G2 iREAD LAS RTP 1

Republic of the Philippines
Department of Education
Region XII
City Schools Division of Koronadal
Region XII
Region XII
Region XII
INTRODUCTORY MESSAGE
This English Remedial Reading Learning Package has

been developed by the chosen Grade 2 and Grade 3
English Teachers of DepEd Koronadal City Division.
This learning package consists of a Teacher’s Guide and
Learning Activity Sheets. The Teacher’s Guide will help
the teacher or the learning facilitator on how to use the
Learner’s Activity Sheets. Discussions of the concept of
each lesson, learning procedure or learning strategies are
written in the Teacher’s Guide to aid the teachers or
learning facilitators effect learning to the children. The
Learner’s Activity Sheet on the other hand, provide tasks
for the learners to accomplish or do. The Lessons in this
package are specifically designed to improve reading
ability of Grade and Grade 3 learners with reading
difficulty by the help of learning facilitator.
Godspeed! The English Remedial Reading Learning

Package should provide you with valuable materials to
enrich, develop and improve your reading level. I hope
that this precious work of our teachers help everyone
enliven, motivate and accelerate your reading learning
experience.
Schools Division of Koronadal City

Corner Rizal Street, Jaycee Avenue, Brgy Zone IV, City of Koronadal
koronadal.city@deped.gov.ph
DepEdTayoKoronadalCity@facebook.com
Region XII
Cit y Schools Division of Koronadal
TABLE OF CONTENTS
Development Team: Management Team, Writers
Development Team: Evaluators, Reviewers, Layout Artists
Introductory Message
Lesson Classify Animals Sounds Heard as Loud or Soft Sound
1 1
Lesson 2Classify/categorize mechanical sounds heard as loud or soft 5
Lesson Classify/categorize object sounds heard as loud or soft
3 10
Lesson Classify/categorize musical instrument sounds heard
4 15
as loud or soft
Lesson 5 Classify/categorize environmental sounds heard as loud or soft 19
Lesson 6 Classify/categorize speech sounds heard as loud or soft /
Discriminate sounds from a background of other sounds /
Recognize same/different sounds 21
Lesson 7 Distinguish rhyming words from non-rhyming words 24
Lesson 8 Identify letters in English that are not present in Mother
Tongue/Filipino and vice-versa 29
Distinguish rhyming words from non-rhyming words/ Supply
words that rhyme with given words / Supply rhyming words in

response to spoken words
Lesson 9 Distinguish rhyming words from non-rhyming words/ Supply

words that rhyme with given words / Supply rhyming words in 34
response to spoken words

Lesson 10 Give the beginning letter of the name of each picture 38
Lesson 11 Give the beginning sound of each consonant /m/, /s/ 43
Lesson 12 Give the beginning sound of each consonant /t/, /f/, /h 49
Lesson 13 Read words with short e sound in CVC pattern 54
Lesson 14 Give the beginning sound of each consonant /c/, /r/ 60
Lesson 15 Give the beginning sound of each consonant /n/, /b/ 64
Lesson 16 Give the beginning sound of each consonant /g/, /p/ 67

Lesson 17 Beginning consonant sounds /d/, /j/ 70
Lesson 18 Beginning consonant sounds /w/, /v/ 75
Lesson 19 Beginning consonant sounds /z/, /y/ 80
Lesson 20 Read some „the‟ sight words 85
Lesson 21 Short e Words and Some Sight Words 89
Lesson 22 Beginning Consonants Sounds 94
Lesson 23 Read short a words in CVC Pattern /Match pictures with short 98
a words
Lesson 24 Differentiate and read correctly the short e and a words 104
Lesson 25 Write the names of pictures with the short a, e words 109
Lesson 26 Read phrases, short sentences and short stories consisting of 114
short e and a words and the Who, What and Where

questions about them / Read 2- syllable words consisting of
short e and a
Lesson 27 Read short i words in CVC pattern / Match pictures with short 121
i words
Lesson 28 Differentiate and read correctly the short e, a and i words / 126
Write the names of pictures with the short a, e and i words
Lesson 29 Read phrases, short sentences and short stories consisting of 129
short e a and I words and the Who, What and Where

questions about them / Write the names of pictures with the short a, e
and i words
Lesson 30 Match the 2-syllable words with the correct pictures / Write 133
correctly the 2-syllable words that name the pictures / Read

phrases, sentences and short stories consisting of two syllable
words and the questions about them

References 138
Disclaimer 141
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Lesson 1 Classify Animals Sounds Heard as Loud or Soft
Sound
I-READ
The pupils will listen as the teacher read the story.
Noise in the Farm

Kit visits his grandpa’s farm. He saw animals in the farm.
They are noisy. They are hungry. It’s breakfast time. Grandpa is
busy. He feeds the animals. “Quack quack quack” says the
duck. “Meee meee meee” says the goat. “Mooo mooo
mooo” says the cow. “Meow meow meow” says the cat.
“Neigh neigh neigh” says the horse. Oh, what a noisy day! Kit
exclaimed as he helps grandpa in feeding them.
Answer the following:

What were the animals that make noise in the story “Noise
in the farm?”
What were the sounds they produce?
Why did the animals make noise?
What did Kit and grandpa do?
Can you give other animal sounds?
Why do you think animals produce sounds?
What sounds do they produce?
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I-ENRICH
I will say an animal sound. Tell whether it has loud or soft
sound.
Grrr grrr grrrr
Shhh shhh shhh
Mooo mooo mooo
Tweet tweet tweet
Meow meow meow
Neigh neigh neigh
I-ADVANCE
I will show pictures of animals. Name each of them and
tell whether it produces a soft or loud sound.

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I-DEVELOP
Activity 1. Look at the animals in the chart. Produce its
sound and tell whether it is Soft or loud. Put a check (√) in
the proper column.
Sounds Produce
Animals Loud Soft

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Activity 2. Match the animals to its sounds produced.
Column A Column B
buzz buzz buzz
cock-a doodle-do
neigh neigh neigh
quack quack quack
Mooo mooo mooo!

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Lesson 2
Classify/categorize mechanical sounds heard as
loud or soft
I-READ
The teacher will read a story.
Give emphasis on the sounds produce by transportation.
Family on a Trip
Mia is busy. She is preparing her things for a trip. She and her family will go for
a swimming activity in a beach. Suddenly she heard peep! peep! peep!,
“Mia!”, shouted her mother lets go, our jeep is here. “Coming,” Mia replied to
her mother.
As they are on the busy street, the jeep could not go fast like before, ‘there’s
a traffic jam”, we can’t get ahead of the cars and buses the driver said. “Yes,
there are motorcycles, tricycles, too,” Mia added.
Then the signal light turned green,”Now we can go,the driver said.
Brooom,broooom,broom, poooot, poooot, poooooot, eeeeeeeeng, beeeep,
beeeep , beeeeeep priiiit! Priiiit! priiiiiit!. These sounds can be heard everywhere.
Everybody is in a hurry to go.
After an hour Mia’s family is on the beach. They enjoy swimming and having
a picnic.

What sounds did you hear?
Can you say the sounds?
What other sounds can you give which are produced by transportation?
I-ENRICH
I will say a transportation sound. Identify if it is loud or soft sound.
Iiiing! iiiing! iiiiing! Pot! Pot! Pot!

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Broom! Broom! Broom! Weee! Weeee! Weee!
Peeep! Peeep! Peeep! Tsug! Tsug! Tsug!
I-ADVANCE
I will show pictures of transportation. Name and classify if it
produces soft or loud sounds.
I-DEVELOP
Look at the pictures. Put a √ if it produces loud or soft sound.
Sound Produce
Transportation Soft Loud

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Lesson 3 Classify/categorize object

sounds heard as loud or soft
I-READ

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Read the following:
buzz a buzzer clang a bell toot a
whistle blow a horn beat a drum
bounce a ball Can you give other sounds
produced by objects?
I-ENRICH
The teacher will say an object sound. Let the

pupils identify if it is a loud or soft sound.
Prrrt! Prrrt! Prrrt! Bang! Bang!

Bang!
Kling ! kling ! kling! Buzzzzz! buzzzzzz!

buzzzzz!
I-ADVANCE
The teacher will show pictures of objects.

Name and classify if the sound produced is soft or
loud. Write your answers on the blank provided.

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_______________ _______________ _______________
I-DEVELOP
Activity 1. Put a cross (x) on the line if the object

produces loud sound and check (√ ) if it makes soft
sound.
___________ ringing of alarm clock
___________ wind blowing
___________ broken plates
___________ door open and shut
___________ gun shot
___________ slamming of a door
___________ ringing of church bell
___________ chopping of woods
___________ footsteps
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Activity 2. Draw a line to connect the object

with the
sound it makes.
Kriing! Kriing! Kriing!
Tick-tock-tick-tock
Prrt! Prrrt! Prrrt!
Kleng! Kleng!
Kleng!

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Lesson 4
Classify/categorize musical
instrumensounds
heard as loud or soft
I-READ
The teacher will read.
What musical instrument does Myrna play?

Do you know how to play with it?
What other musical instruments do you know?
What are their sounds? Are they loud or soft?

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I-ENRICH
The teacher will present an audio recording of
some musical instrument sounds. Name the
sounds and identify if they are loud or soft.
bass drum xylophone

gong cymbal
guitar piano
I-ADVANCE
The teacher will show pictures of musical
instrument.
Name and classify if they produce soft or loud
sounds. Write your answers on the blank provided.

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Lesson 5
Classify/categorize environmental sounds
heard as loud or soft
I-READ
The teacher will read a story giving
emphasis on the sounds produce by
environment.
What sounds did you hear?

Can you say the sounds?
What other sounds in the environment can you
hear?
Are they soft or loud sounds?

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I-ENRICH
I will present an audio recording of environment.
Identify if the sound is loud or soft.
snoring door slamming door
knocking footsteps whistling
I-ADVANCE
I will show pictures of environment sounds. Name
it and classify if it produces soft or loud sounds.
I-DEVELOP
Answer the following.
Sounds Loud Soft
snoring
door slamming
footsteps
whistling

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Lesson 6
Classify/categorize speech sounds heard
as loud or soft / Discriminate sounds from
a background of other sounds /
Recognize same/different sounds
I-READ
The teacher will read a paragraph.
I like to bake
A chocolate cake
That has a fake rake
For goodness sake
-ake
b ake c ake
r ake s ake
I-ENRICH
Give the words by blending the onsets and rimes.

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I-ADVANCE
I will present a chart with a picture. Read the
words through picture clue.
-at
-ap
-an
-an
-ake

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I-DEVELOP
Activity 1. Identify the onset and rimes in the
following.
Word Onset Rime
wig
mug
tag
pin
sit
Activity 2: Read and write the scrambled words in

the card.
tra gba naf mpo

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Lesson 7 Distinguish rhyming words

from non-rhyming words
I-READ
The teacher will read a poem giving emphasis on
the rhyming words.

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Say the following:

mice - nice
about - night
things -seems
touch - much
I-ENRICH
The teacher will read rhyming words and non-
rhyming words. Encircle the words that rhymes.
take leak bake cake lake
cone bone tune tone zone
feet seat head meet heat
line fine tin fin mine

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I-DEVELOP
Activity 1. Read a poem and underline the rhyming
words.
Jump or Jiggle
Frogs jump
Caterpillars hump
Worms wiggle
Bugs jiggle
Rabbits hop
Snakes slide
Sea gulls glide
Mice creep
Deer leap
Puppies bounce
Kittens pounce
Lions stalk-
But-
I walk!

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Activity 2 : Write the rhyming words with the help

of the picture.
jam toy
________ _______
cat tin
_________
________
tap fat
________ ______
fox van __
______ ______

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Activity 3. Match the rhyming words by drawing

from the words in column A to words in
Column B.
A B
cry sail
kit hat
nail bit
tip fry
bat lip
red bun
sun bed
pot hat

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Lesson 8 Identify letters in English

that are not present in Mother
Tongue/Filipino and vice-versa
I-READ
A. The pupils will listen as the teacher say the
alphabet in English and Filipino

1. How many letters are there in the English
alphabets?
2. How many letters are there in the Filipino
alphabets?
3. Can you tell what letters are present in
the Filipino alphabets that are not present
in the English alphabet?

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I-ENRICH
Direction: Get a partner and sing the alphabet
songs in
English then in Filipino, taking turns, let them
complete the letters of both alphabets in the
boxes provided.
ENGLISH

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FILIPINO
I - ADVANCE
Directions: Encircle the letters of the alphabet
in English and Filipino and box the letters that
belongs to the Filipino alphabet only.
A B C D F G H
I J K L M N Ñ
NG O P Q R S
T U V W X Y Z

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I-DEVELOP
Activity 1. Below are scrambled letters of
the English and Filipino alphabet. Arrange
them in their proper order. Write your
answers on the boxes.
BIFU
MOHVWPG
DLYNRAXSJZE
QTCK
English Alphabets

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BIFUMO
H V W NG P G D L
YNRXSJÑZEQTCKA
Filipino Alphabets
Activity 2. Say the name of each letter as shown

by the teacher. Give word/s that start with each
letter.
Example : C – cat M – moon D - drum

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Lesson 9
Distinguish rhyming words from non-rhyming words/
Supply words that rhyme with given words / Supply
rhyming words in response to spoken words
I-Read
“Hello, Moon!”
Story by: Rachel Anne B. Mateo
Hello, Moon!
Now talk to
the moon to
show its face
soon,
for the sun is about to set
such view you won’t forget.
Call your friends so they
might see how lovely
the night will be, in your
dreams it shall stay
“too beautiful” they will say.

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I-Enrich
Activity 1. Choose the word which has the
same sound as in the picture. Encircle the letter of
your chosen answer.
1. a. soon b. look
2. a. fat b. feet
3. a. ten b. tan
4. a. call b. pool
Activity 2. Box the word which has the same

sound as in the word to the left.

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I-Advance
Activity 1. Match the words which rhyme with
the name of the given pictures.

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Activity 2. Complete the table by filling in the

correct group of rhyming words. Choose your
answers from the word bank below.
shed bed fed
tag rag flag
pit wit kit
red bag sit
I-Develop
Color the word boxes with blue for the words
which have the same sounds.

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Lesson 10 Give the beginning

letter of the name of each picture
I-Read
“Luna”
Story by: Rachel Anne B. Mateo
Once, there was a young girl named

Luna who loved the moon so much. She would
look up the sky every night and would think to
herself, “a calming sight, indeed”. For her, the
moon will always stay by her side like a true
friend. Then, she would go back to bed and
sleep peacefully.
I-Enrich
Activity 1. Identify the names of the given
pictures. Write the beginning letter of each on
the lines provided.
b g m s
1. 3.
2. 4.

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Activity 2. Color the box red which corresponds

to the beginning letter of the picture to the left.

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I-Advance
Activity 1. Complete the puzzle that can be
found below. Inside the box, write the
beginning letter of the name of each picture
presented.

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Activity 2. Draw a line to match the pictures

with its corresponding beginning letter.
1. a
c
2.
h
3.
f
4.
d
5.

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I-Develop
Complete the activity entitled “Closet of Isma”.
Identify the beginning letter of each picture
printed on his shirts.
1. 3.
2. 4.

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Lesson 14 Give the beginning sound of each

consonant /c/, /r/
I-Read

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Here are some examples of the words that begin with

/c/.
cow car cup cake can
These words start with letter Cc.

Read the following words:
Rob red runs rolls really
These words begin with /r/.
Here are some examples of the words that begin with /r/.
rock ring root rest run
These words start with letter Rr.
I-Enrich
I. Based on the passage you‟ve read, identify the words that

begin with the sound /c/ and /r/.
camp cap red
Rob runs rolls

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II. Identify the name of each picture and give its

beginning sound.
I-Advance
Color the box red if the word starts with /c/ and color
the box yellow if the word starts with /r/.
caramel resort room comment rabbit
reindeer coconut class rocket cake

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I-Develop
Read the given words inside the circle. Group them

according to their beginning sound in the box.
rock cactus
rain clouds red
candy run rake
camera carrot
words begin with /c/ words begin with /r/

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consonant /n/, /b/
I-READ
Read the short passage given below.
New Ball
Original story by: Genelyn A. Mallon-Arco
Nilo has a new ball.

His ball is color blue.
He plays the ball with his brother Nico.
They both enjoy bouncing it on the wall.
Playing the ball is really nice and cool.
1. Who has a new ball?
2. What is the color of the ball?
3. Did they enjoy playing the ball?
Nilo new Nico nice
These words begin with /n/.

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Here are some examples of the words that begin with /n/.
nap net nun nail number
These words start with letter Nn.

ball blue brother both bouncing
These words begin with /b/.
Here are some examples of the words that begin with /b/.
bat bed bin bus
bone
These words start with letter Bb.
I-ENRICH
Identify the words that begin with the sound /n/and /b/
on the given phrases below. Encircle the word that begins
with /n/ and box the word that begins with /b/.
bell of the church flying nine bees silent

night new box of candies press
the button

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I-ADVANCE
Encircle the correct beginning letter sound of each
picture.
b n g n b p g p n
n s t p g b
I-DEVELOP
Color the pictures red if the name starts with /n/ and blue
if it starts with /b/.

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consonant /g/, /p/
I-READ
Pot of Gold
Gab looks at the gray sky.

He sees a rainbow.
He thinks if there‟s really a pot of gold at
the end of the rainbow.
Gab wishes to have it someday.

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1. Who looked at the sky?
2. What did he see in the sky?
3. Where can he find the pot of gold?

Gab gray gold
These words begin with /g/.
Here are some examples of the words that begin with /g/.
gel goat gum golf good
These words start with letter Gg.

pot pad pet
These words begin with /p/.
Here are some examples of the words that begin with /p/.
pig pan pie panda pencil
These words start with letter Pp.

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I-ENRICH
Identify the words that begin with the sound /p/and /g/
on the given phrases below. Encircle the word that begins
with /p/ and box the word that begins with /g/.
slices of pizza new gadget

leaking gas hot pandesal press
the button
I-ADVANCE
Encircle the correct beginning letter sound of each
picture.
p n d g b r n p g
n s g p g b

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I-DEVELOP
Color the pictures green if the name starts with /p/ and
yellow if it starts with /g/.
Lesson 17 Beginning consonant sounds

/d/, /j/
I-READ
A. Read the short story. Give emphasis to the beginning
sounds /d/ and /j/.

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Little Jack
Little J ack sat on the rock.

Playing his dog while jump and jump.
Little J ack dip a bread on his jam.
While his dog, dig and jump.
B. Read the following words that have the beginning sounds

of /d/ and /j/ in the box.
I-ENRICH
Identify the beginning sounds of the following pictures
below.

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I-ADVANCE
Activity A: Beginning Word Sound /d/. Write the correct
letters to complete each word below.

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Activity B: Beginning Word Sound /j/. Write the correct letters

to complete each word below.

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I-DEVELOP
Activity 1-What‟s My Sounds? Shade the beginning sound
of each picture.

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Lesson 18: Beginning consonant sounds /w/,

/v/
I-READ

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I-ENRICH
Activity 1: Identify the beginning sounds of the following
pictures below.

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I- ADVANCE
Activity A: Beginning Word Sound /w/. Write the correct letters to
complete each word below.

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Activity B: Beginning Word Sound /v/. Write the correct letters to

complete each word below.
3

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I-DEVELOP
Activity 1: What‟s My Sounds? Shade the beginning
sound of each picture.

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Lesson 19:
Beginning consonant sounds /z/, /y/
I-READ
Read the short story. Give emphasis to the beginning
sounds /z/ and /y/.

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I-ENRICH
Activity 1: Identify the beginning sounds of the following
pictures below.

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I-ADVANCE
Activity 1: Beginning Word Sound /y/. Write the correct
Activity 2: Beginning Word Sound /z/. Write the correct


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I-DEVELOP

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Lesson 20
Read some ‘the’ sight words
I-READ
A. The teacher will recite a rhyme.
One, two, three Red,
white and blue,
Come to play at zoo.
Purple, brown and green,
Dancing in the gym.
Yellow, red and pink,
Wash it in the sink.
Orange, black and pink,
Help your pair and think.
B. The teacher will present different sight words.
blue, yellow, green, red, orange, black, pink, purple,
brown, white, the, to, come, at, play, wash, pair, think,

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Activity 2: Look at the sight words in the crossword puzzle.

Choose from sight words in the box. Encircle your answer.
yellow, red, orange, purple, white, the, come, at, play,
o g y E l l o w u p
r j k L s p c h n u
a t t C r l p g b r
n h d O g a s w t p
g e a M c y r d z l
e t r E d u h e l p
h m q W w h i t e v
I-ADVANCE
Activity 1: Match each clue picture with the correct
sight word.

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think
1.
2. wash
3. two
4. one
pair
Activity 2: Arrange the jumbled letters of the name of

each picture. Write your answer on the line.
1.
lhpe
2.
nargeo

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3.
yalp
4.
herte
5.
sawh
I-DEVELOP
Activity 1: Activity 1: Encircle the letter of the group of
words that tells about the picture.

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Lesson 21 Short e Words and Some Sight

Words
I Read
The pupils will listen as the teacher reads the phrases and
sentences.
PHRASES:
a pen
the red hen
a wet egg
SENTENCES:
We fed her pet.
Get that bed.

They sell the gem.
Say: (Short e Words)
pen egg bed
red fed sell
gem
hen pet wet get
Say: (Some Sight Words)
a we they
the that

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I Enrich
Activity 1: Pair Work. Read and say the name of each picture.
The teacher will repeat saying the name of each
and after hearing the words with short e sound,
color the picture that corresponds to it.
men bee leg

door web
Activity 2: Group Work. Read the following sight words to

the learners. Let them cross out the sight word that does not
belong to the group.
1. they them they
2. we her her
3. for for poor
4. have as have
5. the this the

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I. Advance
Activity 1: Connect the dots by drawing a line from the
picture to the correct word with the short e sound.
1.
• • net
2.
• • check
3.
• • cent
4. • • ten
5.
• • neck

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Activity 2: Read and choose from the given sight words.

Write your answer into the correct set of boxes.
old on this never you
1. 2.
3.
4. 5.
I Develop
Activity 1: Read and encircle the words with the short e
sound.

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den end
feet
gate let
Activity 2: Complete the sentence with the correct sight

words inside the box.
go have yes her jump
1. Let’s _________ to the beach.
2. I _________ a friend.
3. The dogs ____________ over the fence.
4. _________ sister is kind.
5. Is your answer ________ or no?

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Lesson 22 Beginning Consonants Sounds
I-READ:
Activity 1.
“Tam the Ant”
Tam the ant ran and ran. Tam the ant ran up Ben‟s leg.
Up and up Ben‟s leg he ran! Tam the ant ran up Ted‟s
chair. Up and up Ted‟s chair he ran! Tam the ant, run up
a lamp. Up and up the lamp! Tam the ant ran up Tom‟s
hand. Tam the ant ran up Tom‟s cup. Tam the ant fell
into the milk in Tom‟s cup!
chair leg ant
lamp cup milk
I-ENRICH
Directions: Identify which word has the same beginning
consonant sound as shown in the picture.

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cat bird duck
tank car pool
king queen drink
farm man nose
I-ADVANCE
Activity 1: Circle the letter that gives the beginning sound of
each picture names. Then, color all the pictures.

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Activity 2: Write the beginning sound of the following

pictures.
rab
ag
ag
lap
lock
illow

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I-DEVELOP
Directions: Color the letter that matches the beginning
consonant sounds.
n p t
v m l c b r
t l c
h n o

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Lesson 23
Read short a words in CVC Pattern / Match
pictures with short a words
I-READ:
A. The pupils will listen carefully as the teacher reads the
story. Ask the pupils some comprehension question after
reading the story.
Pat the Fat Cat
Jap has a fat cat. Pat saw a man. The man has a
bag with tag. The man put the bag on the rag. Pat
ran to get the tag. Then, the man was mad.
1. Who has a cat?
2. What is the name of the cat?
3. Who owns the bag?

4. What’s with the bag?
5. Where did he put the bag?

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B. The pupils will listen carefully as the teacher reads the

word families
I-ENRICH
Activity 1: Act or show the gestures of the words written in
each flashcard.
mad sad sat tap wag

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Activity 2: Sit in circle. Name the picture. Write the name on the
line. Read the name.
1.
2.
3.
4.
5.

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Activity 1: Match the pictures in column A with the word in

column B by drawing a line.

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Activity 2: Give the missing letter or letters.
1.
c___ t
2. ___ a t
3. ___ a ___
4. m ___ n
5. ___ a n

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I-DEVELOP
Activity 1: Box the group of words that tells about the picture.

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Lesson 24
Differentiate and read correctly the
short e and a words

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Lesson 25 Write the names of pictures

with the short a, e words

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Lesson 26
Read phrases, short sentences and short stories
consisting of short e and a words and the Who, What
and Where questions about them / Read 2-
syllable words consisting of short e and a Lesson 1:
2- Syllable Words Consisting of Short e and a
Who, What and Where Questions
I Read
The pupils will listen as the teacher reads the short story.
Say: 2- syllable words consisting of short a and e from the

story market racket basket jacket

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I Enrich
Activity 1: Group Activity. Say the name of each picture.
Name the pictures by filling in the box with correct 2-
syllable words consisting of short a and e. Choose your
answer below.
_________________
_________________
_________________
_________________
_________________
basket magnet racket market planet

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Activity 2: Group Activity. Listen to the teacher as she reads

the question. Encircle the word YES if your answer is yes and
encircle the word NO if it is no.
1. Does target contain short /e/ and /a/ sound?
YES NO
2. Do petal and metal have the same vowel sounds?
YES NO
3. Is basket an example of a 2- syllable word with short /e/

and /a/ sound?
YES NO
4. Does vowel e in the word planet has short sound?
YES NO
5. Does vowel a in camel and label have the same sound?
YES NO
I Advance
Activity 1: Color the two-syllable words consisting of short a
and e sounds in the picture blue.

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magnet
Activity 2: Answer the wh- questions. Put a check on the

correct picture.
1. Who wears a medal?
2. Where do you buy food and other household needs?

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3. What object do our feet press in making the bicycle

move?
4. Who has a packet of seeds in his/ her hand?
5. What should we wear if we feel cold?
I Develop
Activity 1: Say the name of each picture. Write the letter a
and e to finish the word. After that, read each word.

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g ___ d g ___ ts c ___ d ___ t
j ___ c k ___ t
t ___ b l ___ t pl ___ n ___ t
Activity 2: Write the correct Wh- word in the center of the

flower based on the words inside the petals. Just write What,
Where or Who.

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place
mother
Ana malls
John city
address
person
thing
inform
country parents
visitor
Pedro
venue doctor

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Lesson 27
Read short i words in CVC pattern / Match
pictures with short i words
I-READ
A. Read the short story
“Mother made a baby bib”.
Give emphasis to the short i
words.
“Mother Made a Baby Bib”
Mom made a baby bib

With he r old sewing kit.
She cut the cloth and pin
to make the bib fit.
Then she sewed the bib together

bit, by bit by bit!
B. Read the following words that have the beginning

sounds of /d/ and /j/ in the box.

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SHORT /i/
bid big bin bit fix

did dig him din hip
hid fig rim fin lip
I-ENRICH
Activity A: Encircle the pictures with short i.

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I-ADVANCE
Activity 1: Read the words with short i in CVC pattern.
wig big pig
fin bin pin
kit wit sit
fix mix six
dim him rim

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Activity 2: Encircle the word that has a short i.
cat dim rug
mix van pet
pan kit gum
web nap fin
him leg cub

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I-DEVELOP
Activity 1: What’s My Name? Shade the word that
corresponds to the name of the pictures.
bin fin mix kit tin bin
sit lip zip pin

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Lesson 28
Differentiate and read correctly the short e, a and i
words / Write the names of pictures with the short a, e
and i words
I-Read
Our Pets
Me and my pals have pets.

I have a fish.
Dan has a cat.
Ben has a hen.
Pit has a pig.
We give them food and the other
things they need.
They make us happy everyday.
1. Who has a pet?
2. What did they do to their pets?
3. Why do they love their pets?

Region XII
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pals pets fish Dan hen Pit cat Ben pig
These words begin with short a, e and i sound.
I-Enrich
Read the words in the box and write them
according to their short vowel sound.
fan wet fin bat hit
big can leg ten sad
short /a/ short /e/ short /i/

Region XII
____________________________________________________________________________________________
I-Advance
Encircle the word that has the same sound to the
word given on the first column.
cat met sat pit
gem bar bin let
him sip cap ten
van yes gap lip
fed bag web zip
I-Develop
Color the picture that matches the short vowel
sound that is given in the first column.

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Lesson 29
Read phrases, short sentences and short stories
consisting of short e a and I words and the Who, What and
Where questions about them / Write the names of pictures
with the short a, e and i words
I-READ
Tim’s Pet
Tim has a pet. It is a fat cat. Its name is Kit.
After it is fed, it loves to sit on his red mat.
Tim Pet fat cat Kit fed sit red mat
I-ENRICH
Questions:
1. Who has a pet?
2. What pet does Tim has?
3. When does it sit on his red mat?

Region XII
____________________________________________________________________________________________
Directions: Read the following phrases and sentences with

short /e/, /a/, and /i/ sounds.
Phrases
• a wet cat
• cat on the mat
• egg on the den
Sentences
• Kit is Tim‟s pet.
• Sam fed his pet.
• The jam is in the jar.
I-ADVANCE
Directions: Circle the word that best describes the

picture. Write the word on the line.
men fin jam

1.
2. cat six mat

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3. pan bed hat
I-DEVELOP
Activity 1: Complete each sentence by writing the

name of the picture word on the blank line.

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Activity 2: Write the short vowel sound that matches the

pictures.
h ____ n
f____ n
n ____ t r ____ t
l ____g

Region XII
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Lesson 30
Match the 2-syllable words with the correct pictures
/ Write correctly the 2-syllable words that name the
pictures / Read phrases, sentences and short
stories consisting of two syllable words and the
questions about them
I READ

Region XII
____________________________________________________________________________________________
Read the following words that have two syllables.
Two Syllable Words.
window spider purple
playground children playing
flowers garden running
I ENRICH
Activity 1. Encircle the pictures with two syllables.

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Region XII
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I ADVANCE
Activity 1: Read the words with short two syllables.
stocking ladder reindeer
spider window candy
garden playground ladder
present purple flower

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Activity 2. Encircle the words that have two syllables.
cat purple rug
flower van pet
pan kit window
web present fin
spider leg cub

Region XII
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I DEVELOP
Activity 1: What’s My Name? Shade the word that
corresponds to the name of the pictures.
ladder biscuit
paddle present
reindeer basket
reminder market

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References:
First Edition (2013), English Grade 2 Learners Materials,
Animal Sounds, page 7.
First Edition (2013), English Grade 2 Learners Materials,
Sounds Around Us, page 4-6.
Retrieved from:
http://poetryfilesls.weebly.com/uploads/1/4/1/6/141618
35/noise_day.pdf
Logue, C.C., Condez, R.R., Ferrer, S.R., Capili, M.B.,
Bagabaldo, A.A., Developing Reading Power 2
EnrichedCombined Edition. pp.28-29.
Retrieved from
:https://search.yahoo.com/search?fr=mcafee&type=E210U
S91215G0&p=mice+by+rose+fyleman
https://search.yahoo.com/search?fr=mcafee&type=E210U
S91215G0&p=jump+or+jiggle+by+evelyn+beyer+free
BEAM ENG2 Module 1B – Critical Speech Sounds. English
(Learner’s Material). Grade 2. 2013. pp. 23-25, 29.
Retrieved on: March 19, 2021 from:
7rkkmqkApQhttps://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcR5o3O6vzqNKHu9
T-MoyNAyWxyA&usqp=CAU

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https://i.pinimg.com/originals/9a/93/c6/9a93c6a8e5300
c6c047295766d7a740e.png

https://lh3.googleusercontent.com/proxy/xKtKD9h2zndsP
CG_gGBDrWXIccRXRL_nZLH_m_qBQx8_Q7WYN59XdU72
NizRsP3GwJ6kNHnVMgLmpfeFB4KVfuUF1F8xa24ix5qI8tK
MTJQG4h8N6nVzCe1COJJUqyeW2eQbuw
March2016 Basa Pilipinas Quarter 3 Grade 2 Teacher’s
Guide (Second Edition) page 51,72,77
English (Learner’s Material). Grade 2. 2013. pp 26, 28, 31.
http://www.clipartbest.com/cliparts/dc7/66X/dc766XBKi
.jpg
English (Learner’s Material). Grade 2. 2013. pp. 11, 27, 44.
https://hdclipartall.com/img-7402.html
Let’s Begin Reading in English 2: March2016 Basa
Pilipinas Quarter 4 Grade 2 Teacher’s Guide (Second
Edition) page 15
English (Learner’s Material). Grade 2. 2013. pp .16-17, 2325.
Let’s Begin in English 2. 2013. pp 187-188, 218-220, 225227,
256-257.

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https://classroomclipart.com/images/gallery/Clipart/Blac
k_and_White_Clipart/Objects/childs_toy_monkey_outline.j
pg

https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcQuq_kOyz6i0QsM
UQJ1LgzA3n15yEzMrTQv6Q&usqp=CAU
https://thumbs.dreamstime.com/b/simple-black-
patterncute-cat-mat-vector-72536007.jpg
English (Learner’s Material). Grade 2. 2013. pp 93, 98, 266-268.
https://cliparting.com/wpcontent/uploads/2016/12/Flowe
r-black-and-whitesimple-flower-clipart-black-and-white-free-
3.png
English (Learner’s Material). Grade 2. 2013. pp
.72,73,74,75
Let’s Begin in English 2. 2013. pp 14,15,16,17,18
English (Learner’s Material). Grade 2. 2013. pp 9, 12, 26,
85-89
http://www.clipartbest.com/clipart-xTgnLEaGc

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Republic of the Philippines

This English Remedial Reading Learning Package has

Godspeed! The English Remedial Reading Learning

Schools Division of Koronadal City

Lesson 8 Identify letters in English that are not present in Mother

Tongue/Filipino and vice-versa 29

Distinguish rhyming words from non-rhyming words/ Supply

words that rhyme with given words / Supply rhyming words in

Lesson 9 Distinguish rhyming words from non-rhyming words/ Supply

response to spoken words

Lesson 12 Give the beginning sound of each consonant /t/, /f/, /h 49

Lesson 13 Read words with short e sound in CVC pattern 54

Lesson 14 Give the beginning sound of each consonant /c/, /r/ 60

Lesson 15 Give the beginning sound of each consonant /n/, /b/ 64

Lesson 16 Give the beginning sound of each consonant /g/, /p/ 67

Lesson 19 Beginning consonant sounds /z/, /y/ 80

Lesson 20 Read some „the‟ sight words 85

Lesson 21 Short e Words and Some Sight Words 89

Lesson 22 Beginning Consonants Sounds 94

short e and a words and the Who, What and Where

Write the names of pictures with the short a, e and i words

short e a and I words and the Who, What and Where

correctly the 2-syllable words that name the pictures / Read

words and the questions about them

Noise in the Farm

Answer the following:

Grade 2 English Remedial Reading Learning Package 1|Page

Grade 2 English Remedial Reading Learning Package 2|Page

Grade 2 English Remedial Reading Learning Package 3|Page

Activity 2. Match the animals to its sounds produced.

buzz buzz buzz

neigh neigh neigh

quack quack quack

Mooo mooo mooo!

Grade 2 English Remedial Reading Learning Package 4|Page

Answer the following:

Iiiing! iiiing! iiiiing! Pot! Pot! Pot!

Grade 2 English Remedial Reading Learning Package 5|Page

Broom! Broom! Broom! Weee! Weeee! Weee!

Peeep! Peeep! Peeep! Tsug! Tsug! Tsug!

Grade 2 English Remedial Reading Learning Package 6|Page

Grade 2 English Remedial Reading Learning Package 7|Page

Lesson 3 Classify/categorize object

Grade 2 English Remedial Reading Learning Package 8|Page

Read the following:

buzz a buzzer clang a bell toot a

whistle blow a horn beat a drum

bounce a ball Can you give other sounds

The teacher will say an object sound. Let the

Prrrt! Prrrt! Prrrt! Bang! Bang!

Kling ! kling ! kling! Buzzzzz! buzzzzzz!

The teacher will show pictures of objects.

Grade 2 English Remedial Reading Learning Package 9|Page

_______________ _______________ _______________

Activity 1. Put a cross (x) on the line if the object

___________ ringing of alarm clock

___________ wind blowing

___________ broken plates

___________ door open and shut

___________ gun shot

___________ slamming of a door

___________ ringing of church bell

___________ chopping of woods

_______ _ _________