-to-right and then
top-to-bottom. Use the pointer to point to different letters or
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syllables randomly. children read each letter or syllable as you
point to it. Correct them if they read anything incorrectly.
Children find the new key word in the Big Box. Invite a
volunteer to come and find the letters or syllables that make
the new keyword. Read the word with the children that found
it. Ask the other children it that word is correct. If so, write the
keyword on the “Word Chart” or on the CB and read it to and
with the children. If it is not correct, ask another child to find
the Key word and write it correctly on the Word Chart of CB.
Children find other words in the Big Box. Invite volunteers to
find other words in the Big Box. Read the words with the
children as they identify them. Ask the rest of the class if the
word is correct. If not, invite another child to come and point to
the correct letters. Write all the words on the Word Chart or
chalkboard.
Read all the words on the Word Chart with the pupils…
b. Sentence- Breaking And Sentence- Making

Maysa nga ulnas nga unas ti inlako ni Kulas. Maysa

Maysa nga ulnas nga unas ti inlako ni. Maysa nga
Maysa nga ulnas nga unas ti inlanko Maysa nga ulnas.
Maysa nga ulnas nga unas ti Maysa nga ulnas nga
Maysa nga ulnas nga unas Maysa nga ulnas nga unas
Maysa nga ulnas nga Maysa nga ulnas nga unas ti.
Maysa nga ulnas Maysa nga ulnas nga unas ti inlako
Maysa nga . Maysa nga ulnas nga unas ti inlako ni
Maysa Maysa nga ulnas nga unas ti inlako ni
Kulas.

Breaking. Activity in the keyword part of the lesson.

10. Read the Sentence-Breaking and Sentence-Making sentences

11. Sing to the tune of “Manang Biday.”

Ti Natuleng nga Urbon
Uning/Dagiti
Babbai
Ading unnoy, daytan ta urbon.
Nakagarot immay diay talon.
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Anian kigtot ti taga-Uzon
Madamada da nga agbumbunubon.
Unnoy/Dagiti Lallaki:
Alla, Manang, nakababain.
Daytay urbon nakagarot ketdin.
Napan kami ken kasinsin Urin
Nagapit utong diay Turod Umpin.
Unnoy/Babbai:
„Nia pay garud inkan tamingen.
Makaunget ni Tatang manen.
Diay salapay ni Nanang nga ules
Sinangdo diay urbonmo a bumanesbes.
Unnoy/Lallaki:
Aynan Manang, innak sapulenen,
Daytay urbon a nakatultuleng.
Sanakto mapan diay karayan
Ta agtiliwak ti dadakkel nga udang.
a. Discussion
Ania ti nakagarot a dinguen? (urbon)
Makinkukua iti nakagarot nga urbon? (Unnoy)
Taga-ano ti nakigot iti urbon? (Uzon)
Asino ti nangipadamag ken ni Unnoy a nakagarot ti urbon?
(Uning)
Napanan ni Unnoy idi nakagarot ti urbon? (Umpin)
Asino ti kaduana a napan idiay Turod Umpin? (Urin)
Ania ti inapit da Unnoy idiay turod? (utong)
Ania ti mapan tiliwen ni Unnoy idiay karayan apaman a
masapulanna ti urbon? (udang)
b. As the pupils give their answers, put flashcards in the pocket chart.
Ask: What common sound do you hear at the beginning of these
words?
(Sound /u/)
Teacher produces the sound and let pupils repeat the sound heard.
c. Oral Practice
Climb The Ladder
This is Unna. Let‟s help her climb the mango tree using the ladder.
She can only go up if she can name the pictures on the ladder.
uggot
ugsa
ukis
uleg
upa
uram
urat
uring
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urok
utek
d. Phoneme Segmentation
Listen as I say the word. Count the sounds you hear in each word.
1. uken
2. ulo
3. uram
4. uleg
5. ubas
C. Generalization
What sound did you learn today?
D. Guided Practice
Divide the class into four groups. Ask each group to write the missing words
that match the pictures to complete the rhyme. Let them read the rhyme after
completing it. Choose from the names below:
Ugsa Uleg ulo Urbon Upa uram udang
Gapu Iti Uram

Nabulabog ni _____ (Uleg)
Gapu iti _____ (uram) ditoy kabakiran ti Dungeg.
Simmakit ti _____(ulo) ni _____ (Ugsa)
A nangpanunot nu makapasiar to pay diay Urdaneta.
Imbag la ketdin ta immay da _____(Upa) ken _____(Urbon), nagdardaras da
a timmulong.
Daytan ni _____ (Udang) a naggapu diay Ubbog.
Umay da met umarayat ken ni amo Burog.
E. Independent Practice
Teach a song to the tune of “London Bridge is Falling Down.” Write the song
on a chart. Sing the song and track the print as you sing. Sing the song
several times to encourage the children to sing the song.
Teacher‟s Version: Pupils‟
Ania ti umuna nga uni /u/
ti umuna nga uni
a mangngeg mo, nga
uni, a mangngeg
mo? nga uni…
A nia ti umuna nga uni /u/
ti umuna nga uni
Iti unas? a mangngeg iti unas.
Substitute these words: ubas,
uleg, ules, udang for unas.
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The teacher says the first sound /u/ and the remaining sound in the word. The
children repeat after the teacher. Then the teacher asks pupils to blend word
parts.
/U/n … noy /u/r…bon /u/…dang
/U/…ning /u/…les
/U/…ping /u/…tong
F. Application
Look at the pictures. Form the jumbled letters that fit in the word boxes to
answer
the following riddles: (See attached worksheet)
1. Nagbubukel daytoy a prutas, Aramidenda nga arak no maburas.
Ania daytoy? (ubas) _____
2. Atiddog daytoy a nateng. No pabiagem ket pakalatkatem.
Ania daytoy? (utong) _____
3. Parte ti bagim daytoy. Dara ti agayos ditoy.
Ania daytoy? (urat) _____
4. Kadwana daytoy ti utekmo, Ti kangatuan a parte ti bagi ti tao.
Ania daytoy? (ulo) _____
5. Iti rabii no nalamiis ti tiempo, Usarem daytoy tapno naimas ti turogmo.
Ania daytoy? (ules) _____
G. Evaluation
Say each picture name. Cross out the picture that does not belong in the
group.
(See attached Activity Sheet)
1. sabong ukis utong
2. uleg urat bag
3. ubas mangga ube
4. sando upa uggot
5. ugsa udang lapis
DAY 4
Handwriting
Draw a bubble around the letter that sounds /u/.
u U n d m
n c b g U
o p P U h
U j r c u
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B. Writing Activity
What sound have you learned?
What is the letter name for sound /u/?
1. Letter
Present letter Uu and say: This is big letter U and this is small letter u.
Demonstrate the proper way of writing letter Uu in the air, on one‟s
desk, on one‟s palm or on a classmate‟s back.
Let the pupils say the letter name - “big letter U” or “small letter u” in
each
stroke while writing, then the sound “/u/” for the second round.
Write letter Uu on the chalkboard following the straight three lines on
the board as guide. Let the pupils trace dots on the chalkboard and on
paper to form letter Uu.
2. Writing a phrase
Write a phrase on the board using words with letter u: ti uring ni
Uning. Read the phrase. Let the pupils repeat the phrase.
Call four pupils to write each of the word in the phrase, reminding to
leave enough space after the first word is written.
Let the next two pupils copy the phrase below the first “models” of
phrase.
3. Writing a sentence
Write a sentence on the board: Nabasa ti uring ni Uning. Read the
sentence. Let pupils repeat the sentence.
Call on five pupils to copy each of the word in the sentence. Have
them observe the capitalization, use of punctuation marks and spaces
between the words.
Another pupil copies the whole sentence on the board.
4. Guided Practice
Children practice writing on their activity boards using their markers.
Let them copy this phrase: ti naburas nga ubas
Go around the room and help anyone that is having trouble copying
the phrase.
Children practice writing a sentence on their writing notebooks. They
should be encouraged to write following the “three lines” of the
paper/notebook. Go around the room and help anyone that is having
trouble writing the sentence.
Naimas ti sidami nga udang.
6. Application
Children practice writing the new sentences on their writing notebook.
Write the sentence on the chalkboard. You may need to write it several
times so everyone can see clearly how you write it. Children write the
new keyword 10 times on their notebooks. Walk around the room to see
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how they are doing. Help anyone that is having trouble writing the
sentence.
7. Evaluation
a. Name the pictures. Write the missing letter to complete the names.
(See attached worksheet)
1. (udang) ___ dang
2. (urat) ___rat
3. (utek) ___tek
4. (uram) ___ram
5. (uban) ___ban
b. Spelling
1. Dictate the key word from today‟s lesson. Children write the word
on their paper or slate.
2. Dictate the key word from the last lesson. Children write the word
on their paper or slate.
3. Dictate 2-5 key words from earlier lessons, one by one. Children
write each word.
4. Have the pupils exchange spelling notebooks for the checking.
Let them answer. Ask them to spell properly, by saying the word
before giving each letter and then saying the word being spelled.
Write the correct spelling of words on the Chalkboard and let them
check their seatmate‟s work.
DAY 5
Assessment
1. Recalling the important details of the story listened to by relating the story
2. Making inferences on character‟s feelings and traits
D. Word Recognition
F. Handwriting
G. Spelling
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APPENDICES
 APPENDIX A:
DA UNING KEN UNNOY (Listening Story)

Sarita ni MARJUNETELY B. MANZANO
Nagay-ayamda Uning ken Unnoy iti linnemmengan idiay balayda. Nakita

ni Uning ti adingna a sitatakder a nagkumot iti ules iti likod ti ridaw idiay kuarto
dagiti nagannakda .
“Pung, Unnoy! Nakitaka met lang… Save!” Sinipat ni Uning a tinaray ti
adigi ti salas a pannaka-base ti ay-ayamda kalpasan ti panangsinagidna ken
ni Unnoy.
“Kakaasika met a nangsapul kaniak, Manang. Hehe!” inkantiaw ni
Unnoy ken ni manangna.
“Kunak met tatta no ditoy laeng salas ti mabalin a paglemmengan.
Pinarigatnak a,” sungbat ni Uning.
“Pay met. Mabalin amin a parte ditoy balay a paglemmengan,” inrason
ni Undong.
“Innakman met aglemmeng diay dimo pulos mabirbirokan. Agala kan
a.” Pinalawlaw ni Uning ti panagkitana iti balay a nagpanunot no ayanna a suli
ti paglemmenganna.
“Awan iti likod, awan iti sango…” inyayug ni Undong a nakaappot dagiti
imana kadagiti matana ken nakasango iti adigi a base da.
Siuulimek nga imsiag ni Uning diay kusina.
“Nu makabilangak ti sangapulo…”
Nagtarus iti likod ti dalikan a paglutlutuan ni nanangna. Naangotna ti udang a
sigsigangen na.
“Maysa, dua, tallo…”
“Agidasar kayo madamdaman no makadengdengak a. ” Kuna ni nanang na
nga Uping.
“Wen Nanang. Mabiit la daytoyen.” Inyarasaas ni Uning. Isuna ti nangisaang
itay iti
bagas sa da intuloy ken Unnoy ti nagay-ayam.
Natam-eganna ti maysa a sako nga uring nga ab-abayenna.
“Siam…sangapulo! Umayakon Manang,” impukkaw ni Unnoy.
Madaragsoyen iti ling-et isu nga impunas ni Uning dagiti imana iti rupana.
Magagaran iti
panag-save na. Ngem saan unay a mabayag…
“Pung, Manang!” Sinagid ni Unnoy ti abaga ni Uning.
Rimuar ni Uning iti likod ti dalikan. Ngem inellekan ni Undong idi makitana ti
uging-uging a rupa, siko ken badona.
Pinagbuggo ni Nanang Uping dagiti ubbing, aglalo ken ni Uning nga uring-
uring.
Tinulonganda metten ni nanangda a nagidasar iti pangmalem.
Isu met ti isasangpet ni tatangda Undong a naggapu diay bangkag. Binuguan
met
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daytoy dagiti imana sakbay a simmango iti lamisaan. Nagsasanguanda dagiti
kalluto nga udang, ubog, ken inabraw nga uggot ti kamotit ken utong.
Inestorya ni tatangda dagiti urbon ken uken nga isagut ni amangna.
Maragsakan dagiti
ubbing ta addanto tarakendan nga uken ken ipastorda nga urbon.
Idi makainnawda, nagsipilyo dagiti ubbing ken nagsarunoda a naglabar diay
asideg ti
bubon. Binuguan ni Unnoy dagiti ima ken sakana. Sinabon met ni Uning a
nalaing
dagiti uring-uring a rupa ken sikona.
Nagpaisuro dagiti agkabsat kadagiiti leksionda ken ni
nanangda sakbayda a naturog. Nalag-an ti riknada a nakaturog ta nadalus ken
nabanglo ti bagida.
APPENDIX B: Activity sheets
240
241
I. Objectives:
Skills
Talk about the story by recalling important details
Discuss meaning and develop vocabulary through meaningful and concrete
experiences
Relate events in the story listened to.
Make inferences on the character‟s feelings and traits based on the story
listened to.
Express love for stories by browsing the storybooks read to them
Respond to the story through the following engagement activities
Group 1: Draw pictures of animals in the story
Group 2: Act out portions of the story
Group 3: Interpret the feelings of the characters in the story
Group 4: Sequence events in the story, which happened first, second, third
etc.
Use correct noun markers (ni, da) in identifying names of persons
Give/produce the beginning sound of /d/ and /e/ in a given word
Write upper case and lower case letters of Dd and Ee.
Observe some mechanics when copying/writing sentences, capitalization
while space between words and correct punctuation marks.
II. Subject Matter:
A. Story: ”Diay Talon”
B. Focus Skill:
1. Oral Language
Talk about the story by recalling important details.
Give/produce the beginning sound of letter/s in a given word.
Give the new spoken words when two or more syllables are join to
form words
3. Vocabulary
Discuss meanings and develop vocabulary through meaningful and
concrete experiences.
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Relate events in the story to include events/celebration/radio
broadcast/local news listened to.
story, events, and celebration listened to.
radio broadcast, and local news listened to.
Express love for stories by browsing the storybooks read to them and

Point out that spoken words are represented in written language by
Recognize correct spelling of words.
Use the correct noun markers (ni, da) in identifying names of persons
Blend specific letters to form syllables, words, phrases and sentences
and short paragraph.
9. Handwriting:
Write upper case and lower case letters in print using proper
proportion.
Write words, phrases, sentences and paragraph correctly
Observe some mechanics when copying/writing sentences:
capitalization, white space between words and correct punctuation
marks.
10. Spelling
Understand that there is a correct way to spell words.
Spell and write words using phonemic awareness and letter
knowledge
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C. References:
K-12 Curriculum
First Language (L1)
October 2008
D. Materials:
Pictures
Story
E. Strategies:
1. Shared Reading
2. Sequencing
3. Acting-out
4. Games
F. Value: Taking Care of our Environment
G. Theme: Care for Environment
III. Procedure:
DAY 1
A. Pre- reading Activities
1. Motivation and building background
elicit pupils‟ prior knowledge or help provide background knowledge.
The teacher asks questions to get them to talk and say what they
know.
The teacher asks pupils of what they do on their houses. Show the
picture of a boy feeding animals. The teacher allows the pupils to
share their thoughts.
2. Unlocking of new/difficult words through concrete objects, pictures and

action
dingwen ellek
dakkel agnanaed
taraken
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3. The teacher introduces the big book, displays the cover and point to the
title explaining that these words are called title. The teacher points to and
reads the author‟s and illustrator‟s names, explaining to the children that
an author is a person who writes the story and an illustrator is one who
draws the pictures for the story.
4. Motive questions
The teacher presents the cover of the big book showing a house in the
farm and ask:
Sadino ngata daytoy a balay?
Apay ngata a magusgustuanda ti agnaed idiay away?
B. During Reading
1. First reading by the teacher
Teacher opens the book and reads the whole story each page with the
illustrations to the pupils.
2. Second reading
The teacher gives pupils a chance to interact with the text. After reading a
page or several pages ask questions to help pupils monitor to help pupils
monitor their comprehension.
C. Post Reading
1. Lead the class to answer the motive questions.

1. Siasinno dagiti nagakem iti Group 1: Draw and Tell
sarita? Present a drawing of a house in
2. Sadino ti balayda? the farm with some animals.
3. Apay a magusgustuanda ti
agnaed didiay away? Group 2: I Care
4. Ania ti ar-aramidenda didiay? Act out how Ely and Danilo feel
5. Ania ti riknada no agpakanda when they fed their animals.
kadagiti tarakenda?
6. Ania ti paset ti sarita a Group 3: Look Out!
mangipakpakita ti kinaragsak Dramatize how Ely looked while
dagiti agassawa? feeding the ducks and chickens.
7. Ania a paset ti sarita ti
magipakita ti panagtaripato Group 4: Relate the Story Again
kadagiti adda ti aglawlaw? Sequence the events and retell
Kasano nga impakita da Elyo the story using pictures. Tell what
kenni Danilo dagiti tarakenda? happened first, second, third and
last in a series of pictures.
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Story.
cards.)
correct. Do this with each Matching Word card (or word on the CB) that you
selected.

sentence.
Re-read the sentence, including the word that is covered. Ask the students,
“Which of the words in that sentence did I cover?”
If they say the correct word, uncover the word and praise them. Then read
the sentence again.
If they say the wrong word, point to the word they said and show them that
this is NOT the word that is covered. Read the sentence again, using the
pointer to show them the words they are reading. Let them try again to say
the word.
DAY 2
Developing English Language Comprehension
1. Motivation:
Present the a picture in the farm where Danilo, Dana and Elyo are seen
Question : Siasino dagiti nagakem iti sarita
Answer: Da Danilo, Dana ken Elyo
Question: Siasino dagiti amo ni Elyo?
Answer: Da Danilo kenni Dana
Question: Siasino ti asawa ni Danilo?
Answer: Ni Dana
Question: Siasino ti agtartaraken kadagiti ayupda?
Answer: Ni Elyo
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Question: Siasino dagiti kasta unay ti ellekna ti siniplagan ti upa ni
Elyo?
Answer: Da Danilo ken Dana
B. Development of the Lesson

Ania a balikas ti mangngeg sakbay ti nagan ti Elyo laeng kadagiti
sungbat?
Ania a balikas ti mangngeg sakbay ti nagan ti Dana laeng kadagiti
sungbat?
Ania a balikas ti mangngeg sakbay kadagiti nagan ti Elyo ken Danilo
laeng kadagiti sungbat?
Ania a balikas ti mangngeg sakbay kadagiti nagan da Elyo ken Danilo
laeng kadagiti sungbat?
Ania a balikas ti mangngeg sakbay kadagiti nagan da Elyo, Danilo
ken Dana laeng kadagiti sungbat? Da Kaano nga aramaten ti ni/da?
Mano a tao ti pagsasaritaan?
C. Generalization:
Aramaten ti “ni” no maymaysa a tao ti dakamaten.
Aramaten ti “da” no dua wenno ad-adu ti dakamaten a tattao
Guided Practice:
Punuam ti ni wenno da dagiti sumaganad nga ibagak:
1. Nanang ken tatang
2. An-an
3. Ben ken Rod
4. Maestro ken maestro
5. Abrin, Dindin ken Nikka
D. Application:
Ania ti ummo nga aramaten kadagiti sumaganad a ladawan. ni wenno da?
Ugedan ti sungbat.
Picture of two boys playing Picture of three girls

Toy cars reading storybooks
Ni Da Ni Da
Picture of a two teachers Picture of two boys

Inside the classroom swimming
Ni Da Ni Da
Picture of an old woman Picture of a girl

Sweeping the yard watering the plants
Ni Da Ni Da
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E. Evaluation:
Ania ti aramaten a sarita kadagiti sumaganad, ni wenno da? Marisan ti
sungbat ti malabaga.
1. Ni, Da Ikit Gonyang ken Uliteg Ino ket agtaltalonda..
2. Ni, Da Ero ket isu ti kasinsinko.
3. Agkakaeskuelaan ni, da David, Flor kennni Beth
4. Ni, Da Dotie ti mangited ti tulong.
5. Ni, Da Jem ken JC ket agkabsat.
DAY 3
Recall story “Diay Talon”
Read some words taken from the story.
Danilo
Dana
dinguen
dakkel
dumalaga
Ania ti aweng a pagrugian dagiti nangngeg yo a balikas? /d/
(Produce the sound and let the pupils repeat the sound heard.)
B. Lesson Proper
1. Presentation
The teacher presents the picture of grasshopper “Dudon”
Ania daytoy?
2. Discussion:
Teacher presents the Prime Track for letter Dd.
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LESSON 11 LETTER Dd
a n i t k s o y m l g u d
suyod, guyod,
tukad, mukod,
gated, gaod,
gadgad, sagad,
gusod, sugod,
daga, duyog,
dalan, dagum,
dudon dalligan,
dalluyon,dudon,
du don disso,guyod,dita,
damo, daan,
dakamat, dikki,
dudon d daga, dagdag,
dudo du dagadag, dudon,
dud dud madi, iddog,
du dudo atiddog, idag,
d dudon agidag,
agiddan,
aggigiddan
na no da tu
du do a li
lan don mo ka
tid kan dog sa

Atiddog dagiti saka ti dudon Atiddog
Atiddog dagiti saka ti Atiddog dagiti
Atiddog dagiti saka Atiddog dagiti ti saka
Atiddog dagiti Atiddog dagiti saka ti
Atiddog Atiddog dagiti saka ti dudon

suyod guyod tukad mukod
gated gaod gadgad sagad
gusod sugod daga duyog
dalan dagum dalligan daan
dalluyon dudon disso guyod
dita damo dakamat dikki
daga dagdag dagadag dudon
madi iddog atiddog idag
agidag agiddan aggigiddan igid
tudo tudo gatad disso
dalus
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igid ti dalan atiddog a dalan
madina damo a tudo
sangkadisso a daga sagad nga iit
dalan ti danum iddog ti ina
Sagad nga iit ti pinagdalusna.

Nagmuladan idi damo iti tudo.
Intudona ti naglako ti uggot ti kamutig.
Iti dalikan a nagluto idi kalman.
Nagatad ti sangadisso a daga nga lakoda.
Naggigiddanda a nagdalus iti kukoda.

dudon
Point to the picture then tell the children, “Daytoy ket dudon.”
(Let them say dudon)
Point the keyword under the picture.
- Read the keyword
- Let children read also
- Keep pointing to the keyword as you read it with the children 2 –
3 times.
b. Syllable Box
du don
How many syllables are there?
stamp each foot as you read each syllable in the word. Do this
repeatedly.
- How many times did you stamp your foot?
c. Do the “Breaking Word” Activity

dudon
dudo
dud
du
d
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d. Do the “Making Word” Activity
D
Du
Dud
Dudo
dudon
When you get back to the keyword, read it to and with the
children.
Read the entire keyword lesson using steps 2 – 3 of the reading
plan.
e. Big Box and Word Chart

dudon d
dudo du
dud dud
du dudo
d dudon
na no da tu
du do A li
lan don mo ka
tid kan dog sa
Present the mystery box with letters or syllables in it for this lesson in
the Prime. Make the Mystery Box underneath the Making and
Breaking Word sets.
1. Open the mystery box. Get letter or syllable read first then with the
children.
Read left to right and then top to bottom.
Bring out one letter or syllable at a time.
Let children read as you show the letters or syllables
2. Children find the new key word in the Mystery Box.

Ask: Who can come and find the letters or syllables that make
the new key word?
Let them read the word that the child brought out from the
mystery box.
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Ask:
- Is the word correct?
- Who can write on the board?
- Let them read again.
3. There are other syllables and letters in the Mystery box.

Call pupils to find other words.
Write on the board the words that they found.
Let children read the words
(Lead them how to read the words correctly)
atiddog dala damo
tudo saad dua
4. Let the children read all the word again in chorus.
f. Sentence –Breaking and Sentence Making

1. Read the sentence-Making Word to and with the children
Atiddog dagiti saka ti dudon Atiddog
Atiddog dagiti saka ti Atiddog dagiti
Atiddog dagiti saka Atiddog dagiti saka
Atiddog dagiti Atiddog dagiti saka ti
Atiddog Atiddog dagiti saka ti dudon
2. Do the “sentence Breaking” Activity

3. Do the Sentence Making Activity on the board

Build the sentence back up, from the sentence-Making Word
Activity in the Keyword part of the lesson.
4. Read the Sentence –Breaking and Sentence-Making Sentences

g. Oral Practice
Teacher shows pictures with beginning/final sound of /d/:
dakulap igad
dila sagad
dalem diamante
damortis mukod
Ask: Ania nga aweng ti mangngeg iti rugi wenno udi ti balikas?
Have the children repeat reading the words using the Reading
Plan.
252
h. Guided Practice
Highlight /m/ by stretching your rubber band and say: /d/
Do the stretching of rubber band with me and say, /d/
Repeat these words beginning and ending with /d/ after me as you
/d/ danum kallid /d/
/d/ daga gadgad /d/
/d/ daya tukad /d/
Teach a song to the tune of “My Toes, My Knees…”
Ania ti umuna/maudi nga aweng ti danum/kallid (2x)
/d/ ti umuna/maudi nga aweng ti danum (2x)
C. Application
Listen to the story:
The pupils are made to enumerate words with /d/
D. Evaluation
Agdrowing ti iti baba ti ladawan no ti nagannna daytoy ket agrugi ti
/d/, no ti nagan ti ladawann ket agturpos ti /d/.
1. 4.
2. 5.
3.
253
DAY 4
“Bring Me” will be played by the children.
Teacher prepares pictures, objects that have the beginning sound of D.
The children will go around the room to look for the picture or object being
asked and bring it to the teacher. Let him/her tell the name and produce
the beginning sound of the given object.
B. Writing Activity
1. Modeling by the teachers
Present the letter D.
Say: Daytoy ket dakkel a letra D.
Buyaendak a mangisurat kadaytoy.
Itatta , datayo amin ti mangisurat iti dakkel a letra D iti angin. (Do this
3 – 4 times)
2. Guided Practice
On their armed chair
On classmates back
Trace big D and small d on the given space
Show them the correct way of writing big and small letter “Dd”
letter.
C. Application
Children practice writing the new key word on their paper or slate. –
Write the word in large letters on the chalkboard.
Let them write the new keyword 10 times on their paper or slates
Monitor the pupils
See how they are doing
Help everyone that is having trouble in writing this word.
D. Evaluation
1. daniw ___aniw
2. Dante ___ante
3. Anud anu__
4. durian ___urian
5. Denis ____enis
6. daga ____aga
7. gatad gata____
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E. Spelling
1. Dictate the key word from today‟s lesson
- Walk around the room as the children write to encourage and help them
to know
their mistakes.
DAY 4
Agadalta a nalaing kinuna ni Ela
Kenni Eba a kaeskuelaanna
Tapno saanda a makaala ti ekis
Iti eksamen a maited ti kada Biernes
Ket sigurado a mapaisemda
Dagiti naregta a nagannakda.
Siasino dagiti agadal a nalaing? Ela ken Eva

Ania ti saanda kayat a maala isu nga agadalda a nalaing? Ekis
Ania ti maited kada Biernes? Eksamen
B. Development of the Lesson

Ania ti aweng a pagrugian dagiti nangngeg yo a balikas? /e/
(Produce the sound and let the pupils repeat the sound heard.)
C. Lesson Proper
1. Presentation
The teacher presents the picture of letter X “Ekis”
Ania daytoy?
2. Discussion:
Teacher presents the Prime Track for letter Ee.
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LESSON 12 LETTER Ee
a n i T k s o y m l g u d e
ekis, elisi,edad,
bales,teltel,keddel,
kettel,leddeg,letteg,
umel,gatel,getta,
bettak,isem,igges,
ules,tegged,benneg,
bettek,bennek,
ekis
sainnek, kebbet,
e kis kebkeb, uken, sibet,
diket, ellek, yelo
ekis e
eki ek
ek eki
e ekis
kue a es Ka
in ma la Dik
kis la an E
ka ted yat dad
Madik kayat makaala ti ekis idiay eskuelaan. Madik

Madik kayat makaala ti ekis idiay Madik kayat
Madik kayat makaala ti ekis Madik kayat makaala
Madik kayat makaala ti Madik kayat makaala ti
Madik kayat makaala Madik kayat makaala ti ekis
Madik kayat . Madik kayat makaala ti ekis idiay
Madik Madik kayat makaala ti ekis idiay eskuelaan.

ekis elisi edad teltel
keddel kettel leddeg letteg
umel gatel uken isem
igges ules tegged sainnek
uken diket ellek yelo
nategged a mannalon sainnek ti ina
igges ti diket nasakit a keddel
adda edadnan naisem nga umel
kinettelna inulesanna
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Nasakit ti keddel ni Nene.
Adu ti igges iti diket.
Kasta unay iti sainnekna.
Addan edadna idi ageskuela.
Nategged a mannalon ni amana.
Adu a leddeg ti inlakoda.
Kasta unay ti ellekna idi kalman.
Inikkanna ti yelo ti ininomna.
Inulesanna diay uken.

ekis
Point to the picture then tell the children, “Daytoy ket ekis.”
(Let them say ekis)
Point the keyword under the picture.
- Read the keyword
- Let children read also
- Keep pointing to the keyword as you read it with the children 2 –
3 times.
b. Syllable Box
e kis

- How many syllables are there?
- stamp each foot as you read each syllable in the word.
- Do this repeatedly.
- How many times did you stamp your foot?
c. Do the “Breaking Word” Activity

ekis
eki
ek
e
257
d. Do the “Making Word” Activity
e
ek
eki
ekis
When you get back to the keyword, read it to and with the
children.
Read the entire keyword lesson using steps 2 – 3 of the reading
plan.
e. Big Box and Word Chart

ekis e
eki ek
ek eki
e ekis
kue A es Ka
in ma la Dik
kis la an E
ka ted yat dad

Present the mystery box with letters or syllables in it for this lesson
in the Prime. Make the Mystery Box underneath the Making and
Breaking Word sets.
Open the mystery box. Get letter or syllable read first then with the
children.
- Read left to right and then top to bottom.
- Bring out one letter or syllable at a time.
- Let children read as you show the letters or syllables
Children find the new key word in the Mystery Box.
- Ask: Who can come and find the letters or syllables that make
the new key word?
- Let them read the word that the child brought out from the
mystery box.
- Ask: Is the word correct?
Who can write on the board?
Let them read again.
There are other syllables and letters in the Mystery box.
- Call pupils to find other words.
- Write on the board the words that they found.
- Let children read the words
(Lead them how to read the words correctly)
258
kue a es ka
in ma la dik
kis la an e
ka ted yat na
ekis eskuela eskuelaan
Ited edad madik
Let the children read all the word again in chorus.
f. Sentence –Breaking and Sentence Making

Read the sentence-Making Word to and with the children
Madik kayat makaala ti ekis idiay eskuelaan. Madik
Madik kayat makaala ti ekis idiay Madik kayat
Madik kayat makaala ti ekis Madik kayat makaala
Madik kayat makaala ti Madik kayat makaala ti
Madik kayat makaala Madik kayat makaala ti ekis
Madik kayat Madik kayat makaala ti ekis idiay
Madik Madik kayat makaala ti ekis idiay eskuelaan.
g. Do the “sentence Breaking” Activity

Do the Sentence Making Activity on the board
Build the sentence back up, from the sentence-Making Word
Activity in the Keyword part of the lesson.
Read the Sentence –Breaking and Sentence-Making Sentences
h. Oral Practice
Teacher shows pictures with beginning/final sound of /e/:
elephant escalator
Airplane envelope
Elevator alambre
Ask: What sound do you hear from the beginning/ending of these
words?
Have the children repeat reading the words using the Reading
Plan.
i. Guided Practice
Highlight /m/ by stretching your rubber band and say: /e/
Do the stretching of rubber band with me and say, /e/
Repeat these words beginning and ending with /e/ after me as you
259
/e/ ehersisio plete/e/
/e/embotido peke/e/
/e/entablado higante/e/
/e/entantado asete/e/
/e/ekadalo siempre/e/
The teacher lets the children sing “Adu a Pato”

Adu a pato nga aglalagto
Babassit, dadakkel agsasaruno
Kinuna tay bassit a kasla ansisit
Kwak, kwak, kwak umadayo kayo kaniak.
Idiay karayan kayatda ti mapan
Agdigos, aglangoy ken gay-ayam
Kinuna tay bassit a kasla ansisit
Kwak, kwak, kwak umadayo kayo kaniak.
G. Application
The children are made to substitute all vowels to /e/
Agdrowing ti maysa a ladawan a ti nagana ket mangrugi wenno agturpos ti
/e/
H. Evaluation
Ikkan ti kur-it (/) ti nagan ti ladawan ket mangrugi ti /e/, ikkan ti ekis (x) no
agturpos ti /e/
1. eroplano
2. ensaymada
3. madre
4. estatua
5. sobre
(“Intayo diay Eskuela” will be played by the children) Teacher asks the
children to give a word that starts or ends in /e/ that they will bring to school.
The teacher writes the answers on the board
B. Writing Activity
Modeling by the teachers
Present the letter E.
Say: This is the big and small letter Ee
Watch me as I write the letter in the air
Now, let‟s all write together in the air. (Do this 3 – 4 times)
C. Guided Practice
On their armchair
On classmates back
Trace the big E and small e on the given space
260
Show them the correct way of writing big and small letter “Ee”
letter.
E. Application
Children practice writing the new key word on their paper or slate. –
Write the word in large letters on the chalkboard.
Let them write the new keyword 10 times on their paper or slates
Monitor the pupils
See how they are doing
Help everyone that is having trouble in writing this word.
F. Evaluation:
Isurat ti kurang a letra
1. eksakto ____ksakto
2. doble dobl____
3. espiritu ____spiritu
4. espada ____spada
5. higante higant-----
Spelling
1. Dictate the key word from today‟s lesson.
- Walk around the room as the children write to encourage and help
them to know their mistakes.
DAY 5
Assessment
1. Relating events in the story listened to
2. Making inferences on the characters‟ feelings and traits
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D. Word Recognition
F. Handwriting
G. Spelling
APPENDICES
 APPENDIX A
“Diay Talon”
Sarita ni Elvie Salas
Ni Elyo ket agananed diay balayda manongna a Danilo ken manangna a

Dana. Adda ti kataltalunan iti balayda. Adu ti dinguenda. Adda dadakkel a pato,
manok, kalding, baka ken nuang. Napalalo unay iti panagayatda kadagiti dinguenda.
Ni Elyo ti agpakpakan ken agpapainum kadagiti pato ken manok. Napalalo iti ellekda
manong na a Danilo ken manang na a Dana a mangbuybuya kenni Elyo nga
aglagtolagto. Sipsiplagen ngamin dagiti upa nga adda piekda. Kasta met a
sippisippiten dagiti dumalaga ti luppona.
Dakkel iti maitulong dagitoy a dinguenda iti panagbiagda. Inaldaw nga
agakasda kadagiti itlog dagiti manok ken patoda. Dakkel a tulong dagiti maalada a
gatas dagiti kalding, baka ken nuang nga ilaklakoda.
262
263
264
I. Objectives:
Skills
experiences.
Relate events in the story to include events/celebrations/radio broadcast/local
news.
Make inferences on the characters feelings and traits based on the story,
events or celebrations listened to.
Make inferences on the character‟s feelings and traits based on the radio
broadcast and local news listened to.
Use the correct noun markers (ti, dagiti) in identifying names of persons,
places, animals and things.
Group 1 – Flow Chart
Group 3 – Idrowing Mo
Group 4 – Urnusem
Give /Produce the beginning sound of letters in a given word.
Give the new spoken words when two or more syllables are joined to form
words.
Give the letter that begins with the names of a given picture/object.
Show relationship between sounds and written symbols.
Blend specific letters to form syllables, words, phrases, sentences and short
paragraphs.
Write upper and lower case letters in print using proper proportion.
Write words, phrases, sentences, and paragraphs correctly.
Observe some mechanics when copying/writing sentences, capitalization,
space between words and correct punctuation marks.
265
II. Subject Matter
A. Story:
Ti Pannakapanagan ti Ili ti Alcala
Sarita ni Grace Donata Abugan
B. Focus Skill:
words Pointing out that spoken words are represented in written
language by specific sequence of letters
Recognizing correct spelling of words
2. Vocabulary
Discussing meanings and develop vocabulary through meaningful and
concrete experiences
Relating events in the story to include events/celebrations/radio
broadcast/local news
Making inferences on the characters feelings and traits based on the
story, events or celebrations listened to
Expressing love for stories by browsing the storybooks read to them
and asking to be read more stories
4. Grammar awareness
Using the correct noun markers (ti, dagiti) in identifying names of
persons, places, animals and things
5. Oral Language
Responding to the story through illustration and dramatization
Giving /Producing the beginning sound of letters in a given word.
Orally segmenting a two or more syllable word into its syllabic parts
to form words
Giving the letter that begins with the names of a given picture/object
Identifying specific letters in the alphabet, both upper and lower case
8. Word Recognition
Giving the sounds of the specific letter/s in the alphabet
266
Blending specific letters to form syllables, words, phrases, sentences
and short paragraphs
9. Handwriting
Writing upper and lower case letters in print using proper proportion
Writing words, phrases, sentences, and paragraphs correctly
Observing some mechanics when copying/writing sentences,
capitalization, space between words and correct punctuation marks
10. Spelling
Understanding that there is a correct way to spell words
knowledge
C. Reference:
K-12 Curriculum
First Language (L1)
October 2008
D. Materials:
Big Books, Pictures, Story, Flashcards, Pocket Charts, Mystery Box
F. Value: Being proud of one‟s town/community

History of our Community – how the community got its name
III. Procedure
DAY 1
1. Motivation
Ask: Ammoyo no kasano a nanaganan ti iliyo? Ipagpampannakkelyo
met laeng ti iliyo? Ania dagiti bambanag a maipagpannakkelmo?
Game: Flower Power
Say: Daytoy a sabong ket simbolo ti ilitayo. Ania kadagiti balikas
nga adda iti sabong ti mabalin a maipagpannakkelmo. Adda kadi
pay sabali a ipagpapannakkelyo? Isurat daytoy iti paset ti sabong
nga awan nagyanna.
267
Ex.
corn
Alcala Milk Candy St.

Alcala
PhilomeneChurc

Pangga (Illustration)
Pakak (Realia/Illustration)
Sarikedked (Synonym)
Gobernador Heneral (Context clues)
3. Previewing
Present the book with the story “Ti Pannakapanagan iti Ili nga Alcala.”
Talk about the title, author and illustrator. Have them look at the
cover of the book showing a boy with a basket riding on a tricycle to
visit his grandparents.
Ask: Maipapan ngata ti ania ti sarita? Sadino ngata ti papanan ti ubing
a lalaki?
4. Motive Question
Have the pupils look at the first page of the book showing Pepe
alighting from a tricycle in front of his grandparents‟ house.
Ask: Ania ti ipakpakita dagiti ladawan? Apay ngata a mapan pasiaren
ti ubing ni lelongna.?

 First Reading: Read the story using the Big Book. Read slowly so as to
allow the pupils to understand the relationship between written and
spoken words.
show the sentences in each page. Ask questions as you finish a page.
268
2. Group Activity
Siasino ti ubing? Group 1 –Flow Chart
Sadino ti papananna? Kumpletuen ti Flow Chart.
Apay a napan isuna sadiay?
Characters
Setting
Event
Ania ti inaramid ni Pepe apaman a Group 2 –Ipakitam

simmangpet isuna iti balay da Ipakita ti kinadayaw ni Pepe
apongna? babaen ti panangidrama ti
Ania ti saguday na nga ubing? pasamak idi sumangpet isuna
iti balayda apongna.
Ania dagiti pasarabo ni Pepe kada Group 3 –Idrowing Mo

apongna? Idrowing dagiti pasarabo ni Pepe
Ania ngata ti marikna ni apongna a kada apongna.
nakakita kadagiti pasarabona?
Ania ti naggapuan ti nagan ti ili nga Group 4 –Urnusem

Alcala? Urnusen dagiti pasamak a
nakaigapuan ti pannakaited ti
nagan ti ili nga Alcala.
Simmangpet dagiti Kastila.
Nasukatan ti Fulay iti Alcala kas

pammadayaw kenni Gobernador Heneral
Francisco de Paula Alcala.
Fulay ti nagan ti ili nga Alcala idi umuna a

panawen.
outputs.
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Story.
small book, tell the student to point to that word on the page.) Help them if
they have trouble finding the word and praise them when they are correct. Do
this with each Matching Word card (or word on the CB) that you selected.

Find the first sentence you chose for the Hide-A-Word activity. Read the
sentence...
If they say the correct word, uncover the word and praise them. Then read the
sentence again.
pointer to show them the words they are reading. Let them try again to say the
word.
DAY 2
1. Review
Present cut-outs of three doors. The first door is labelled as Persons
(Tao), the second door Place (Lugar) and the third door Things (Banag).
Let each pupil pick out a picture with appropriate label from the Mystery
Box. Let him/her tuck the picture in the appropriate door.
Lino ubing
simbaan Mercury Drugstore
adidas sapatos
Kitty baka
pulis Engr. Ramos
tiendaan Tuguegarao City
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(The teacher may add more pictures to encourage greater participation from the
pupils.)
B. Lesson Proper
1. Presentation
Present the local news on APPENDIX B.
2. Comprehension Questions
Siasino ti ubing?
Ania a salip ti nangabakanna?
Sadino ti nakaangayan ti salip?
Kaano a naangay ti salip?
Sadino ti pakisalipanna a sumaruno?
Kaano a maangay ti salip?
Ania dagiti palimedna no apay a nagballigi isuna?
Kayatyo kadi ti agbalin a kas kenni Kaye?Apay?
Kasano kayo nga agballigi iti kayatyo iti biag?
Ask: Ania dagiti nagan dagiti tattao, luglugar ken bambanag a nadakamat
iti damag a local? Ania ti awagtayo kadagitoy?(Nouns/Pangnagan)
Present the pictures of the following nouns with appropriate labels

arranged in two columns. Say: Dagitoy dagiti pangnagan a nadakamat iti
damdamag.
Ti ubing Dagiti ubbing
Ti ili Dagiti manursuro
Ti probinsia
Ti salip
Ti manursuro
3. Discussion
Ask: How many nouns are referred to in each picture in the first
column? (One) What word was used before each noun? (Ti)
Ask: How many nouns are referred to in each picture in the second
column? (More that one)What word was used before each noun?
(Dagiti)
Let the pupil use ti and dagiti in referring to the objects that they see
inside the classroom.
4. Oral Practice
Mystery Box
Put some pictures of nouns on the mystery box. Pictures should be
properly labelled with their names. Let each pupil pick out a picture.
Let him/her identify the noun in the picture by using ti or dagiti.
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5. Generalization
Ask: With what kind of nouns do we use ti? (singular) With what kind
of nouns do we use dagiti? (plural)
6. Guided Practice
Game
- Give each pupil a pair of flashcards. Ti is written on one card while
Dagiti is written on the other card.
- Show the following suggested pictures one at a time. (Pictures
should be properly labelled.) As you show a picture, ask the pupils
to raise the flashcard which is appropriate for the picture. The
pupil who raises the wrong card will lose his chance to answer on
the next picture. Let the pupils record their scores. You may give
rewards to pupils who got perfect scores.
liblibro bayabas
pusa banbantay
sabsabong simbaan
pinggan luglugan
tugtugaw kotse
balay luplupot
Distribute the worksheets and have the pupils work independently. (See
APPENDIX C)
DAY 3
1. Let the pupils recall the selection “Ti Pannakapanagan ti Ili nga Alcala.”
Let them answer the following questions:
Siasino ti ubing?
Answer: Ni Pepe
Siasino dagiti apongna?
Answer: Da Apong Pedong ken Apong Pina.
Sadino ti pagnaedan da apongna?
Answer: Sadiay Piggatan.
Ania ti ar-aramiden ni Apong Pedong idi sumangpet ni Pepe?
Answer: Isimsimpana ti pangga wenno ulnas iti sirok ti pakak.
Ania met ti ar-aramiden ni Apong Pina?
Answer: Pakpakanenna dagiti tarakenda a pusa.
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Ania ti bitbit ni Pepe?
Answer: Pasarabona kada apongna.
Ania dagiti pasarabona?
Answer: Pinya, papaya ken pipino
Apay a napan sadiay ayan da apongna?
Answer: Tapno agpatulong ti assignmentna.
Ania ti asaynmentna?
Answer: No ania ti naggapuan ti nagan ti ilida nga Alcala.
Nagmano ni Pepe kada apongna idi sumangpet isuna. Ania ti
galadna?
Answer: Nadayaw.
Ania ti sigud a nagan ti Alcala?
Answer: Fulay.
Ania ti kaipapanan ti Fulay?
Answer: Nalabaga a daga.
Ania ti naggapuan ti Alcala?
Answer: Manipud ti nagan ni Gobernador Heneral Fracisco de Paula
Alcala.
Ania ti kaipapanan ti sarita nga Alcala?
Answer: Pigsa wenno sarikedked.
Ania ti imbalakad ni Apong Pedong kenni Pepe?
Answer: Agbasa a nasayaat tapno agbalin a pigsa wenno sarikedked
ti ilida.
No sika ni Pepe, ania ti aramidem tapno makalpaska nga agbasa?
Answer: Dumngegak kenni maestra. Aramidek ti assignmentko.
b. Present the following words with letter Pp, if possible, with pictures.
Beginning
panio
pungan
palda
panait
palanggana
pustiso
puto
pagay
payong
palsiit
pugo
paria
Ask: Ania nga aweng ti nangngegyo a rugi dagitoy a sarita?
Ask the pupils to give more words that begin with letter Pp.
273
LESSON 13 LETTER Pp
a n I t k s o y M l g u d e p
pustiso, pusipos, puso, puto,

panait, padi, pagay, pispis,
panio, tapa, tungpa, tapis, apit,
sipat, narapis, arrap, tapar,
purpor, papaya, mapan, sultip,
lipaylipay, nepnep, ulep,
penpen, kepkep sepsep,
pustiso
pus ti so
pustiso p
pustis pu
pusti pus
pust pust
pus pusti
pu pustis
p pustiso
pus kol nep is
ko la pi ma
po so tiem ni
nuk pis ti mu
Ti pustiso ni Pipo ket natukkol ni Piko Ti
Ti pustiso ni Pipo ket natukkol ni Ti pustiso
Ti pustiso ni Pipo ket natukkol Ti pustiso ni
Ti pustiso ni Pipo ket Ti pustiso ni Pipo
Ti pustiso ni Pipo Ti pustiso ni Pipo ket
Ti pustiso ni Ti pustiso ni Pipo ket natukkol
Ti pustiso Ti pustiso ni Pipo ket natukkol ni
Ti Ti pustiso ni Pipo ket natukkol ni Piko

pustiso pusipos puso puto
panait padi pagay pispis
panio tapa tapis lapis
apit sipat narapis arrap
tapar purpor papaya mapan
sultip lipaylipay nepnep ulep
penpen kepkep sepsep
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kinnit ti sepsep tiempo ti nepnep
napuskol nga ulep tapa ti ugsa
sultip ti pulis narapis a padi
pustiso ti padi napenpen nga pagay
panait ti tapis sipat a nasakit
Tiempo ti nepnep no panagmumula ti mais.

Pinenpenda dagiti apitda a pagay.
Narapis ti padimi.
Inikkanna ti tapar dagidiay napenpen nga pagay.
Dakulap ti panagsipat ni inana kenkuana.
Tinapada diay naalada nga ugsa.
Tinukkol ni Pepe iti lapisna.
Adu ti sepsep no tiempo ti nepnep.
Sinultipan ti pulis diay padi.

Pustiso
Point to the picture then tell the pupils , “Daytoy ket pustiso.”
2. Point to the key word under the picture. Read the key word. Point to
b. Syllable Box
pus ti so
1. Do the syllable boxes activity. Point to the keyword and read it at


pustiso
pustis
pusti
pust
pus
pu
p
275
1. Go to the “Breaking Word” column. Read the key word to and then
with the pupils. Point to the part of the word with the new letter
that is directly below the keyword. Read that part of the word to
the pupils, then with the pupils.
2. Continue reading each smaller part of the word. (This may take only
one step or it might take 3 or 4 steps, depending on the length
of the key word.) When only the new letter is left, read the new letter
to the pupils and then with the pupils.

p
pu
pus
pust
pusti
pustis
pustiso
1. Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly under
the new letter. Read that part of the word to the children and then
with the pupils. Read the next bigger part of the word to and with the
pupils. When you get back to the keyword, read it to and with the
pupils.
2. Read the entire keyword lesson using Steps 2-5 of the Reading Plan.

pustiso p
pustis pu
pusti pus
pust pust
pus pusti
pu pustis
p pustiso
pus kol nep is
ko la pi ma
po so tiem ni
nuk pis ti mu
1. Present the Big Box, with the letters or syllables as they are shown in
2. Read the letters or syllables in the Big Box to and then with the pupils.
with the pupils. Read left-to-right and then top-to-bottom. Use the
pointer to point to different letters or syllables randomly. Pupils read
276
each letter or syllable as you point to it. Correct them if they read
anything incorrectly.
3. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it that
word is correct. If so, write the keyword on the “Word Chart” or on the
Chalkboard and read it to and with the pupils. If it is not correct, ask
another child to find the Key Word and write it correctly on the Word
Chart or Chalkboard.
4. Pupils find other words in the Big Box.

with the pupils as they identify them. Ask the rest of the class if the
word is correct. If not, invite another pupil to come and point to the
correct letters. Write all the words on the Word Chart or chalkboard.
puskol pispis mais lapis
poso nepnep tiempo maso
5. Read all the words on the Word Chart with the pupils.

Natukkol ti pustiso ni Pipo. Natukkol
Natukkol ti pustiso ni Natukkol ti
Natukkol ti pustiso Natukkol ti pustiso
Natukkol ti Natukkol ti pustiso ni
Natukkol Natukkol ti pustiso ni Pipo

4. Build the sentence back up, from the Sentence-Making Word to the

g. Oral Practice
1. Listen to some words taken from the story.
Papaya Puling plastik
pagay Puring
paksiw Pansit
277
2. Ask what sound is heard at the beginning of the words. Children
repeat reading the word. Then teacher reads each word again as the
children repeat after her.
h. Guided Practice:
1. The teacher says the first sound. /p/ and the remaining sound the
word. The children repeat after her. Then the teacher asks pupils to
blend word parts
/p/ agay /p/ iknik /p/ aksiw /p/ lastik
/p/ apaya /p/ ansit /p/ aria /p/ anio
2. Teacher asks the first sound. Substitute the words.
C. Application
Listen to these riddles. Look at the pictures on the pocket chart. Read the
riddles in the chart and show the pictures that answers the riddle.
pagay 1. Siak ti paggappuan ti bagas, kanennak no malutoak. Aniaak?
pala 2. Pagabuynak dagiti karpintero no agsementoda ti balay?

Aniaak?
pika 3. Pagduyukak ti atap nga ayup idiay kabakiran. Aniaak?
pana 4. Kasla palsiitak no usarendak dagiti mannaganop ken

mannakigubat. Aniaak?
pansit 5. Magustuandak a lutuen dagiti agkasangay gapu ta

paatiddogen ti biag. Aniaak?
D. Evaluation
Iparis ti ladawan ti umno a naganna.
1. picture of ampalaya palsiit
2. picture of frying pan Pandesal
3. picture of sling prutas
4. picture of pandesal paria
5. picture of fruits bado
278
DAY 4
1. Riddle
Present the following riddles. Let the pupils choose the picture of the
correct answer from the set of pictures in the pocket chart.
Nagbubukel a kas labulan
Ar-aramaten a panganan. (Pinggan)
Napait ti ramanna
Ngem ingget sustansia. (Paria)
Init man wenno tudo
Salaknibanna ti ulo. (Payong)
(The teacher may give more riddles with answers that start with Pp.)
B. Writing Activity
Present to the pupils the big and small letter Pp. Show the pupils how
to write the big letter P in the air. Let them repeat after you. Do this
several times. Do the same with the small letter p.
2. Guided Practice
Let the pupils practice writing letter Pp on their palm, on the back of
their seatmate, on their desk, on their slate and on their paper.
Trace big letter P and small letter p on the given space.
Let them copy words, phrases and sentences with letter Pp on the
blackboard. Guide them in observing capitalization, space between
words and correct punctuation marks.
Let the pupils copy words, phrases and sentences with letter Pp on their
paper observing capitalization, space between words and correct
punctuation marks.
4. Distribute worksheets to the pupils. (See APPENDIX E and F.) Let them
do the activities.
C. Spelling
1. Dictate the key word for letter Pp. Let the pupils write the word on their
3. Dictate 5 words from the previous lessons. Let the pupils write each word
on their paper. Check their work.
279
work.
DAY 5
Assessment
A. Skill: Make inferences on the characters feelings and traits based on the
story, events or celebrations listened to.
Pagannurutan: Amirisen dagiti situasion. Pilien ti umno a galad nga
ipakpakitada
1. Agmano ni Ruben kadagiti nagannakna no sumangpet nga aggapu
iti pagadalan. Ni Ruben ket ubing a _______________.
a. Nasingpet c. Nadayaw
b. Naasi d. Nagaget
2. Agdigdigos nga inaldaw ni Ana. Aggisgisigis isuna kalpasana
mangan. Ni Ana ket ubing a _________________.
a. Nadalus c. Naanus
b. Natakneng d. Napintas
3. Sursuratan ni Melba ti sango ken likod ti papelna. Agsurat laeng no
kasapulan. Ni Melba ket __________________.
a. Naimut c. Napigsa
b. Nainut d. Naulimek
4. Mangmangan ni Romel ti prutas ken nateng. Isuna ket
_____________.
a. Nakuttong c. Nakuttong
b. Nalukmeg d. Nasalun-at
5. Ilutlutuan ni Nana Rosa ni Lena ti nasalun-at a makan.
Isagsaganana dagiti kasapulan daytoy. Ni Nana Rosa ket maysa
nga ina a ______________.
a. Nauyong c. Nadungngo
b. Nagaget d. Nasingpet
B. Skill: Use the correct noun markers (ti, dagiti) in identifying names of persons,
Direction: Isurat ti ti wenno dagiti iti kahon.
 (picture of top)
 (picture of hat)
 (picture of plants)
 (picture of glasses)
 (picture of mango)
280
C. Skill: Match words with pictures and objects.
Pagannurutan: Iparis ti sarita ti umno a ladawanna.
1. padi a. (picture of duck)
2. pato b. (picture of paper)
3. papel c. (picture of priest)
4. puso d. (picture of arrow)
5. pana e. (picture of heart)
D. Skill: Give the new spoken words when two or more syllables are joined to
form words.
Pagannurutan: Iparis dagiti balikas nga adda ti A kadagiti balikas nga

adda ti batog B tapno makabuo ti sao.
Column A Column B
1. pa a. pe
2. Pe b. tani
3. pi c. tat
4. pu d. lis
5. pal e. pino
E. Skill: Write upper and lower case letter Pp.

Pagannurutan: Isurat ti kurang a letra tapno mabukel ti balikasm
1. ____ulis (picture of policeman)
2. Apong ___edong (picture of grandfather)
3. ___ariok (picture of pan)
4. ____usa (picture of cat)
5. ____ugo (picture of quail)
F. Skill: Observe some mechanics when copying/writing sentences,

capitalization, space between words and correct punctuation marks
Pagannurutan: Sakaren dagiti sumaganad iti writing notebook.
1. Pina
2. panait
3. Pepe ken Pilar
4. Nataraki ni Pepe.
5. Napintas ni Pilar.
281
G. Spelling
Direction: Write the correct spelling of the following words that I‟m going
to dictate.
1. pana
2. puso
3. pugo
4. pala
5. paria
APPENDICES
 Appendix A
Selection
Ti Pannakapanagan ti Ili ti Alcala
Binisita ni Pepe da apongna sadiay barrio ti Piggatan iti maysa a bigat ti

Sabado. Nasangpetanna ni Apong Pedong a mangisimsimpa ti pangga iti sirok ti
pakak (kamansi/breadfruit). Pakpakanen met ni Apong Pina dagiti tarakenda a
pusa. Nagmano a dagus ni Pepe kadakuada.
“Maragsakannak ta immayka, apok,” kinuna ni Apong Pedong.
“Pasarabok kadakayo, Apong,” kinunana ket inyawatna kenni Apong Pina ti
basket nga napunno ti pinya, papaya ken pipino.
“Dagitay met gayam kaykayatanmi a prutas dagitoy. Agyamanak, apok,” kinuna
ni Apong Pina.
“Awan aniamanna, Apong,” insungbat ni Pepe.
“Kumusta ti panagadalmo, Pepe?” dinamag ni Apong Pedong.
“Nasayaat met, Apong,” insungbat ni Pepe. “Umayak ngarud agpatulong koma iti
assignmentko,” intuloyna.
“Ania kadi dayta nga assignmentmo?” sinaludsod ni Apong Pedong.
“Maipapan ti naggapuan ti nagan ti ili tayo nga Alcala, Apong,” insungbat ni
Pepe.
“Dayta la gayam. Agtugawta dita pangga ta dumngeg ka iti saritak,”inyawis ni
Apong Pedong.
“Fulay ti sigud a nagan ti lugar tayo idi un-unana a panawen. Napanaganan iti
kastoy gapu iti nalabaga a dagana a napigket no matuduan,” inrugi ni Apong
Pedong idi makatugawdan iti pangga. “Nasukatan daytoy iti Alcala idi panawen
dagiti Kastila kas pammadayaw kenni Don Francisco de Paula Alcala, ti
Gobernador Heneral ti Pilipinas iti dayta a panawen. Ti kaipapanan ti sarita nga
Alcala ket pigsa wenno sarikedked,” intuloy ni Apong Pedong.
“Nagpintas gayam ti kaipapanan ti nagan ti ili tayo, Apong,” kinuna ni Pepe.
“Agpaysodayta, apok. Isu nga agbasaka a nasayaat tapno sika ket agbalin a
pigsa wenno sarikedked ti ili tayo,” kinuna ni Apong Pedong.
“Wen, Apong,” insungbat ni Pepe.
282
 Appendix B
Local News
Lazaro, nangabak sadiay RSPC
Ni Cassandra “Kaye” Lazaro, maysa nga ubing nga adda iti maika-innem a tukad
iti Alcala Central School ti nangabak iti Photojournalism ti Filipino iti napalabas a
Regional Press Conference a naangay sadiay ili ti Gattaran,probinsia ti Cagayan
idi maika-15 agingga iti maika-17 ti Disiembre, 2012.
Inabak ni Kaye dagiti padana nga ubbing a naggapuka dagiti nadumaduma a
luglugar iti maikadua a rehion a nakisalisal iti dayta a salip.
Imbagani Kaye a disiplina ken kinaanus nga agsanay ti palimedna no apay a
nangabak isuna.
Makisalisal ni Kaye iti National Schools Press Conference a maangay sadiay
Puerto Princesa City, Palawan intono maika-9 agingga iti maika-13 ti Abril iti
daytoy met la a tawen.
Ni Mrs. Loida Quintos, manursuro iti Alcala East Central School, ti
mangbaybayabay kenni Kaye.
 Appendix C: Activity sheets
283
284
285
I. Objectives
experiences.
Sequence three events in the story, legend, propaganda, radio broadcast,
and news articles by telling which happened first, second, or last.
Express opinion on the story and local news heard using culturally
appropriate expressions (I think, I believe, In my opinion etc.)
Use names of persons, places, animals and things appropriately in
sentences.
Use the correct noun markers (ti, dagiti) in identifying names of persons,
Use the directional - daytoy, dayta, didiay
Give/produce the beginning sound of letter/s in a given word.
Orally segment a two or more syllable word into each syllabic parts
Give the new spoken words when two or more syllables are joined to form
words
Make one-to-one correspondences between written and spoken words
Give the letter that begins with the name of a given picture/object
Identify and write both upper and lower case Bb.
Show the relationship between sounds and written symbols
Blend specific letters to form syllables, words, phrases and sentences and
short paragraphs.
Write upper case and lower case letters in print using proper proportion.
Write words, phrases, sentences and paragraph correctly.
Observe mechanics when copying/writing sentences, capitalization, white
space between words and correct punctuation marks.
II. Subject Matter
A. Selection: News Report
286
B. Focus Skills
Activating Schema and prior Knowledge
- Discussing meanings and develop vocabulary through meaningful
and concrete experiences.
Comprehension of Literary Texts
- Sequencing 3 events in the story, legend, propaganda, radio
broadcast, and news articles by telling which happened first,
second, or last.
Comprehension of Informational Texts
- Sequencing 3 events in the story, legend, propaganda, radio
broadcast, and news articles by telling which happened first,
second, or last.
Attitude Toward Language, Literary and Literature
- Expressing love for stories by browsing the storybooks read to
them and asking to be read more stories.
2. Vocabulary
Discussing meanings and develop vocabulary through meaningful and
concrete experiences.
3. Oral Language
Expressing opinion on the story and local news heard using culturally
appropriate expressions (I think, I believe, In my opinion etc.)
Orally segmenting a two or more syllable word into each syllabic parts
to form words

Making one-to-one correspondences between written and spoken
words
Recognizing spelling of words
Giving the letter that begins with the name of a given picture/objects
Identifying the specific letter/s in the alphabet, both upper and lower
case.
Showing the relationship between sounds and written symbols
7. Word Recognition
287
sentences and short paragraphs.
8. Spelling
knowledge.
9. Handwriting
proportion.
Writing words, phrases, sentences and paragraph correctly.
Observe mechanics when copying/writing sentences, capitalization,
white space.

sentences.
Use the correct noun markers (ti dagiti) in identifying names of
persons, places, animals and things.
Use the directional-daytoy, dayta, dagidiay, etc.
C. References:
K-12 Curriculum
First Language (L1)
October 2008
D. Materials:
Pictures
News Story
E. Strategies:
News Reporting Drawing
Sequencing Events Debating
F. Value: Smaller population has advantages
G. Theme: Our Community
288
III. Procedure
DAY 1
Ask: Kasano ti kaadu ti populasion ti barrioyo?
Ania ngata ti dakdakkel to populasion na, idi wenno ita? Ania ti
mangpadakkel wenno mangpabassit ti populasion ti barrioyo?
Unlock the following words through actions/gestures and pictures
bassit agnaed panagadu
tattao agkurang
3. The teacher tells the pupils to listen to a News Story about the sudden
increase of the school population of a certain community
4. Motive Question
When is the population of a community big or small?
What made the school population of the community bigger?
B. Reading the Story

1. Active Listening
Let the pupils listen to the News Story at least twice.
News Story:
Iti populasion iti maysa a lugar ket depende iti kinaadu iti tattao
nga agnaed ditoy. No bassit iti bilang iti tao, bassit iti populasion. No
adu iti bilang iti tattao, dakkel iti populasion.
Idi umuna a tiyempo ket bassit iti tattao nga agnaed didiay
Baculod, Isu a bassit met iti populasionda. Bassit met ngarud iti
populasion dagiti ubbing nga agad-adal didiay Baculod Elementary
School.
Kasta unay ti pannakaklaat dagiti panakkelan iti Departmento
ti Edukasion gapu iti alisto a panagadu dagiti ubbing iti pagadalan.
Agkurang dagiti mausar a siled ken agkurang pay iti manursuro.
Iti kano kangrunaan a rason ket isu iti epekto iti adu nga
immakar a napan nakipagnaed iti daytoy a lugar ken iti dagus a
panagassawa dagiti tatttao.
2. Lead the pupils to answer the motive questions
289
3. Comprehension Check-up
Ania ti populasion?
Kaano a maibaga a basbassit wenno dakdakkel ti populasion?
Ania a lugar ti nadakamat iti damdamag?
Ania ti napasamak ti populasion ti komunidad ken ti populasion ti
pagadalan?
Ania dagiti a dumakkel ti populasion?
Ania dagiti pagsayaatan ken saan a pagsayaatan ti kaadda ti
dakkel/bassit a populasion?
Kayatyo pay ti dumngeg kadagiti sarita wenno damdamag maigapu ti
populasion
4. Engagement Activities
Group I- Draw a community which has a big population
Group II – Tell something about a community which has a small
population
Group III- Sequence the events given from the News Story
Group IV- Debate on the topic “ Ania ti kaykayatyo, dakkel a
populasion wenno bassit a populasion? Apay?
DAY 2
Warming up:”Sadino ti Pakaibilangak”
- Distribute the pictures/names of things to the pupils. Let each pupil
tag/paste what he/she is holding under its proper column
aso Norlin Mongol Adidas
Jollibee Muning Divisoria Gov.

Antonio
lapis billit ubing lola
Ayup disso/paset banag Tao
290
B. Lesson Proper
1. Presentation
a. Present pictures of the following:
Column A Column B
cow cows
bird birds
flower flowers
pencil percils
boy boys
b. Let the pupils look at the pictures in column A.

Ask: Manu ti adda ti ladawan?
Let them say:
- Ti baka
- Ti billit
- Ti sabong
- Ti lapis
- Ti lalaki
c. Let the pupils look at the pictures in Column B.

Ask: Mano amin ti adda iti ladawan?
Let them say:
- Dagiti baka
- Dagiti billit
- Dagiti sabsabong
- Dagiti lapis
- Dagiti lallaki
d. Introduce the concept on using Daytoy ti and Dagitoy dagiti

Daytoy ti baka … Dagitoy dagiti baka…
Daytoy ti billit… Dagitoy dagiti billit…
Daytoy ti sabong… Dagitoy dagiti sabsabong…
Daytoy ti lapis… Dagitoy dagiti lapis...
Daytoy ti lalaki… Dagitoy dagiti lallaki
2. Oral Practice
Teacher show different object/s.
What sentences can you give about each object or group of objects?
(Teacher gives the bringing of objects by the pupils as an assignment
a day before the day‟s lesson)
Let the pupils use this is or these are in sentences.
Ex. Dagitoy ket dagiti libro ni Gela.
3. Generalization: When do you use Daytoy ti and Dagitoy dagiti ?
291
4. Guided Practice
Complete each sentence with Daytoy ti and Dagitoy dagiti.
1. bola ni Allen.
2. _ prutas a lakona.
3. _ bag ni maestra
4. _ kulibangbang a natiliw ko diay minuyunganmi.
5. _ babbalay a napipintas
Use the following in sentences using Daytoy ti and Dagitoy dagiti.
- tugtugaw
- pagadalan
- ub-ubbing
- ullaw
- katre
C. Application
Complete each sentence. Encircle the correct answer only.
(See attached worksheet)
D. Evaluation
Complete each sentence with Daytoy ti and Dagitoy dagiti
1. _ ina ni Benedic.
2. _ mulmula ti minuyunganmin.
3. _ ti hardin da Anabel.
4. _ bilbillit a taraken ni Dotie.
5. _ simbaan iti un-unana.
Day 3
The teacher uses the New Story, then asks the following questions to
elicit words with the letter Bb.
Ania daydiay lugar iti damdamag (News Story)?
Sungbat: Baculod
Kasano iti populasion idiay Baculod idi umuna a tiyempo?
Sungbat: bassit
Teacher writes the words on the board.
Baculod bassit
292
Teacher reads the words and produces the correct sound of letter b.
Teacher asks the pupils to read the words and let the pupils produce
the correct sound of b.
Teacher presents the list of words through pictures (for words that are
pictureable) following the Reading plan and asks from the children the
initial sound of the words read.
INITIAL FINAL
Bambanti tayab
Baboy kalub
Bigao takkub
Banniit kiteb
Banban ayab
Bulsa subsub
Teacher asks the pupils to give other words that start with letter Bb.
B. Lesson Proper
1. Presentation
The teacher shows the picture of “bambanti”. Children are asked what
they know and their experiences about “bambati”
2. Discussion
Teacher presents the Primer Track for Letter Bb.
LESSON 14 LETTER Bb
a n i T k s o y m l g u d e p b
baso, bado, baka, baki,

billit, bigao, bagi, babai,
baket, bala, baba, baak,
baliti, balitok, balkot,
banban, banaba, banio,
bannog, banbanti, batia,
bambanti bato, bituen, baut, buok,
bantay, labba, lobo,
bam ban ti kalbo, kubbo, timba,
lumba, salda , sugabba,
bambanti b banda,
bambant ba
bamban bam
bamba bamb
bamb bamba
ba bamban
ba bambant
b bambanti
293
bi su ban su
bam ti si lab
gab ba nad nu
duan bu ok on
Binadduan ni Banti ti babai ti bambanti. Binadduan

Binadduan ni Banti ti babai ti Binadduan ni .
Binadduan ni Banti ti babai Binadduan ni Banti
Binadduan ni Banti ti Binadduan ni Banti ti i
Binadduan ni Banti Binadduan ni Banti ti babai
Binadduan ni Binadduan ni Banti ti babai ti

Binadduan Binadduan ni Banti ti babai ti
bambanti.

baso bado baka baki
billit bigao bagi babai
baket bala baba baak
baliti balitok balkot banban
banaba banio bannog banbanti
batia bato bituen baut
buok bantay labba lobo
kalbo kubbo timba lumba
sugabba banda bettak benneg
bettek bennek kebbet kebkeb
sibet
bassit a billit kebbet a bennek

bettek ti pagay kubbo nga baket
sugabba nga buok sangabalkot nga balitok
nabettak nga lobo kalbo nga bantay
Kinalbo dagiti agum-uma ti bantay

Nagkubbo isu iti kinabaketna.
Nabettak ti maysa a lobo.
Maysa timba ti naalada a bennek.
Pinaglumbada dagiti asoda.
Kimbet ti kudil ni Nana Baket.
294
1. Introduce the keyword and picture.
bambanti
2. Point to the picture then tell the pupils , “Daytoy ket bambanti.”
3. Point to the key word under the picture. Read the key word. Point to
b. Syllable Box
bam Ban Ti

normal speed. Point to each syllable as you read each syllable distinctly.
Read each syllable again, clapping once for each syllable. Do this again
and have the pupils clap for syllable with you.

bambanti
bambant
bamban
bamba
bamb
bam
ba
b
with the pupils. Point to the part of the word with the new letter that is
directly below the keyword. Read that part of the word to the pupils, then
with the pupils. Continue reading each smaller part of the word. (This may
take only one step or it might take 3 or 4 steps, depending on the length
of the key word.) When only the new letter is left, read the new letter to
the pupils and then with the pupils.
295
b
ba
bam
bamb
bamba
bamban
bambant
bambanti
1. Go to the “Making Word” column. Read the new letter to the pupils
and then with the children. Point to the part of the word directly
under the new letter. Read that part of the word to the children and
then with the pupils. Read the next bigger part of the word to and
with the pupils. When you get back to the keyword, read it to and
with the pupils.
2. Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.

bambanti b
bambant ba
bamban bam
bamba bamb
bamb bamba
ba bamban
ba bambant
b bambanti
bi Su ban su
bam Ti si lab
gab Ba nad nu
duan Bu ok on
1. Present the Big Box, with the letters or syllables as they are shown in
2. Read the letters or syllables in the Big Box to and then with the pupils.
with the pupils. Read left-to-right and then top-to-bottom. Use the
pointer to point to different letters or syllables randomly. Pupils read
each letter or syllable as you point to it. Correct them if they read
anything incorrectly.
296
3. Children find the new key word in the Big Box. Invite a volunteer to
come and find the letters or syllables that make the new keyword.
Read the word with the pupils that found it. Ask the other pupils it that
word is correct. If so, write the keyword on the “Word Chart” or on the
Chalkboard and read it to and with the pupils. If it is not correct, ask
another child to find the Key Word and write it correctly on the Word
Chart or Chalkboard.
4. Pupils find other words in the Big Box.

with the pupils as they identify them. Ask the rest of the class if the
word is correct. If not, invite another pupil to come and point to the
correct letters. Write all the words on the Word Chart or chalkboard.
Buok baduan bamban
Sugabba bai labba
5. Read all the words on the Word Chart with the pupils.

Binadduan ni Banti ti babai ti bambanti. Binadduan
Binadduan ni Banti ti babai ti Binadduan ni
Binadduan ni Banti ti babai Binadduan ni Banti
Binadduan ni Banti ti Binadduan ni Banti ti i
Binadduan ni Banti Binadduan ni Banti ti babai
Binadduan ni Binadduan ni Banti ti babai ti
Binadduan Binadduan ni Banti ti babai ti bambanti.



g. Oral Practice
1. Let them listen to the following words.
INITIAL FINAL
Ben Tayab
Berto Subsub
Billit Kiteb
Babai Takkub
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2. Ask what sounds do they hear at the beginning and ending of the
words. Have the children repeat reading the words. Then teacher
reads each word again as the children repeat after him/her.
h. Guided Practice
1. The teacher says the first sound /b/ and the remaining sounds in the
word. The children repeat after him/her. Then the teachers asks
pupils to blend word parts.
/b/…..ala bala
/b/…..ukel bukel
/b/…..aka baka
2. Teacher does the same with final /b/

taya…../b/ tayab
aya……/b/ ayab
kite…../b/ kiteb
3. The teacher makes use of a song to identify the initial/final sound of a

word. This can be done in a fun game.
Song: (To the tune of London Bridge)
Ania ti mangngeg mo, mangngeg mo, mangngeg mo
Ania ti mangngeg mo ti umuna ti bado?
/b/ iti nangngeg ko, nangngeg ko, nangngeg ko
/b/ ti nangngeg ko ti umuna iti bado.
4. Teacher changes the words and the activity could also be done using
the final sound.
C. Application
Say: I will show you pictures. Say the name of each picture. If the picture
begins with /b/ clap your hands twice. If it ends with /b/ clap your hands
thrice.
baboy tayab bukel baki
kalub bantay billit kiteb
D. Evaluation
Timbukelan dagiti balikas a ti aweng a ket agrugi ti /b/.
batia kalub bituen baso nagtayab
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DAY 4
Handwriting
Teacher prepares pictures, objects, etc that have the beginning sound of /b/.
room to look for objects beginning with /b/. Children name the object and tell
B. Writing Activity
C. Guided Practice
Trace big letter B and small letter b on the given space.
the letter.
E. Application
Children practice writing the new key word on their paper or slate. Write the
new key word in large letters on the chalkboard. You may need to write it
several times so everyone can see clearly how you write it. Children write the
new keyword 10 times on their slates or in their exercise books. Walk around
the room to see how they are doing. Help anyone that is having trouble
writing the word
F. Evaluation
Give each pupil a worksheet. Instruct them to say the name of each picture. If
the picture name begins with /b/ ask them to write B. If it ends with /b/, let
them write b on their paper (See attached worksheet)
G. Spelling
1. Dictate the key word from today‟s lesson. Children write the word on their
paper or slate.
299
paper or slate.
3. Dictate 2-5 key words from earlier lessons, one by one. Children write
each word.
4. Write the spelling words correctly on the Chalkboard. Walk around the
mistakes.
DAY 5
Assessment
1. Recalling the important details of the story listened to
2. Sequencing of events
D. Word Recognition
F. Handwriting
G. Spelling
APPENDICES
 APPENDIX A
News Story:
Iti populasion iti maysa nga lugar ket depende iti kinaadu iti
tattao nga agnaed ditoy. No bassit iti bilang iti tao, bassit iti
populasion. No adu iti bilang iti tattao, dakkel iti populasion.
Idi umuna a tiyempo ket bassit iti tattao nga agnaed didiay
Baculod, Isu a bassit met iti populasionda. Bassit met ngarud iti
populasion dagiti ubbing nga agad-adal didiay Baculod Elementary
School.
Kasta unay ti pannakaklaat dagiti panakkelan iti Departmento
ti Edukasion gapu iti alisto a panagadu dagiti ubbing iti pagadalan.
Agkurang dagiti mausar a siled ken agkurang pay iti manursuro.
Iti kano kangrunaan a rason ket isu iti epekto iti adu nga
immakar a napan nakipagnaed iti daytoy a lugar ken iti dagus a
panagassawa dagiti tatttao.
300
301
302
I. Objectives:
Skills
Listen and respond to texts by recalling the important details in the story such
as the characters, setting and main events
Give the new spoken word when a specified phoneme is added, changed or
removed.
Identify the letters in given words.
Identify letter NGng and its sound
Correctly spell previously studied words.
Write upper and lower case letter NGng.
Identify proper names of persons, places and things.
Relate events in the story to personal experiences.
Show love for reading by listening attentively during story reading, and
making comments.
Group 1 – Aramiden ti Story Map
Group 2 – Urnusen dagiti Ladawan
Group 3 – Agpili Ka
Group 4 – Ikkan ti Smiley
II. Subject Matter
A. Story: Dagiti Ngipen ni Pining
B. Focus Skill:
1. Oral Language
Listening and responding to texts by recalling the important details in
the story such as the characters, setting and main events
Giving the new spoken word when a specified phoneme is added,
changed or removed

words
Identifying the letters in given words
303
Identifying letter NGng and its sound
6. Spelling
Correctly spell previously studied words
7. Handwriting:
Writing upper and lower case letter NGng
Identifying proper names of persons, places and things
9. Vocabulary:
Getting the meanings of words presented through illustrations,
demonstration, use of synonyms and antonyms
Identifying words that name person, places or things, and actions

Show love for reading by listening attentively during story reading, and
making comments.
C. Reference:
K-12 Curriculum
First Language (L1)
October 2008
D. Materials: Big Books, Pictures, Story, Flashcards, Pocket Chart, Puppet

Show
F. Value: Taking care of one‟s health
304
III. Procedure
DAY 1
1. Motivation
Ask: Napadasanyon ti nagsakit ti ngipennan? Ania ti riknana? Ania dagiti
liklikan tapno saan nga agbukbok ti ngipen? Pilien ti ladawan a
mangipakpakita ti panangliklik a maaddaan ti bukbok ti kahon. Ipaskil iti
Flow Chart. (The teacher may use a decorative flow chart to elicit the
interest of pupils.)
Dagiti rumbeng nga aramiden

tapno saan nga agbukbuk ti ngipen:
Suggested pictures:
Brushing of teeth Eating candy
Eating fruits Playing ball
Eating veggies Using floss
305
agpelles(demonstration)
liklikan (context clue, synonym)
dentista (illustration)
gisigis (realia)
3. Previewing
Present the big book with the story “Dagiti Ngipen ni Pining.” Talk
about the title, author and illustrator. Have them look at the cover of
the book showing a girl inside a dentist‟s clinic. A dentist is looking
at her teeth while her mother looks on.
Ask: maipapan ngata ti ania ti sarita? Ania ti mapaspasamak iti ubing
a babai?
4. Motive Question
Have them look at the first page of the book showing a girl eating a lot
of sweets.
Ask: Ania ti ipakpakita ti ladawan? Ania ngata ti mapasamak iti
sumaruno a panid ?

 First Reading: Read the story using the Big Book.
read the story in each page. Ask questions as you finish a page.

2. Group Activity
Siasino ti ubing? Group 1 –Aramiden ti Story Map
Ania ti magusgustuanna? Ikabil iti kahon ti umno a ladawan.
Apay a ribrib ti ngipenna?
Ladawan ni Pining
Ladawan ti panagsakit ti
ngipen ni Pining
Ladawan ti klinika ti
dentista
Lugar
Tao
Pasamak
306
Ania ti napasamak iti naminsan? Group 2 –Urnusen dagiti
Ania ti inaramidna? Ladawan
Sadino ti napananda kenni Urnusem dagiti ladawan babaen ti
nanangna? pannakapasamakda iti istoria.
Napanda Pining kenni
nanangna sadiay klinika
ti dentista.
Simro ti sakit ti ngipen
ni Pining.
Nagngarietanna ti
tanganna ken ungto ti
punganna
Ania ti inaramid ti dentista? Group 3 –Agpili Ka

Ania ti imbalakad ti dentista kenni Pilien ti ladawan dagiti taraon a
Pining? rumbeng a kanem tapno tumibker
Nagbalbaliw kadi ni Pining? Apay a dagiti ngipenmo.
nakunam dayta?
prutas kendi
softdrinks nateng
tsokolate gatas
No sika ni Pining, ania ti rumbeng Group 4 –Ikkan ti Smiley

nga aramidem tapno maliklikam ti Ikkan ti ti ladawan a mangipakita ti
pannakadadael ti ngipenmo? rumbeng nga aramidem tapno saan
nga madadael ti ngipenmo. Ikkam
met ti ti saanmo a rumbeng
nga aramiden.
Pannangan ti kendi
Panaggisigis ti ngipen
Pannangan ti prutas
Panaginum ti soda
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outputs.


Story.

sentence...
sentence again.
If they say the wrong word, point to the word they said and show them that this
is NOT the word that is covered. Read the sentence again, using the pointer to
show them the words they are reading. Let them try again to say the word.
DAY 2
1. Review
Present some pictures properly labelled. As you present a picture, let the
pupils clap once if it shows a common noun. Let them clap twice if it
shows a proper noun.
308
karpintero Tina
Manila parke
libro Nido
Brownie manok
Engr. Torres mangngagas
tiendaan Baguio City
(The teacher may add more pictures to encourage greater participation

from the pupils.)
2. Lesson Proper
a. Presentation
Present a dialogue through finger puppets. (See APPENDIX B.)
b. Comprehension Questions
Siasino dagiti sangaili dagiti ubbing iti pagadalan?
Ania ti obra ti maysa ken maysa kadakuada?
Nagustuan ngata dagiti ubbing ti isasangbay dagiti sanagailida?
Apay a nakunam dayta?
Kayatmo met kadi ti agpaay ti umili intono dumakkelka?
Siasino kadakuada ti kayatmo a tuladen?
c. Ask: Ania dagiti nagan ti tattao, luglugar ken bambanag a nadakamat

ti daniw? Ania ti awagtayo kadagitoy? (Nouns/Pangnagan)
Present the pictures of the following objects with their
proper labels.
Say: Dagitoy dagiti nagan ti tattao, luglugar ken
bambanag a nadakamat ti daniw
pagadalan Dr. Abad mangngagas
tattao Engr. Ramos inhiniero
balbalay paspasdek PO3 Cabling ili
Manong Tinong mannalon pagay
mais natnateng taraon
Nana Menang kawes sapatos
plasa Tata Dadong mangngalap
Mrs.Dantes narse Konsehal Martin
opisyal ubbing sangaili
309
d. Discussion
Ask: Ania ti kadawyan/naisagsangayan a pangnagan
Let the pupils give more examples of common and proper nouns.
3. Oral Practice
Present the following suggested set of pictures with common names. Let
the pupils give a proper name for each picture.
manursuro pagadalan
pusa pulis
sabon gatas
ubing lapis
siudad tiendaan
mangngagas motorsiklo
4. Generalization
Ask: Ania ti kadawyan/naisagsangayan a pangnagan? Kasano nga isurat
dagitoy?
5. Guided Practice
Who’s My Partner? (Siasino ti kaparehak?)
Distribute the following set of flashcards to the pupils. Let the pupils
who are holding flashcards with common nouns find their corresponding
partners who are holding flashcards with proper nouns.
sapatos Luneta
mangngagas Miss Liban
parke Manila
maestra Bantay
siudad Adidas
aso Dr. Ramones
(The teacher may add more flashcards).
310
Distribute the activity sheets and have the pupils work independently.
(See APPENDIX _____)
7. Evaluation
Marisan ti flashcard ti nalabaga no kadawyan a pangnagan, asul no
naisangsangayan a pangnagan.
1.
Padre Burgos
2. libro
3. Tuguegarao City
4. bestida
5. Samsung
DAY 3
1. Let the pupils recall the story “Dagiti Ngipen ni Pining.” Let them answer
the following questions:
Siasino ti ubing?
Answer: Ni Pining
Ania ti magusgustuanna?
Answer: Mangan ti kendi ken dadduma a sinam-it.
Apay a ribrib ti ngipenna?
Answer: Maliwayanna ti aggisigis ti ngipenna.
Ania ti napasamak iti naminsan?
Answer: Nagsakit ti ngipenna.
Ania ti inaramidna?
Answer: Urayna la ingariet iti tangan ti imana wenno iti ungto ti
punganna.
Sadino ti napananda kenni nanangna?
Answer: Napanda iti klinika ti dentista.
Ania ti inaramid ti dentista?
Answer: Pinagutna ti binukbok a ngipen ni Pining.
Ania ti imbalakad ti dentista kenni Pining?
Answer: Liklikanna ti mangan ti sinam-it ken aggisigis a kanayon.
Nagbalbaliw kadi ni Pining? Apay a nakunam dayta?
No sikani Pining, ania ti rumbeng nga aramidem tapno maliklikam
ti pannakadadael ti ngipenmo?
(Accept all possible answers).
311
2. Present the following words with letter NGng, if possible, with pictures.
Beginning Ending
ngipen sabong
ngiwat tarong
ngilaw muging
ngato kalding
ngingi tumeng
ngadas sarming
nganga kulibangbang
Ask: With what sound do the words in the first column begin? With
what sound do the words in the second column end?
3. Ask the pupils to give more words that begin and end with letter NGng.
LESSON 15 LETTER NGng
a n I t k s o y m l g u d e p b ng
nganga, ngata, ngato,

banga, tangan, mangan,
kamang, amang, inang,
abang, daing, ading,
kumintang, agong, pungto,
ngipen ummong, agudong, alingo,
angkit, angot, ngingi, ngato,
ngi pen sabunganay, buneng,
bunga, bulong, badang,
kulibangbang, dungngo,
ngipen ng singsing, pingping, sanggir,
ngipe ngi nabanglo, nabangsit,
ngip ngip ngalngal, ngariet
ngi ngipe
ng ngipen
na tang ne pin
pag tas ngal pen
a no ki nang
ag ngi ken en
Napintas a kitaen ti ngipen ni Nenang no agngingi. Napintas
Napintas a kitaen ti ngipen ni Nenang no Napintas a
Napintas a kitaen ti ngipen ni Nenang Napintas a kitkitaen
Napintas a kitaen ti ngipen ni Napintas a kitkitaen ti .
Napintas a kitaen ti ngipen Napintas a kitkitaen ti ngipen
Napintas a kitaen ti Napintas a kitkitaen ti ngipen ni
312
Napintas a kitaen Napintas a kitkitaen ti ngipen ni Nenang
Napintas a Napintas a kitkitaen ti ngipen ni Nenang no
Napintas Napintas a kitkitaen ti ngipen ni Nenang no agngingi.
nganga ngata ngato banga

tangan mangan kamang amang
inang abang daing ading
kumintang agong pungto ummong
agudong alingo angkit angot
ngingi sabunganay buneng bunga
bulong badang kulibangbang dungngo
singsing pingping sanggir nabanglo
nabangsit ngalngal ngariet pag-ong
nabanglo nga sabong buneng a natadem

agudongda kulibangbang a napusaksak
bunga ti saba adu nga alingo
sangabanga a daing bayad ti abang
bassit nga pag-ong natirad nga agong
singsing a balitok nalabaga a pingping
Singsing a balitok ti maysa a sagutna idi kasangayna.

Awan ti umasping iti nalabaga a pingpingna.
Adu dagiti alingo idiay kabanbantayan.
Dakkel a sanga iti kayo ti nagsanggiranna.
Nangina ti abang a binayadanna.
Nabanglo dagiti sabong nga indatonna.
Nalap-it dagiti imana a nagkumintang.

Ngipen
Point to the picture then tell the children , “Daytoy ket ngipen.”
[Let the children respond briefly. Don‟t try to get them to talk about
Point to the key word under the picture. Read the key word. Point
to the key word and read it to the children. Keep pointing to the
key word as you read it with the children 2-3 times.
313
b. Syllable Box
ngi pen
1. Do the syllable boxes activity (IMPORTANT: Do this only if the

keyword has more than one syllable. If only one syllable, skip this
part.) Point to the keyword and read it at normal speed. Point to each
syllable as you read each syllable distinctly. Read each syllable again,
clapping once for each syllable. Do this again and have the students

ngipen
ngipe
ngip
ngi
ng
1. Go to the “Breaking Word” column. Read the key word to and then
with the students. Point to the part of the word with the new letter that
is directly below the keyword. Read that part of the word to the
children, then with the students. Continue reading each smaller part of
the word. (This may take only one step or it might take 3 or 4 steps,
left, read the new letter to the children and then with the children

ng
ngi
ngip
ngipe
ngipen
1. Go to the “Making Word” column. Read the new letter to the students
and then with the children. Point to the part of the word directly under
the new letter. Read that part of the word to the children and then
with the children. Read the next bigger part of the word to and with
the students. When you get back to the keyword, read it to and with
the children.
2. Read the entire keyword lesson using Steps 2-5 of the Reading
Plan.

ngipen ng
ngipe ngi
ngip ngip
ngi ngipe
ng ngipen
314
na tang ne pin
pag tas ngal pen
a no ki nang
ag ngi ken en
children and then with the children. Read left-to-right and then top-
randomly. Children read each letter or syllable as you point to it.
keyword. Read the word with the children that found it. Ask the
other children it that word is correct. If so, write the keyword on the
children. If it is not correct, ask another children to find the Key
word and write it correctly on the Word Chart or Chalkboard.
Children find other words in the Big Box.
words with the children as they identify them. Ask the rest of the
class if the word is correct. If not, invite another child to come and
point to the correct letters.
na tang ne pin
pag tas ngal pen
a no ki nang
ag ngi ken en
ngingi ngalngal natangken

pangal ngipen nanang
atang

Napintas a kitaen ti ngipen ni Nenang no agngingi. Napintas

Napintas a kitaen ti ngipen ni Nenang no Napintas a
Napintas a kitaen ti ngipen ni Nenang Napintas a kitkitaen
315
Napintas a kitaen ti ngipen ni Napintas a kitkitaen ti .
Napintas a kitaen ti ngipen Napintas a kitkitaen ti ngipen
Napintas a kitaen ti Napintas a kitkitaen ti ngipen ni
Napintas a kitaen Napintas a kitkitaen ti ngipen ni Nenang
Napintas a Napintas a kitkitaen ti ngipen ni Nenang no
Napintas Napintas a kitkitaen ti ngipen ni Nenang no agngingi.

Build the sentence back up, from the Sentence-Making Word
to the whole sentence the same way you did the “Making
Word” activity in the keyword part of the lesson.
Read all the words on the Word Chart with the students using
the Reading Plan.
g. Oral Practice
Initial Medial Final
ngipen tangan Pining
ngariet mangan
sangit
ungto
pungan
Ask: Ania nga aweng ti manggeg mo iti rugi wenno udi ti
balikas?
- Have the children repeat reading the words.
h. Guided Practice
Highlight /ng/ by stretching your rubber band and say: /ng/
Do the stretching of rubber band with me and say, /ng/
Repeat these words beginning and ending with /ng/ after me
as you stroke your rubber band.
/ng/ngipen kingking /ng/
/ng/ngariet buneng /ng/
/ng/nganga bakrang /ng/
/ng/ngalangala singsing /ng/
Teach a song to the tune of “Happy Birthday”

Ania ti umuna na aweng
Ti balikas a ngiwat
/NG/ ti umuna na aweng
Ti mangngegko
316
C. Application
Aldaw ti Domingo, napan ni Nanang Tasing idiay dapon.
Mapan gumatang ti inna dengdengen. Kayat na ngamin a mangan dagiti
annak na ti natnateng.
Gimmatang ni Nanang Tasing ti tarong, utong, paria, karabasa ken
saluyot nga inna pakbeten. Nadumaduma met a rangrangaw ken bubulong
dagiti natnateng ti inna ginatang a para dinengdeng. Kasta met a nangala ti
sabong ti karabasa.
Nakakita met ti paltat a mabali na isagpaw a mangpananam iti
ramanna.
Nanang Agrugi ti Nana
Agturpos ti /ng/
Pagtipunem ida
Ania daytoy? (nanang)
Ask: Ania ti papanan ni Nanang diay dapon ti aldaw ti Domingo?
gumatang Agrugi ti gumata

Agturpos ti /ng/
Pagtipunem ida
Ania daytoy? (gumatang)
Ania ti mapan na gatangen? Natnateng

Ania dagiti natnateng a ginatang na a mangngeg ti uni a ng? tarong, utong
Malaksid pinakbet, ania pay ti kayat na a lutuen? Dingengdeng
Ania dagiti ginatang na a para dengdengen? Rangaw dagiti natnateng
Ania pay dagiti ginatang na a para dengdengen? Sabong dagiti natnateng
Apay a sagpawan na ti paltat ti dengdengen na? mangpananam ti raman na
(The teacher may also give other words for the children to guess)
D. Evaluation
Ikkan ti ti baba ti ladawan a ti pagrugian ti balikas ket /ng/, no
agturpos ti /ng/
4. forehead 4. ring
5. housefly 5. flower
vegetables
6.
317
DAY 4
Poem
Present the following poem written on a chart. Let the pupils complete each
line by choosing the correct word from the set of flashcards in the pocket
chart.
Nagpablad ni Apong ti sangasupa a ________ balatong
Ingisarna ti bawang sana linaukan ti ________ utong
Inikkanna pay ti tarong sana ninayunan ti ________
Gapu ti imas na uray la napalagto ni ________ kuantong
Lelong
B. Writing Activity
Present to the pupils the big and small letter NGng. Show the pupils how
to write the big letter NG in the air. Let them repeat after you. Do this
several times. Do the same with the small letter ng.
2. Guided Practice
Let the pupils practice writing letter NGng on their palm, back of their
Trace big letter NG and small letter ng on the given space.
Distribute worksheets to the pupils. (See APPENDIX D) Let them do the
activity.
C. Application
Ask the pupils to write the new keyword (ngipen) on their slate and then on
their paper. Supervise them while they are doing the activity.
D. Evaluation
Sakaren ti letra a mangbukel ti nagan ti ladawan.
1. (picture of mouth) n ng m h
2. (picture of earthen pot) m k ng y
3. (picture of housefly) ng Ng N k
4. (picture of garlic) l M t ng
5. (picture of bolo) Ng ng l k
318
Spelling
1. Dictate the key word for letter NGng (ngiwat). Let the pupils write the
word on their slate and then on their paper.
3. Dictate 5 words from the previous lessons. Let the pupils write each word
on their paper. Check their work.
work.
DAY 5
Assessment
2. Relating events in the story to personal experiences
3. Giving summary
D. Word Recognition
F. Handwriting
G. Spelling
APPENDICES
 Appendix A
Dagiti Ngipen ni Pining
Magusgustuan ni Pining ti mangan ti kendi ken dadduma a sinam-it. No

dadduma maliwayanna ti aggisigis kadagiti ngipenna. Gapu iti daytoy, ribrib ti
pammarangna ken agsakit-sakit pay no kua ti binukbok a ngipenna.
Iti naminsan, simro ti sakit ti binukbok a ngipenna.
“Annay! Annay! Nagsakit ti ngipenko!” insangitna. Uray na la ingariet iti
tangan ti imana wenno iti ungto ti punganna.
“Agpelleska ta mapanta sadiay klinika ti dentista,” kinuna ni nanangna a
maas-asian kenkuana.
Napanda iti klinika ti dentista.Pinagut ti dentista ti binukbok a ngipenna.
“Liklikam ti mangan ti adu a sinam-it. Aggisigiska met a kanayon tapno saan
a madadael dagita ngipenmo,” imbalakad ti dentista.
“Wen, doktor.Agyamanak unay,” kinuna ni Pining.
Manipud idi, likliklikanen ni Pining ti mangan ti sinam-it ken kanayon metten
nga aggisigis kadagiti ngipenna.
319
 Appendix B
Puppet Show
Maysa nga aldaw immay pimmasiar iti pagadalan dagiti tattao nga agpaay iti
ili. Inyam-ammoda dagiti bagida kadagiti ubbing.
Dr. Abad: Siak ni Dr. Abad. Maysaak a mangngagas. Tultulungak a lumaing
dagiti tattao a masaksakit.
Engr. Ramos: Siak Engr. Ramos. Maysaak nga inhinyero. Agaramidak ti
plano dagiti babbalay, paspasdek ken dadduma pay.
PO3 Cabling: Siakni SPO1 Cabling. Maysaak a pulis. Ar-aramidek amin a
kabaelak tapno agtalinaed a talna ti ili tayo.
ManongTinong: Siak ni Manong Tinong. Maysaak a mannalon. Agmulmulaak
ti pagay, mais ken natnateng a taraontayo.
Adu pay ti nangiyam-ammo ti bagida kas kada Nana Menang nga aglakalako
ti kawes ken sapatos sadiay plasa, ni Tata Dadong nga mangngalap, ni Mrs.Dantes
a maysa a narse ken ni Konsehal Martin nga opisyal iti ilida.
Naragsakan dagiti ubbing a dimngeg kadagiti sangailida.Nagyamanda
kadakuada iti iyuumayda.
 APPENDIX C: Activity sheets
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321
I. Objectives
Make inferences on what s likely to happen next based on the events in the
story. listened to.
Express love for stories by browsing the story books read to them and asking
Begin to identify and use synonyms, antonyms, homonyms and multiple
meaning words correctly.
Listen and retell a story, legends school and community events and local
news summary form.
Give/produce the beginning sound of letter in a given word.
Give the new spoken words when two or more syllables are joined to form a
word.
Make one to one correspondence between written and spoken words.
Recognized correct spelling and words.
Show relationship between sounds of the specific letter/s in the alphabet.
Blend specific letters to form syllables, words phrases and sentences and
short paragraph.
sentences.
Use the correct noun markers in identifying names of persons, places,
animals and things.
Write upper case and lower case letters in print using proper proportion.
Observe some mechanics when copying/writing sentences.
Capitalization: space between word and correct punctuation marks.
II. Subject Matter
A. Story: “Juan Ponce Enrile”

Sarita da Natividad A. Bautista MT2
Ken Rowena D. Gaffud
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B. Focus Skill
1. Oral Language – listening and retelling a story and community events and
local news in a summary form.
2. Book and Print Knowledge –

Make a one-to-one correspondence between written and spoken
words.
3. Alphabet Knowledge –
Give the letter that begins with the names of the given picture/objects.
4. Word Recognition
Match word with pictures and objects.
Give the sounds of specific letters.
Blend specific letters to form syllables, words, phrases and sentences
and short paragraph.
5. Spelling – spell and write words using phonemic awareness and letter
knowledge.
6. Handwriting
proportion.
Observe some mechanics when copying/writing sentences.
7. Grammar
Use name of persons, places, animals and things appropriately in
sentences.
Use the correct noun markers in identifying names of persons places,
animals and things.
8. Vocabulary: Identify and use synonyms, antonyms, homonyms and

multiple meaning words correctly.
Make inferences on what is likely to happen next based on events in
the story or legends listen to.
Express love for stories by browsing the story books read to them and
323
C. Reference
K-12 Curriculum

First Language (L1)
October 2008

D. Materials
Pictures
Story
E. Strategies
Shared Reading
Fun Games
F. Value: Diligence
G. Theme: Our local heroes(our artist/singers/scientist/writers/role models)
III. Procedure
DAY 1
A. Pre - reading Activities:

elicit pupil‟s prior knowledge or help provide background
knowledge. The teacher asked questions to get them to talk and
say what they know.
The teacher presents a picture of Juan Ponce Enrile. The teacher
allows the pupils to share what they know about Juan Ponce
Enrile.
2. Unlocking of New/Difficult Words through pictures and actions.

Words to be Unlocked:
arig arubayan rigat
agkaykaykay immisem arapaap
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3. Motive Question:
The teacher presents the core of the big book showing Juan Ponce
Enrile running on the street barefooted, then asks:
Sadinno ti papanan ni Juan?
B. During Reading
 First reading by the teacher
The teacher gives pupils a chance to interest with the text. After
reading a page or several pages, asks questions to help pupils predict
and monitor their comprehension.
 Second Reading
The teacher gives pupils a chance to interact with text. After reading a
page or several pages, asks question to help pupils predict and monitor
C. Post Reading
.1. Lead the class to answer the motive questions.
.2. Divide the class into 4 groups and give each group activities are
presented as discussion goes on.
1. Siasino ti nagaken ti sarita? Group 1: Act out how Juan runs in
2. Sadino ti papananna iti dayta the street barefooted
nga aldaw ?
3. Apay a napardas a nagtaray? Group 2: Dramatize dialogue
Nagkawes? between Lelang Rosing and Juan
4. Siasinno ti nakakita
kenkuana? Group 3: Retelling the story through
5. Ania ti imbagana kenni Juan? pictures.
6. Ania ti sungbatna?
7. Ania ti maibagam iti biag ni
Juan? Adda pagpadaan ti
biagyo?
8. Ania ti arapaap ni Juan?
9. Apay a daytoy ti arapaapna?
10. Tinulungan kadi ni amana?
11. Nagbaliw kadi ti biagna idi
nagkitada kenni amana? No
sika ni Juan, aramidem met ti
inaramidna, apay?

Story.
325

sentence...
sentence again.
pointer to show them the words they are reading. Let them try again to say the
word.
DAY 2
1. What am I
There are words written on the heart. Tell the class if it is a person,
place, animals or thing.
kah
An on as
a o
lapi Tuguega
s rao
mansan
as
manil pus
a a
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Read the words that name persons, places, things and animals. Use
them in sentences.
Lelang Rosing (person) Rapuli (place) ragadi (thing)
Raketa (thing) Rosa (person)
Rasa (animal) reseta (thing)
Example: Ni Lelang Rosing ket agkaykaykay.

Adda ti raketa ni Rosa.
Nangan ni Rema ti rasa.
Napintas a lugar ti Rapuli.
(Call pupils to read the given words and have them use these in
their own sentences)
B. Lesson Proper
1. Show the picture of Lelang Rosing
Lagipenyo man no siasinno daytoy a baket kadaydi sarita a binasa tayo
idi kalman?
Say: Daytoy ni Lelang Rosing a lelang ni Juan.
Look at the picture again.
Ania ti iggananna? (kaykay)
Sadino ti kaykaykayenna? (paraangan)
Siasino ti nakasaritana iti dayta nga aldaw?(Juan)
2. Modeling by the teacher.

Point to the persons/objects in the picture and say:
Daytoy ni Lelang Rosing
Daytoy ti kaykayna.
Daytoy ni Juan.
Daytoy nga ubing ket nangato ti arapaapna.
3. Oral Practice.
Divide the class into two groups.
Ask: group A to imitate you in reciting the first rhyme and group B in
reciting the second rhyme.
Picture of a boy Daytoy ti lata nga innalak kenni Rosa.

and a girl. Girl is
holding a tin can Daytoy ni Juan a kaay-ayam ni Luwan.
Provide
327
another chart with a Daydiay ti aso nga adda iti sirok ti kayo.
picture of a boy
looking out the window
Daydiay ti kuman a bagubraan ni Baron.
pointing at a cornfield
with a tree at the
middle of the field. A
dog is resting under
the tree
Girl pointing at the

table with a book
on top of it. Dayta ti lamisaan nga inusar ni Emman.
Dayta ti libro a binasa ni Eliseo.
Ask: How did the girl present Juan and tin can? What did she say?
Is she holding the can? Juan? Yes
What words does she use? Daytoy
What word did the boy use to refer to the tree and dog?
Daydiay
- Where is the boy?
- Where are the objects he is pointing?
- What word was used to point at the table and book?
4. Generalization: when do we use daytoy, dayta, daydiay?

Use daytoy when you are holding a person a thing or an animal.
Use dayta if the object is near to the one you are talking to.
Use daydiay if you are pointing to an object far from the one speaking.
5. Guided Practice:
Write daytoy, dayta, daydiay on the blank.
A boy
______________ ti lobo.
holding a
balloon
A girl
____________ ti pusa.
playing with
her cat
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A boy
_____________ ti ibon.
pointing a
bird
Mother
______________ti Eva.
holding her
child
A boy
pointing a _____________ti puno.
tree
Say: Get a partner:
Ask your partner about the about you are holding.
Take turns in asking and answering questions. Use daytoy, dayta,
daydiay
Example:
Boy 1 – Ania daytoy?
Boy 2 – Dayta ket libro.
C. Application
1. Look at each picture.
2. Choose from daytoy wenno dayta what you will use in telling what the
object is.
A man pointing to
A girl holding a ball a man
Mother holding a
basket
A boy pointing to a A girl pointing to a

chair near his dog near another
friend girl
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D. Evaluation
Write Ito, daytoy, dayta, daydiay on the blank.
1. _____ _____ ket ullaw A boy holding a

kite
2. ______________ ket lapis A girl pointing to a

pencil near
another girl
Father pointing to
3. ________________ ket van.
a van
Mother pointing to
4. ______________ ket basket. a basket near her
daughter
Rina holding her

5. _________________ ket munyeka. doll
DAY 3
Ragsak makitam
Kadagiti rupa ni Rema
Ken Rosa ta nangabakda
Iti raketa gapu ti
Pagay-ayam da.
Ask:
Ania iti makitam kadagiti rupa da Rosa ken Rema?
Answer: ragsak
Siasino dagiti naragsak?
Answer: Rema ken Rosa
Pakakitaan ti ragsak da Rema ken Rosa?
Answer: kadagiti rupa da
Ania ti inabakda?
Answer: raketa
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The teacher presents the list of words through pictures following the reading
plan them asks from the children the initial sound of the words read.
What is the initial letter of each word?
Ragsak rupa Rosa Rema
raketa
Give words that begin with letter r?
B. Lesson Proper
1. Presentation
The teacher shows the picture of a rosas.
Children are asked that they know/experiences about rosas.
2. Discussion
The teacher presents the primes track for Letter Rr.
Discussion of the Primer Track
LESSON 16 LETTER : Rr
A N I t k s o y m l g u d e p b ng r
tarong, gurong, agurong,
agurnong, urnong, ,
mangiturturong,
rabong,radio, ragadi, ragas,
ramut, ruot, rigat, rupa,
ribrib, rukib, ruangan, raput,
rabii, raman, rambakan,
raniag, , ribo, rikna,riri,
Rosas riribok, ragpin, birok, riro,
romansa, roskas, rosas,
ro sas rusuk, ruar, rugit, rugak,
rungaab , guraman, paria,
rosas r pariok, rupa
rosa ro
ros ros
ro rosa
r rosas
al ro sa in
pu pa tar gut
sas ton kia da
sak na ro ru
Napusaksak dagiti rosas nga indaton ni Rosa iti altar. Napusaksak

Napusaksak dagiti rosas nga indaton ni Rosa iti Napusaksak dagiti .
Napusaksak dagiti rosas nga indaton ni Rosa Napusaksak dagiti rosas .
Napusaksak dagiti rosas nga indaton ni Napusaksak dagiti rosas nga .
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Napusaksak dagiti rosas nga indaton Napusaksak dagiti rosas nga indaton .
Napusaksak dagiti rosas nga Napusaksak dagiti rosas nga indaton ni .
Napusaksak dagiti rosas Napusaksak dagiti rosas nga indaton ni Rosa
Napusaksak dagiti Napusaksak dagiti rosas nga indaton ni Rosa iti
Napusaksak Napusaksak dagiti rosas nga indaton ni Rosa iti altar.

tarong gurong agurong agurnong
urnong mangiturturong rabong radio
ragadi ragas ramut ruot
rigat rupa ribrib rukib
ruangan rabii raman rambakan
raniag ribo rikna riri
riribok ragpin birok riro
romansa roskas rosas rusuk
ruar rugit rungaab guraman
paria pariok rupa deppaar
ruangan ti balay rabong ken saluyot

urnong ni nanang rinamananna
napait ti paria sangapariok a guraman
rungaab nga ubing ribrib a ngipen
ramut nga agsasanga naraniag a bulan
Naraniag ti bulan idi rabii.

Sangapariok a guraman ti linutona.
Napusaksak dagiti rosas ti indatonna ti altar..
Napait unay ti paria nga ingisarna,
Napigsa ti rungaab diay ubing.
Inurnongna dagiti rugit iti bulsana.
Nalawa ti ruangan iti balayda.
Rabong ken saluyot ti sidada
3. Oral Practice
Knock, knock! Who‟s there?
Tell the children that they will play “ Knock, Knock” Call one pupil
and say” knock, knock” Other pupils will ask who‟s there?
The pupil who knocks will open the door of the house and name
the picture.
Ask: Ania ti aweng a mangngeg iti rugi ti balikas?
332
rosas ridaw rosario
rasa rupa rosal
4. Guided Practice
Present words that begin with /r/ in the game. “What‟s the word,
That‟s the word”.
Agrugi ti /r/ Agrugi ti /r/
Agturpos ti /osas/ Agturpos ti /upa/
Ania daytoy? Ania daytoy?
Agrugi ti /r/ Agrugi ti /r/
Agturpos ti /eyna Agturpos ti /asa/
Ania daytoy? Ania daytoy?
The teacher makes use of a song to identify the last sound of a

word. This can be done in fun game.
Ask the class to sing the song to the tune of “Happy Birthday”
Teacher‟s verse Pupils‟ verse
Ania ti maudi nga aweng ti kasar?(2x) /r/ ti maudi nga aweng ti kasar (2x)
Ania ti maudi nga awengna?(2x) /r/ ti maudi nga awengna
Ania ti maudi nga aweng ti kasar? /r/ ti maudi nga aweng ti kasar
Tell the class to replace kasar with bakir, baler, kawar etc.
C. Application
Putting sounds together.
Say: Now I will say a word sound by sound. Put the sounds together
and say the whole word.
/r/ /o//s/a/s/= rosas /b/a/k/i/r/ = bakir

/r/u/p/a/ = rupa /k/a/w/a/r = kawar
/r/a/s/a/ = rasa /k/a/s/a/r/= kasar
Ask: Which of the words begin with /r/?
Which ends in /r/
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D. Evaluation
Encircle B if the picture name begins with/r/, encircle E if it ends with /r/. (see
attached worksheet.
DAY 4
Handwriting and Spelling
Handwriting
Show picture/objects that have the beginning sound of /r/.
Let pupils name the picture/object.
Let them tell the beginning sound.
B. Writing Activity
1. Modeling by the teacher
Show the children how to write the new letter in the air and on their
hand.
With your back to the children, tell the children to watch your hand as
you “write” the new letter in the air.
Make sure you make the letters very big so they can see you do write
it.
Have them practice writing the letter in the air with you.
Do this about 3 – 4 times
2. Guided Practice
Writing letter /r/ on the palm of one hand using the finger of their other
hand.
Do this 3 – 4 times.
Trace big letter R and small letter r on the given space.
Go around the room and help anyone that is having trouble for the
letter.
C. Application
1. Children practice writing the new key word on their paper or slate.
2. Write the new key word in large letter on the chalkboard.
3. Write it several times so anyone can see clearly how to write it.
4. Children write the new letter 10 times
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D. Evaluation
Isurat ti kurang a letra tapno mabukel ti balikas
1. Ragsak __agsak
2. Rupa __upa
3. Rema __ema
4. Rosa __osa
5. Raketa __aketa
6. Rigat __igat
Spelling
1. Dictate the key words from today‟s lesson.
Children write their word on their paper slate.
Children write their word on their paper slate.
3. Dictate 2 – 5 key words from earlier lessons.
One-by-one. Children write each word.
4. Write the spelling word correctly on the chalkboard
Walk around the room as they write. Encourage them help them to
identify and match.
DAY 5
Assessment
1. Recalling important events in the story
2. Making inferences on what s likely to happen next based on the events in
the story listened to.
D. Word Recognition
F. Handwriting
G. Spelling
APPENDICES
APPENDIX A
JUAN PONCE ENRILE
Saritada Natividad A. Bautista, MT2
kenni Rowena D. Gaffud
Arigna a tayaben ni Juan a sakasaka ti natapok a kalsada tapno

makadanon iti pagadalanna a Gonzaga Central School.
Tinaliaw ni Lelang Rosing nga agkaykaykay ti arubayanda.
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“Ne, naladawka manen Juan, uring – uring pay dayta sikom a mapan
agbasa” immiron ti kubbu a baket a ni Lelang Rosing.
“Nagkuskusak pay ngamin ti pariok ken kaldero lelang” insungbatni
Juan.
“Ala barok, agan-anuska ta sikanto ti makagun-ud ti nasayaat a biag”
,kinuna ni Lelang Rosing.
Ket kastoy ti kasasaad ti kinaubing ni Juan. Iti laksid ti rigat tibiagna,
nangato ti arapaapna a makaturpos ti pagbasana.
Ti ayatna a magun-ud dagitoy nga arapaap, nagpaManila ni Juan ket
sinapulna iti amana.
Nagkitada ngarud iti amana a ni Don Alfonso.
“Anak, kayat mo ti agbasa?” sinaludsudni Don Alfonso.
Wen tatang, dagus nga insungbatni Juan.
Daytoy ti rugi ti panagbaliw ti gasatni Juan.
Ingaed ngarud ni Juan ti nagbasa inggana a nagbalin isuna a maysa
a natakneng nga abogado.
Daydi bassit nga ubing a saka-saka a mapan iti pagadalan ket
nagbalin a senador ti Pilipinas.
Daytoy ti pakasaritaan ti biag ti ipatpateg dagiti Cagayano a ni JUAN
PONCE ENRILE.
336
337
338
I. Objectives
Skills
Give the meaning of words through pictures, demonstrations, synonyms,
antonyms, contextual clues, etc.
Predict what the story is all about base on personal experiences.
Give the summary of the story.
to be read more stories
Answer wh-questions
Group 1 – Act out a portion of the story
Group 2 – Draw and tell about the event they like most
Group 3 – Sequencing events through pictures
Group 4 - Interpreting the feelings and traits of the characters in the story
Write correctly proper names
Identify and produce the beginning sound of Ww
Associate names of objects and pictures with printed symbols
Associate words with pictures
Write big and small letter Ww
Copy/Write words/phrases and simple sentences.
Spell previously learned words correctly.
II. Subject Matter
A. Story: Ti Naparabur a Waig

B. Focus Skill:
1. Oral Language
Listen and retell a story
Give/produce the beginning sound of of letter/s in a given word.
Give the new spoken words when two or more syllables are join to
form words
3. Book and print Knowledge

Make one-to-one correspondence between written and spoken
words.
339
Identify and produce the beginning sound of Ww
5. Word Recognition
Produce the sound of Ww
Blend specific letters to form syllables, words, phrases and
sentences and short paragraph
6. Spelling
Spell and write words using phonemic awareness and letter
knowledge
7. Handwriting
proportion.
Write words, phrases, sentences and paragraph correctly
Observe some mechanics when copying/writing sentences:
capitalization, write space between words and correct punctuation
marks.
8. Grammar
Write correctly the proper names
9. Vocabulary
Begin to identify and use synonyms, antonyms, homonyms and
multiple-meaning words correctly

Predict what the story is all about base on personal experiences.
Give the summary of the story
Express love for stories by browsing the storybooks read to them
and asking to be read more stories
C. Reference:
K-12 Curriculum

First Language (L1)
340
October 2008

D. Materials:
Pictures
Story
E. Strategies:
a. Shared Reading
b. Dialogue
c. Summarizing
d. Acting Out
e. Games
F. Value: Appreciation of Nature
III. Procedure:
DAY 1
a. Motivation and Building Background
elicit pupils‟ prior knowledge or help provide background knowledge.
The teacher asks questions to get them to talk and say what they
know.
The teacher asks pupils of what they do on weekends. Showing the
picture of a creek “WAIG” the teacher allows the pupils to share their
thoughts. As the teacher writes the words that the pupils give in the
word map.
b. Unlocking of New/ Difficult Words through actions and pictures

Dissuor Darusdus
Wagteng-wagteng Assiw
Kurimes Dinaliasat
c. The teacher introduces the big book, display the cover and points to the
title explaining that these words are called title and that a title is the name
of the story. The teacher points to and read the author‟s and illustrator‟s
names, explaining to the children that an author is a person who writes
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the story and an illustrator is one who draws the pictures for the story.
They Talk about the title and ask the pupils to predict what the story might
be about. Preview the book‟s illustration on page 1 to help children make
their predictions.
d. Motive Question
The teacher presents the cover of the bigbook showing the father and two
sons riding on a carabao and heading towards the creek “WAIG” then
asks: Sadino ngata ti papananda? Ania ti gandat da sadiay?
B. During Reading
 First Reading by the Teacher(Reading Plan)
with the illustrations to the pupils.
 Second Reading
The teacher gives pupils a chance to interact with the text. After reading
a page or several pages, ask questions to help pupils predict and monitor
C. Post Reading
1. Lead the class to answer the motive questions.

1. Siasino dagiti nagakem iti
sarita?
2. Sadino ti papananda iti dayta
nga aldaw?
3. Apay a mapanda idiay waig? Group 1 – Act out how excited Wali
4. Aggagar kadi da Wali ken and Wino were when the Father
Wino a mapan idiay waig? informed them about their going to
Adda kadi sabali a gandatda the creek.
malaksid iti imbaga ni
tatangda a Wising?
5. Kasta kadi met ti
marikriknam no adda
papananyo?
6. Sadino ti kangrunaan a
pappapananyo?
7. Mano a daras a
mapmapanda idiay waig ? Group 2 – Draw and tell about the
8. Ania dagiti palagip ni Tata reminders of Tata Wising
Wising sakbay a
pimmanawda idiay balayda?
9. Kasano ti pakadanonda iday
waig??
10. Apay a saan a kayat ni Wio Group 4 – Dramatize how Wino
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ti agsakay iti urbon? looked like when he expressed his
11. Iladawamman tay rupana fear on riding on a calf
nga agmadi nga agsakay?
12. Adda kadi met padas yo a
nagsakay ti urbon? Kapada
kadi ti padas ni Wino?
13. Adayo kadi ti waig?
14. Apay nga ibagam nga
adayo/asideg?
15. Ania ti nangngeg kagiti
agkabsat idi umadani dan
diay waig? Iladawanyo man
ti kaririknada? Group 3 – Retelling the Story
16. No sika ni Wali wenno through pictures
Wino, kasdiay met ngata ti
mariknam? Apay?
17. Ania ti saguday a naadalmo
kada Wali ken Wino?
18. Iyistoryayo manen ti sarita.

Story.
cards.)
correct. Do this with each Matching Word card (or word on the CB) that you
selected.
sentence...
If they say the correct word, uncover the word and praise them. Then read
the sentence again.
pointer to show them the words they are reading. Let them try again to say
the word.
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DAY 2
1. Review
What is a noun?
What are the kinds of noun?
2. What Am I
Below are four big hats labeled People, Place, Animal, Thing. Write each
of the following words under the hat that it belongs.
rosas rosal altar doktor
nabanglo insagut Nora Dr. Ubano
parokia. Rosa Mr. Andam
B. Lesson Proper
1. Presentation
Aggayyem da Rona ken Rina. Idi mapan diay eskuela, nasabat da ni
Marisol. Kasinsin ni Rona ni Marisol.
Rona : Naimbag a bigatmo, Marisol.
Marisol : Naimbag met a bigatmo, kasinsin.
Rona : Apay, kasinsin naggapuam?
Marisol : Naggapuak dita Sto. Nino Clinic ngem awan met ni Dr.
Simon.
Rona : Saan sa ngamin iti nga aldaw ti batang na ket dita klinik.
Sabado ken Martes laeng.
Marisol : Wen ngarud. Isu nga agsublian to manen a no Sabado.
Rona : Sige ngaruden, insan ta maladaw kamin ti eskuela.
Marisol : Ikumustanakto kada Ikit Rosing ken Uliteg Rodi insan.
Rona : Idanonkonto kada nanang ken tatang, insan.
2. Comprehension Questions:
The teacher writes the answers on the board.
- Siasino dagiti aggayyem mapan iday eskuela?
- Siasino to nasabat da?
- Siasino ti agkasinsin?
- Naggapuan ni Marisol?
- Ania ti nagan diay klinik a naggapuan na?
- Sisiasino to doctor ni Marisol?
- Nadanon na ti doctor? Ania dagiti aldaw a kaadda ti doctor?
- Sinno dagiti pinakumustaan ni Marisol?
- Kaano-ano ni Rona ida?
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Rona, Rina Aggayyem
Rona, Marisol Agkasinsin
Dr. Simon Doctor
Sto. Nino Clinic Klinik
Rosing Ikit, nanang
Rodi uliteg, tatang
Martes, Sabado Aldaw
3. Oral Practice
Teacher asks the pupils to match the names.
Answers:
4. Generalization
Proper nouns are particular names of persons, places, things or animals.
They start with a capital letter.
Common nouns are common names of persons, places, things or animals.
They start with a small letter
5. Guided Practice
Put a check (/) mark on the proper noun and cross (x) mark on the
common nouns. (See attached Activity Sheets)
Word Relay
Divide the class into three groups. Have the group give a proper noun for
each common noun listed below. The group with has the the most number
of correct answers wins the game.
babai ili eskuelaan
doctor principal mangisursuro
aso pagilian opisial ti ili
istoria mannurat siudad
Rona Uliteg
Rona, Marisol Ikit
Rina nanang
Dr. Simon Aldaw
Sto. Nino Clinic Klinik
Rosing agkasinsin
Rodi aggayyem
Martes Tatang
Sabado Doctor
7. Application
Draw a kite if the highlighted word is a proper noun and a star if it is a
common noun. (See attached worksheet)
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8. Evaluation
Write P before the number, if the word is a proper noun and C, if it is a
common noun.
______ 1. libro
______ 2. Filipino
______ 3. library
______ 4. National Bookstore
______ 5. Manila
______ 6. papel
DAY 3
1. The teacher uses the story, “Ti Naparabur a Waig” then asks the following
questions to elicit words with the letter Ww.
Who are the characters in the story?
Answer: Tata Wising, Wali, Wino
Where are they going?
Answer: Waig
What will they do in the creek?
Answer: Agtiliw ti agatol, etc.
What were the reminders of Tata Wising to the children?
Answer: nateng nga maabraw para pangaldaw nga adda iti rabaw ti
lamisaan, bawang, wayway dagiti nuang, assiw a pangikabilan da
kadagiti matiliw da, wasay
What was the reason of the refusal of one of Tata Wising‟s children
to ride on the calf (baby carabao)?
Answer: Wagteng-wagteng
How did they ease their tiredness of their long travel?
Answer: Agsagsagawisiw da
What made them excited when they got near the creek?
Answer: awer ti danum nga aggapu iti dissuor nga agtennag iti waig
The teacher presents the list of words through pictures (for words that
are pictureable) following the Reading Plan then asks from the
children the initial sound of the words read:
INITIAL FINAL
Wasay Nadlaw
Waig Sagawisiw
wagteng-wagteng Agtiliw
Wising, Abraw
Wali Pangaldaw
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Wino Rabaw
Wayway Assiw
The teacher asks the pupils to give words that start in letter Ww.
B. Lesson Proper
1. Presentation
The teacher shows the picture of an axe “WASAY”. Children are asked
that they know/experiences about “WASAY”
2. Discussion
Teacher presents the Primer Track for the Letter Ww.
LETTER : Ww
a,n,i, t, k,s,o,y,m,l,g,u,d,e,p,b,ng,r,w
wang-it, lawa-lawa, tawa,
gawed, gaw-at, bingraw,

katawa, kiwkiw, sawir,
kawar, sawar, lawas,

wasay
nawatwat, rawis, wirawir,
wa Say awir, awer, aweng, tawen,
tawar, wara, wayway, wayas,
wasay w wen, wenno, wagteng,
wasa sa wakray, rabaw, wara, wang-
way way it, wagwag, wingiwing, dawis,
wa wasa away, awan, awid, gawed,
w wasay agawa, gawid, wakray,
liwliwa, liwliw, bawang, awis,
aywan, babawi, pagiwarnak,
in ga Wer da wara, wakray, waksi, wagsak,
waras, warnak, warsi, way,
war say Wi num warwar, watwat, nawatwat,
waya, wengweng, witiwit,
wad a Wa lut wirawir, waig, walo, kawkaw,
assiw, kissiw, liwliw, pukkaw,
so na Ka sing
aglawlaw, aldaw, uyaw,
araraw, angaw, rabaw,
ababaw, atiw, babalaw, ullaw,
Ti wasay ket inwadawad ni Tata Wising. Ti.
Ti wasay ket inwadawad ni Tata Ti wasay.bullalakaw, kulla-aw, ngilaw
Ti wasay ket inwadawad ni Ti wasay ket
Ti wasay ket Ti wasay kablaaw, kabbibaw, riwriw,
ket inwadawad
bingraw, silaw, kabaw,
Ti wasay Ti wasay ket inwadawad ni Tata
kiwkiw, sagawisiw, bugkaw,
Wising.
Ti Ti wasaypuraw, rangaw, tan-aw, pan-
ket inwadawad ni Tata
aw, dawis, kalapaw, saraaw,
Wising.
talaw, kawaw, abraw, agaw,
dayaw, likaw
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Wasay
Point to the picture then tell the children , “This is an axe
“wasay”
[Let the children respond briefly. Don‟t try to get them to talk
about the picture. You want them to focus on the word.]
Point to the key word and read it to the children. Keep pointing
to the key word as you read it with the children 2-3 times.
b. Syllable Box
wa Say
Do the syllable boxes activity (IMPORTANT: Do this only if the

keyword has more than one syllable. If only one syllable, skip this
part.) Point to the keyword and read it at normal speed. Point to each
syllable as you read each syllable distinctly. Read each syllable again,
clapping once for each syllable. Do this again and have the students

wasay
wasa
way
wa
w
then with the students. Point to the part of the word with the new
letter that is directly below the keyword. Read that part of the word to
the children, then with the students. Continue reading each smaller
part of the word. (This may take only one step or it might take 3 or 4
steps, depending on the length of the key word.) When only the new
letter is left, read the new letter to the children and then with the
children
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w
way
wasa
wasay
children and then with the children. Read the next bigger part of
the word to and with the students. When you get back to the
keyword, read it to and with the children.
Plan.

wasay w
wasa sa
way way
wa wasa
w wasay
in Ga Wer da
war Say Wi num
wad A Wa lut
so Na Ka sing
shown in the Big Box for this lesson in the Primer. Make the Big Box
other children it that word is correct. If so, write the keyword on
the “Word Chart” or on the Chalkboard and read it to and with
the children. If it is not correct, ask another children to find the
Key word and write it correctly on the Word Chart or Chalkboard.
Children find other words in the Big Box.
words with the children as they identify them. Ask the rest of the
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class if the word is correct. If not, invite another child to come
and point to the correct letters.
awer kawar galut danum
wadwad aso wadawad warwar
dawa gusing daga wara
the Reading Plan.

Ti wasay ket inwadawad ni Tata Wising. Ti.
Ti wasay ket inwadawad ni Tata Ti wasay.
Ti wasay ket inwadawad ni Ti wasay ket
Ti wasay ket Ti wasay ket inwadawad
Ti wasay Ti wasay ket inwadawad ni Tata Wising.
Ti Ti wasay ket inwadawad ni Tata Wising.

Word Breaking. Activity in the keyword part of the lesson.
g. Oral Practice
INITIAL FINAL
Wasay Nadlaw
Waig Sagawisiw
wagteng-wagteng Agtiliw
Wising, Abraw
Wali Pangaldaw
Wino Rabaw
Wayway Assiw
Ask what sound do they hear at the beginning of the words. Have the
children repeat reading the word. Then teacher read each word again as the
children repeat after him/her.
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h. Guided Practice
The teacher says the first sound /w/ and the remaining sound in
/w/ … ara wara /w/…arsi warsi
/w/…aras waras /w/…ay way
raba…/w/ rabaw dana…/w/ danaw
The teacher makes use of a song to identify the first sound/final
sound of a word. This can be done in fun game.
Use the song “London Bridge is Falling Down” for the words
ending in /w/ to answer the question: “What‟s the last sound that
you hear?”
Or teach a song to the tune of “Happy Birthday.”
Can you say the last sound? (2x)
It‟s the first/last sound in w________ /_______w.
Can you say the first/last sound
Substitute the words
C. Application
Say: Listen to the story about monkeys. Look at this picture that shows
Mother Monkey and the young monkeys. Write the story on a chart. Find out
what happened in the story.
Mother Monkey‟s Guessing Game
Three monkeys were waiting for someone at home. Soon, Mother Monkey
came with a basket in her hand. So, the monkeys ran to meet her.
Mother Monkey said, “Guess what I have for you. Listen.”
It begins with /w/.
And it ends with /adwad/.
Put them together,
What is it? (It‟s wadwad.)
Repeat the chant for other words
Teacher says: What did Mother Monkey have for the three monkeys? What
is the first sound you hear in each word? /w/.
Mother Monkey made the monkeys guess the other things in the basket. She
said:
It begins with /w/. It ends with /w/

And it ends with /_/ And it begins with /_/
Put them together. Put them together.
What is it? (It‟s __.) What is it? (It‟s __.)
D. Evaluation
Coloring pictures whose names end with /w/.
1. Kite 4. Ocean
2. Rattan 5. Lamp
3. Sole 6. housefly
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DAY 4
Handwriting
Teacher prepares pictures, objects, etc that have the beginning sound of /w/.
room to look for objects beginning with /w/. Children name the object and tell
B. Writing Activity
C. Guided Practice
Trace the big letter W and small letter w on the given space.
the letter.
E. Application
Write the new key word in large letters on the chalkboard. You may need to
write it several times so everyone can see clearly how you write it. Children
write the new keyword 10 times on their slates or in their exercise books.
Walk around the room to see how they are doing. Help anyone that is having
trouble writing the word. (See Activity Sheet.)
F. Evaluation
1. waksi ___aksi
2. wagwag ___ag___ag
3. Waling-waling ___aling-___aling
4. Wena ___ena
5. Winnie ___innie
6. wadwad ___ad___ad
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G. SPELLING
1. Dictate the key word from today‟s lesson. Children write the word on their
paper or slate.
2. Dictate the key word from the last lesson. children write the word on their
paper or slate.
3. Dictate 2-5 key words from earlier lessons, one by on. children write each
word.
4. Write the spelling words correctly on the Chalkboard. Walk around the
mistakes.
DAY 5
Assessment
1. Answering wh-questions
2. Giving summary
D. Word Recognition
F. Handwriting
Spelling
APPENDICES
APPENDIX A
Ti Naparabur a Waig
Inladawan ni Noel Corpuz
Kasta unay ragsak da Wali ken Wino ta mapanda manen diay waig nga
agkurimes ken agdarusdos iti nadumaduma a lames ken lagdaw. Malaksid
kadagitoy, agtiliw da pay ti agatol.
Ngem kada Wali ken Wino, agdigos ti gagar da iti dissuor iti nalawa a waig.
Nasapa a pinagsagana ita ni Tata Wising tapno saan da maaldawan.
“Wino, dimo a liplipatan a dagiti nateng nga abrawentayo a pangaldaw.

Imparabaw ko idan iti lamisaan,” impalagip ni Tata Wising.
“Ay, Tatang, diak la ketdi kayat ti sumakay ta urbon. Iwagteng-wagtengnak

to manen,” inlailo ni Wali ken ni Tatangna.
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Impalagip pay ni Tata Wising dagiti atiddog a tali a pagiwayway kadagiti
nuang. Kasta met iti wasay ta mangirapin da ti agala iti pagsungrod.
Bitnitbit met ni Wino ti assiw nga adda nakabitin a dua a lata a pangikkanda
kadagiti maalada.
Nawatiwat iti dinaliasatda. Ngem di da nadnadlaw ti kaadayo ti papananda ta

agpimpinnapigsa da Wali ken Wino nga agsagawisiw iti bukot iti nuang.
Awan ti naaramid ni Tatangda no di laeng nangipalagip nga agan-annaadda.
APPENDIX B: Activity Sheets
354
355
I. Objectives
Give the meaning of new words through pictures/ context clues and
demonstration
Use correctly the terms referring to conventions of print:(book, front and back
cover, beginning, ending, title, page, author, and illustrator)
Answer wh- questions
Identify the characters, setting and main events in the story
Infer the feelings of characters in the story
Group I – Draw and describe one‟s feeling
Group II – Dramatize portions of the story
Group III – Compare the food prepared by Nana Huling with the food
prepared by their mother for Noche Buena.
Group IV – Sequence events in the story
Identify and produce the beginning sound of Hh
Associate names of objects and pictures with printed symbols
Write big and small letter Hh
Copy/Write words/phrases and simple sentences
II. Subject Matter
A. Story: “Naragsak A Paskua”

Istorya ni Conchita C. Rarangol
B. Focus Skill:
1. Oral Language
Listen and respond to text by recalling the important details in the
story such as the: a. characters b. setting c. main events in the
story
Give pairs of rhyming words
3. Book and print

Use correctly the term referring to conventions of print: (book, front
and back cover, beginning, ending, title, page, author, and
illustrator)
Identify and produce the beginning sound of Hh
5. Word Recognition
Produce the initial sound of Hh
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6. Handwriting
Write using a Comfortable and Efficient Pencil grip
Write the Upper and Lower Case Letter of Hh
7. Grammar
Write correctly the proper nouns
Identify the characters, setting and main events in the story
Make inferences on the character‟s feelings and traits
C. Reference:
K-12 Curriculum

First Language (L1)
October 2008

D. Materials:
Pictures
Story
E. Strategies:
Shared Reading
Summarizing
Acting Out
Games
F. Value: Love for others
G. Theme: Strong Family Ties
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III. Procedure
DAY 1
A. Pre- Reading
(Teacher introduces concept by asking questions about the topic to elicit
pupils prior knowledge or help provide background knowledge. The
teacher asks questions to get them talk and say what they know.
Ask : Ania ti ramrambaken tayo kada December 25? Ania dagiti
kadawyan nga ar-aramiden tayo iti rabii ti December 25?
Show the picture of a family having their Noche Buena. The teacher
allows the pupils to share their thoughts. Write their answers in the word
map.
Example:
spaghetti
Noche
happy Buena Giving gifts
happy
2. Unlocking of New/Difficult Words through actions and pictures.

Hepe habonera lumba hamon
Danarudor hawla garahe
3. The teacher introduces the smallbook, display the cover and points to the
title explaining that these words are called title and that a title is the name
of the story. The teacher points to and read the author‟s and illustrator‟s
names, explaining to the children that an author is a person who writes
the story and the illustrator is one who draws the pictures for the story.
They talk about the title and ask the pupils to predict what the story might
be about. Preview the books illustration on page 1 to help children make
their predictions.
4. Motive Question
The teacher presents the cover of the smallbook showing mother, father
and a son helping one another in the kitchen.
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Ask: Siasino dagiti kameng ti pamilia? Ania ti ar-aramidenda? Apay
ngata nga adu a taraon ti isagsaganada?
B. During Reading
 First reading by the teacher (reading plan)
with the illustrations to the pupils.
 Second Reading
The teacher gives pupils a chance to interact with the text. After reading a
page or several pages, asks questions to help pupils predict and monitor
C. Post Reading
Lead the class to answer the motive questions.
Divide the class into four groups and give each group an activity. The

1. Ania ti Paulo ti sarita? Group I – Draw Henry‟s face
2. Siasino dagiti nagaken ti sarita? when he learned that his Uncle
3. Ania ti ar-aramiden da Nana Henry and his family will take their
Huling and Henry kabayatan ti vacation. Describe his feelings
pagur-urayda kenni Mang Hulio too.
ken ti pamiliana?
4. Ania ti narikna ni Henry idi
naammuanna nga agbakasyo
da Uncle na Hulio iti yanda?
5. Ania ti inaramid ni Henry idi Group II will dramatize how
adda nangngegna nga uni ti Henry met his relatives infront of
lugan a nagsardeng ti sango ti their house.
balayda?
6. Ania ti inaramidna idi nakitana
ida?
7. No sika ni Henry, kasta met ti
aramidem?
8. Ania ti impakita ni Henry?
9. Ania ti insagana ni Nana Huling Group III – Complete the Venn
a para Noche Buena? Diagram
10. Nagustuan kadi dagiti bisitada?
11. Agissagsagana met ni nanang (picture of food prepared by Nana
mo ti Noche Buena? Ania Huling for their noche buena)
dagitoy?
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Choose from the words below.
spaghetti fruit salad
pansit hamon
cassava cake macaroni
fried chicken tupig
cake barbeque
12. Naragsak kadi ni Henry iti damo Group IV- will arrange the picture
ti sarita? as they happen in the story.
13. Sadino ti ayan ni Tata Homer?
Ania ti ar-aramidenna didiay? Father fixing the
14. Sadino ti nagay-ayaman dagiti cage in the garage
dua nga ubbing ti kuneho?
15. Ania ti nangparagrak kadakuada
ti gibus ti sarita? Father fixing the
16. Ania a saguday ti maadaw iti cage in the garage
daytoy a sarita?
People eating ham,
tupig, macaroni,
etc. and exchanging
gifts
People eating ham,
tupig, macaroni,
gifts gifts
etc. and exchanging
gifts
D. Read the Story Using the Reading Plan gifts gifts



that sentence...
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DAY 2
Developing Language
A. Preparatory
1. Lead the class to sing the song written on the board.
Idi ubingak a bassit
Innalanak ti ansisit
Innak indardarumpis
Diay sirok ti kamantiris
Sinno ti nangala ti ubing?
Inan-ano ti ansisit ti ubing?
Sadino ti nangidardarumpisan na?
2. Review: Raise your right hand if the word is a proper noun and clap twice
if it is a common noun.
aso Elmer mangisursuro
Tagpi Nana Huling dentist
Brownie sapatos plasa
B. Lesson Proper
1. Presentation
Listen as the teacher reads the poem.
Ti Tagtagainep ni Tata Manning
Nagtagtagainep ni Tata Manning

Kadduana da Hannah, Mely ken Huling
Nagpaspasiarda agraman taraken na a pusa, aso ken kalding
Ket dida nadnadlaw nakadanon da‟t Sallagonting.
Sadiay nakitada ni Tata Berting nga agburburas ti mangga ken bayabas

Nangalada dagiti ubbing ti basket pagyanan binurasda a dagiti prutas
Pagam-ammoam lattan natnagda‟t derraas
Isu metten bulon Tata Manning nga bimmaringkuas.
2. Comprehension Questions
Sino ti nagtagtagainep?
Sinno dagiti kadduana a nagpaspasiar?
Sadino ti nakadanunanda?
Anya dagiti nakita da?
Nangikkanda dagiti binuras da a prutprutas?
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Anya ti napasamak kadakuada?
Agpaypayso kadi daytoy nga napasamak? Apay?
Dakayo napadasan yo kadin ti nagtagtaga-inep? Anya ti natagtaga-
inep yo?
3. Oral Practice
Let the pupils observe the beginning letter of following words.
Hannah Manning Mely Huling
Sallagonting
Ask them whether they are proper noun or common noun.
Ask how they are written.
4. Generalization
Proper nouns are particular names of persons, places, things or animals.
They start with capital letters.
5. Guided Practice
Write the underlined word in each sentence correctly.
1. Nakaragragsak ti agnaed ditoy pilipinas.
2. Ti claveria ket nadalus a lugar.
3. Mapan kami a sangapamilyaan nga agbakasyon diay vigan
4. Ni mrs. santos ti maestrada iti Filipino.
5. Kaykayatko a buy-buyaen ti e-boy.
“Picking Fruits”. Pick a fruit from the tree. Write the word correctly on the
board.
(See attached activity sheets)
C. Application
Say the names of places, persons, things or animals. If they were written
correctly, draw a happy face if not draw a sad face. ( See attached
worksheet)
1. Mercy, Helen 4. Brownie, Tagpi
2. ruben, nelia 5. Monggol, Pilot
3. Tuguegarao, San Gabriel 6. bearbrand, alaska
D. Evaluation
Copy the words, then write them correctly.
1. darlyn santos 4. lucky
2. laoag city 5. cagayan store
3. colgate 6. safeguard
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DAY 3
1. Drill
Let the pupils read the words with initial, medial and final /r/
Initial /r/ Final/r/
radyo parpar
ramot natiritir
rukib aparador
relo bitor
ragadi kabusor
regalo kaldero
ramay sugador
2. Review
Distribute pictures with initial and final/w/ sounds and word cards to the
pupils. Tell them to match the pictures with the words.
ngilaw kawar wara waig
3. The teacher uses the story “Naragsak A Paskua”, then asks the following
questions to elicit words with the letter Hh.
Siasino dagiti nagakem ti sarita? (Huling, Tata Hulio, Henry, Henyo,
Nana Heling, Tata Homer)
Ania ti magusgustuan a kanen ni uliteg Hulio ? ( bibingka a kahoy)
Ania ti binagkat ni uliteg Hulio? (kahon)
Ania ti tartarimaanen ni Tata Homer? (hawla)
Ania ti taraken ni Henry? (kuneho)
Ania a taraon ti magusgustuanda Henry ken Henyo? (hamon)
The teacher presents the list of words through pictures.(for words that
are pictureable)
Following the Reading Plan, the teacher asks from the children the
initial sound of the words read.
Initial
Huling Henry
Homer habonera
Heling hamon
hepe henyo
hawla Henio
The teacher asks the pupils to give words that start in letter Hh.
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B. Lesson Proper
1. Presentation
The teacher shows some pictures of words that start in letter Hh. Children
are asked what they know/experiences about them.
2. Discussion
Teacher presents the Primer Track for the letter Hh.
LETTER : Hh
a n i t K s o y m l g u d e p B ng r w h
habonera, hamon, harana,
hardin, hardinero, hawla,
kahon, kaha, paha, kuneho,
bruha, monghe, embahada,
embahador, ebanghelio,
delihensia,bihilya, inhinyero,
labahas, rehas, parehas,,
mensahe, mensahero,
hamon mongha, pasahero, rehistro,
garahe, relihion, trabaho,
ha mon trahedya, kahel, uhales,
kahoy, biahe, husto,
hamon h bandehado, dehado, bahada,
hamo ha higante, ahedres, alkohol,
ham ham bagahe, hepe
ha hamo
h hamon
ha pe ka he
na in mon do
ha na len de
sa ban hi gut
Hamon ti insagut ni hepe idi hinaranana ni Helen. Hamon

Hamon ti insagut ni hepe idi hinaranana ni Hamon ti
Hamon ti insagut ni hepe idi hinaranana Hamon ti insagut
Hamon ti insagut ni hepe idi Hamon ti insagut ni
Hamon ti insagut ni hepe Hamon ti insagut ni hepe
Hamon ti insagut ni Hamon ti insagut ni hepe idi
Hamon ti Hamon ti insagut ni hepe idi hinaranana ni
Hamon Hamon ti insagut ni hepe idi hinaranana ni Helen.
Habonera hamon harana hardin

hardinero hawla kahon kaha
paha kuneho bruha inhinyero
labahas rehas parehas mensahe
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hepe mongha pasahero garahe
relihion trabaho kahel uhales
kahoy biahe husto
bandehado
dehado bahada higante alkohol
labahas ni hepe kahel nga naalsem

atiddog a paha dadakkel nga uhales
rehas ti hawla liningta a kahoy
harana iti hardin habonera ni Helen
kuneho iti hawla relihion ni inhinyero
Nakagarut diay kuneho iti hawla.
Parehas ti relihion diay inhinyero ken hepe.
Dadakkel nga uhales ti inkabilda iti trahe de boda.
Liningta ni Helen ti kahoy.
Inadaw na iti kahoy iti bandehado.
Hinarana ti inhiniyero ni Hana iti hardin.
Naalsem iti kahel a binurasda idi Huebes.

Hamon
Point to the picture then tell the children , “Daytoy ket hamon.”
[Let the children respond briefly. Don‟t try to get them to talk
about the picture. You want them to focus on the word.]
Point to the key word and read it to the children. Keep
pointing to the key word as you read it with the children 2-3
times.
b. Syllable Box
ha mon
Do the syllable boxes activity (IMPORTANT: Do this only if the

keyword has more than one syllable. If only one syllable, skip
this part.) Point to the keyword and read it at normal speed.
Point to each syllable as you read each syllable distinctly.
Read each syllable again, clapping once for each syllable. Do
this again and have the students clap for syllable with you.
365
hamon
hamo
ham
ha
h
then with the students. Point to the part of the word with the
new letter that is directly below the keyword. Read that part of
the word to the children, then with the students. Continue
reading each smaller part of the word. (This may take only one
step or it might take 3 or 4 steps, depending on the length of the
key word.) When only the new letter is left, read the new letter to
the children and then with the children

h
ha
ham
hamo
hamon
children and then with the children. Read the next bigger part of
the word to and with the students. When you get back to the
keyword, read it to and with the children.
Plan.

hamon h
hamo ha
ham ham
ha hamo
h hamon
ha pe ka he
na in mon do
ha na len de
Sa ban hi gut
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other children it that word is correct. If so, write the keyword on
the “Word Chart” or on the Chalkboard and read it to and with
the children. If it is not correct, ask another children to find the
Key word and write it correctly on the Word Chart or Chalkboard.
Children find other words in the Big Box. Invite volunteers to find
other words in the Big Box. Read the words with the children as
they identify them. Ask the rest of the class if the word is correct.
If not, invite another child to come and point to the correct
letters.
Hamon harana sagut
Hepe bandehado Helen
Kaha
the Reading Plan.

Hamon ti insagut ni hepe idi hinaranana ni Helen. Hamon
Hamon ti insagut ni hepe idi hinaranana ni Hamon ti
Hamon ti insagut ni hepe idi hinaranana Hamon ti insagut
Hamon ti insagut ni hepe idi Hamon ti insagut ni
Hamon ti insagut ni hepe Hamon ti insagut ni hepe
Hamon ti insagut ni Hamon ti insagut ni hepe idi
Hamon ti Hamon ti insagut ni hepe idi hinaranana ni
Hamon Hamon ti insagut ni hepe idi hinaranana ni Helen.
Word Breaking. Activity in the keyword part of the lesson.
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g. Oral Practice
Initial
Huling habonera
Homer hamon
Heling Henio
hepe hardin
hawla henyo
Henry
Ask what sound that they hear at the beginning of the words.
Have the children repeat reading the words. Then the teacher
read each word again as the children repeat after him/her.
h. Guided Practice
Let the pupils play the Game “ Climb the Hill”. Group the pupils
into four groups. Each group will be given the same set of
exercise. The group who finish first wins the game.
Match the words with the pictures with letter Hh on the chart.
(see attached worksheet “ CLIMB THE HILL “)
C. Application
Name each picture. Check the box below the picture if it has an initial sound
/h/, cross it if the picture sounds different. (see attached worksheet)
D. Evaluation
Write the missing letter to complete the name of the picture.
DAY 4
HANDWRITING AND SPELLING
Handwriting
Ask the pupils to get the picture that has letter H in the carousel.
B. Writing Activity
Modeling by the Teacher.
Show the children how to write the new letter in the air and on the their hand.
368
C. Guided Practice
Show them how to write on the palm of one hand using the finger of their
other hand. Do this 3-4 times.
Trace the big letter H and small letter h on the given space.
times. Go around the room and help anyone that is having trouble forming the
letter.
E. Application
Children practice writing the new key word on their paper or slate. Write the
new key word in a large letters on the chalkboard. You may need to write it
several times so everyone can see clearly how to write it. Children write the
new keyword 10 times on their slates or in their exercise books. Walk around
the room to see how they are doing. Help everyone that is having trouble
writing the word.
F. Evaluation
Isurat ti kurang a letra tapno mabukel ti balikas.
hawla rehas
1. haw _____ wla 4. re____as
kahoy hamon
2. ka____oy 5. kune___o
pandehado
kuneho
3. bande____ado 6. ____amon
369
G. Spelling
1. Dictate the key word from today”s lesson. Children write the word on their
paper or slate.
paper or slate.
3. Dictate 2-3 key words from earlier lessons, one by one. Children write
each word.
4. Write the spelling words correctly on the chalkboard. Walk around the
room as they write to encourage them and help them to identify their
mistakes.
DAY 5
Assessment
2. Making inferences on characters‟ feeling
D. Word Recognition
F. Handwriting
G. Spelling
APPENDICES
APPENDIX A
Naragsak A Paskua
Sarita ni Conchita Rarangor
Inawis da Tata Homer ken Nana Huling da Mang Hulio ken ti pamilana nga
umay makipaskua idiay balayda. Naragsakan ti Henry a nakaammo nga agawid da
uliteg na a Hulio a kabsat ni tatangna. Maysa isuna a “hepe” ti pulisya,
“Nanang ania ngarud ti lutuem para Noche Buena?”,
sinaludsodna.“Aglutuakto ti sinuman, tupig, pansit, macaroni ken tay paborito ni
ulitegmo a bibingka a kahoy”, kinunana.
“Ala anak tulungannak nga agdalus ditoy balay ket dandanidan
sumangpeten. Bayat pinagdaldalusda ket nakangeg ti danarudor ti lugan ni Henry.
Timmaray a rimmuar tapno kitaen na iti simmangpet.
370
“Tatang, Nanang addan da uliteg Henry,‟‟ impigsana. “Hello ikit, uliteg,
kumusta kayo?” sana inyawat ti imana tapno agmano.” Hello! insan nagguapo kan,”
inyangaw na sana inabrasa.
Simrek da ngarud ti uneg nga bitbit ni Mang Hulio ti maysa a dakkel a kahon.
Sinabat ida ni Nana Huling sana kinuna, “ Ala aginanana kayo pay lang.”
“Pagiin-nanaanyo agmiryenda kayo ading ta innak mangisagana‟t pangaldaw tayo,”
kinunana.
“Manang, apay kasla awan ni Manong?”,saludsod ni Mang Hulio.
“Adda dita garahe ading inka danunen, siguro saan na nadlaw ti
isasangpetyo,” insungbat met ni Nana Huling.
Napan ngarud diay garahe ni Mang Hulio. “Kumusta Manong, ania aya dayta
pakakumikumam?”, sinaludsod na. “A,e…, adda kay gayamen ading”. “Kaasi ni Apo
nasalunaat kam met”. “ Madamak man a tarimaanen toy hawla dagitoy taraken a
kuneho daytoy kaanakam, ikkakman ti rehas na tapno makalang-ab da ti presko nga
angin,” insungbat manen ni Mang Homer.
“Tatang, uliteg mangan tayon,” awis ni Henry. Naragsakda a
nagpipinnadamag bayat pinnanganda.
Iti mumalen oras alas tres makumikom da Nana Huling ken Nana Heling nga
mangisagsagana‟t makmakan para Noche Buena.
Bayat panagsagsaganada adda met da Henry ken Henyo diay hardin.
Pinalusutan da dagiti kuneho sada pinagpipinnalumba. Nakaragragsakda ket saan
payen mapuotan pinaglabas iti oras.
“Henry, Henyo isardeng yon ti agay-ayam rumabiin, inkay agbuggon ta
mangrabii tayon”, kinuna,” ni Nana Huling. “ Wen ikit,” “ Wen nanang”, naggiddan da
a simmungbat.
Napanda ngarud nagbuggo. Innala ni Henry ti tualya ken balde. Bitbit met ni
Henyo ti habonera a pagyanan ti sabon.
Alas onse ti rabii nagriing da Nana Huling ken Nana Heling tapno inda
isagana nadumaduma a makmakan para Noche Buena. Adda suman,tupig,
bibingka a kahoy, pansit, macaroni ken adda pay hamon a paborito da Henry ken
Henyo. Inkabilda dagitoy iti dadakkel a pandehado.
Nadanonan ti alas dose ti rabii, naragsak da nga nagkikinnablaaw sada
pinagsasangoan inda insagana. Naragsakda a nagi-innawat regalo kas paset ti
pinagkikinnablaawda.
371
372
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Mother Tongue TG 1

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MTB-MLE

II. Subject Matter

A. Story: Dagiti Uni iti Aglawlaw

3. Book and Print Knowledge:

D. Materials: Realias (musical instruments, objects that produce sounds like

E. Strategies: Acting Out, Games, Song, Puppet Show

G. Theme: My Family and I - likes and dislikes; daily tasks/activities

C. Post Reading Activities

Comprehension Check-up Engagement Activities

Ania dagiti nangegda? Group 2 –Pagparisen

Apay a simrekda iti balayda idi Group 3 – Pilien

A. Pagparisen ti ayup ken ti unina. B. Pagparisen ti banag ken ti unina.

2. Pagparisen ti ayup/bambanag iti awengna. (The teacher shows pictures

b. b. Aw! Aw! Aw!

e. e. Bum! Bum! Bum!

3. Agsurat ti patakder, patingig, paidda, killokillo ken patimbukel iti lima a

II. Subject Matter

A. Story: Iti Umuna nga Aldaw a Panagiskuela ni Dindin

3. Book and Print Knowledge:

E. Strategies: Story, Games

G. Theme: My Family and I : Healthy Habits

Ania ti inaramid ni Dindin sakbay a Group 2 –Idrama

2. Teach the pupils the following poem:

3. Ask the following questions:

Let‟s Sing Fast and Slow.

7. Connecting Dots/Tracing Figures

Denggenyo ti basaen ni maestra/maestroyo. Ikkan ti kur-it (/) ti kahon nga

1. Nasabatmo ni Lelang Ikka iti maysa a bigat. Ania ti ibagam?

2. Nagpakada ti gayyemmo a bimmisita kenka. Ania ti isungbatmo?

3. Naguni ti kampana iti pagadalanyo. Nagtataray kayo a napan

4. Natukkolti lapis mo. Pinabuludannaka ti kaeskuelaam. Ania ti ibagam

2. Produce and Identify That Sound

3. Move That Body

4. Connect Dots/Trace objects that produce loud/soft; high/low; fast / slow

 APPENDIX C: Activity Sheets

II. Subject Matter

A. Story: Ti Ina a Baket a Balasang

3. Book and Print Knowledge:

C. Reference: MTB Primer

D. Value: Theme: My Family and I: Things I Enjoy and People I Like

4. Write these sentences on the chalkboard (CB).

5. Introduce the Shared Reading Story

C. Read the story using the Reading Plan

D. Post reading activity

8. Ania dagiti nasursuro ni Lalay Group 4 – Agdrowing ti rupa a

4. Do the Matching Word activity

5. Do the Hide-a-Word activity.

Persons Things Place

6. Story for Evaluation

DAY 3 and DAY 4

Developing Oral Language Proficiency

vegetables nurse notebook

egg eel cockroach

Adu ti ani ti ina ni Nina. Adu

Basaen dagiti sumaganad:

Do the syllable boxes activity. Point to the keyword and read it at

c. Do The “Breaking Word” Activity

e. Big Box And Word Chart

DAY 5 and DAY 6

narra carabao nurse coconut

2. Let the pupils name the pictures.

Introducing Letter Aa and Ii