Grade 1 – ENGLISH THIRD QUARTER · PDF fileGrade 1 – ENGLISH THIRD QUARTER 3rd...
Transcript of Grade 1 – ENGLISH THIRD QUARTER · PDF fileGrade 1 – ENGLISH THIRD QUARTER 3rd...
Grade 1 – ENGLISH THIRD QUARTER3 rd Quarter → Week 1
Theme: Me and My Family
Oral Language: Listen and share about oneself
Phonological Awareness: Recognize that sentences are made up of words
Listening Comprehension: Listen and share about oneself
Vocabulary and Grammar: Recognize, identify, give examples of naming words (people)
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Ask and answer the question “What is your name?”
Recognize one's name when called (attendance)
Identify famous characters / persons found on a poster
Sing and recite a greeting
(See Appx. A1)
Watch a dialogue between a teacher and a student.
Q: What is your name?A: My name is ________.
Practice asking and answering the question “What is your name?”
Clap My Name: Clap the parts of one’s name
Vocabulary and Grammar
Recognize that persons have names
Day 2
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Practice asking the question “What is your name”. Practice answering “My name is _________.”
Recall the song
Clap the words in sentences such as “My name is ____.”
Learn the rules of the group game on getting to know each other
(See Appx. C1)
Watch the demonstration of the group game on getting to know each other
Play a Getting to Know Game where in the students can take turns in asking “What is your name?” and answering “My name is __________.”
Vocabulary and Grammar
Recognize that persons have names
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
State one's name. “My name is _________.”
Listen to teacher state his/her name while showing his/her name tag to the class
Listen to teacher state his/her nameT: “My name is ______.” (Teacher sticks name on the attendance board.)
Make and decorate your name tag.Put name tags on the attendance board.
(See Appx. B1)
Hold up your name tag and state your name in front of the class
S: “My name is ____.”
Vocabulary and Grammar
Recognize that each one has a name that represents oneself
Day 4
Objectives Pre- Activating Prior Presentation Modeling Guided Independent Post
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
assessment Knowledge Practice Practice Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Introduce yourself to someone
Share the name of the character / idol you like
Get your name tag from the attendance board.
Identify the names of the characters / persons found on the poster (from Day 1)
Listen to teacher share his/her name and the name of his/her favorite character / idol
Listen to a dialogue
T: Hello! My name is ____.I like _____.
S: Hello! My name is ____.I like _____.
Clap the words in the sentence “Nice to meet you.”
Participate in a game to introduce oneself
(See Appx. C2)
Vocabulary and Grammar
Recognize that others have names
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Introduce yourself to someone
Go out of the class and introduce yourself to someone and get to know his or her name
Hello, my name is __________.What is your name?
Vocabulary and Recognize that
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Grammar sharing your name is part of making friends
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
3 rd Quarter → Week 2
Theme: Me and My Family
Oral Language: Listen and share about self
Phonological Awareness: Recognize that sentences are made up of words
Listening Comprehension: Listen and share about self
Vocabulary and Grammar: Recognize, identify, give examples of naming words (people)
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
State one's name and age.
Recognize age by raising one's hand when the teacher mentions age
Listen to a song about age
(See Appx. A1)
Watch a dialogue between a teacher and a student.
Q: How old are you?A: I am _____ years old.
Practice asking and answering the question “How old are you?”
Clap the words in the sentences “How old are you?” and “ I am ___ years old.”
Vocabulary and Grammar
Recognize names of people
Identify the pictures of different people with different ages(eg. picture of grandfather - 78 years old, picture of toddler - 2 years old, etc.)
Listen to the teacher identify the people in the pictures (eg. grandfather, boy, mother)
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
(See Appx. C1)
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
State one's name and age.
Participate in a game where in the students can take turns in asking “How old are you? and answering “I am ____ years old.”
(See Appx. C1)
Do an art activity and state one's age in front of the class
(See Appx. B1)
Vocabulary and Grammar
Identify names of people
Listen to the rules of the game (See Appx. C3)
Participate in a game where in the students will identify the people in the pictures
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recognize one’s sex
Recognize one's sex when called (girls/boys)
Watch teacher as s/he groups some of the students into 2 groups (boys & girls)
Find out why they were
Listen to a song about girls and boys
(See Appx. A1)
Listen to the monologue of a boy and a girl.
B: I am Dan. I am a boy.G: I am Pam. I am a girl.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
grouped that way
Boys will clap the sentences “I am a boy?” while girls will clap the sentences “ I am girl.”
Vocabulary and Grammar
Group people according to boys and girls
Listen to the rules of the girls & boys game
Participate in a boys and girls game.
(See Appx. C4)
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
State one’s name and sex
Participate in a game where in you will state your sex
(eg. I am Pam. I am a girl.)
(See Appx. C5)
Vocabulary and Grammar
Identifying naming words of people according to sex
Look at teacher’s chart of pictures(boys & girls)
Listen to teacher give naming words of people (boys: father, brother, grandfather; girls: mother, sister, grandmother)
Give more examples of naming words of people
Identify which column they belong to
* Homework:Find out the names of your family members
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
State one’s name, age and sex.
Create a puppet
With your puppet, state one’s name, age and sex in front of the class
(See Appx. B2)
Vocabulary and Grammar
Give examples of naming words of people
Listen to teacher do a dialogue:
T: Who is your brother?S: My brother is Kuya Bert.
Do a Pair-Share in asking who their family members areS1: Who is your mother?S2: My mother is Nanay Lita.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
3 rd Quarter → Week 3
Theme: Me and My FamilyOral Language: Listen and share about self
Phonological Awareness: Recognize, distinguish, and supply rhyming words
Listening Comprehension: Listen and share about self
Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (things)
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Ask the question “What color do you like?” State one's favorite color by saying, “I like the color_____.”
Recognize the different colors in the classroom
(See Appx B2)
Identify the color of the picture that the teacher will show (See Appx B1)
Recite a poem about colors (See App. A1)
Listen to words that rhyme with “blue” and “you”
Watch a dialogue between a teacher and a student. Q: What color do you like?A: I like the color ________.
Practice asking and answering the question “What color do you like?
Vocabulary and Grammar
Name things inside the classroom and identify their color
Recognize and identify different things inside the classroom.
Listen as the teacher names different things inside the room according to their color.
Watch a teacher monologue about the things inside the classroom.T: I like the
Practice sayingThis is a____.It is (color).
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
color ___. Let us look for things that are ____. This is a/an ___. It is (color).
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Practice asking the question “Which color do you like?”Practice answering “I like the color______”
Recall the poem
Think of words that rhyme with the word “red”
Learn the rules of the group game on colors. (See App. C1)
Watch the demonstration of the group game on knowing one’s favorite color.
Play a “Pass the Ball Color Game” where in the students can take turns in asking “What color do you like?” and answering “I like the color______.”
Vocabulary and Grammar
Practice saying “This is a/an ___. It is color.”
Look at the teacher’s mystery box/bag. Listen as she identifies the name and color of the different things.
Watch and listen as the teacher says This is a/an ___. It is color.”
Practice saying “This is a/an ___. It is color.”
Day 3
Objectives Pre- Activating Prior Presentation Modeling Guided Independent Post
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
assessment Knowledge Practice Practice Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Watch as the teacher models how to do the art activity.
Draw and design one’s favorite thing (toy, book, etc) using one’s favorite color (See App. B3)
Group one’s artwork according to colors.
Vocabulary and Grammar
Identify and say the name and color of one’s favorite thing
Watch as the teacher shows pictures of different things and says“This is a/an ___. It is color.”
Practice saying “This is a/an ___. It is color.”
Show and tell about one’s favorite thing by saying “This is a/an ___. It is color.”(by small groups or by pairs)
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify other colors in the environment
Find the meanings of the words appear, sky and rainbow
Sing a song about colors. (See Appx. A2)
Listen as the teacher enumerates the colors found in a rainbow.
Identify the colors found in a rainbow by filling in the blanks orally.
Make a rainbow art activity
(See Appx. B4)
Vocabulary and Grammar
Identify names of other things in the environment
Listen as the teacher says the names of other things in the environment
Look at the pictures and listen as the teacher identifies other things in the environment
Practice identifying other pictures things in the environment by sayingS: That is
Go out of the classroom and identify other things in the environment by saying “That is a/an ____.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
T: That is a rainbow.
a/an___.
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify the colors in the environment
Recall the song
Think of words that sound the same as “rainbow”
Play a game about colors
(See Appx. C2)
Vocabulary and Grammar
Identify the names of things in the environment
Answer the post assessment worksheet.
(See Appx B5)
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
3 rd Quarter → Week 4
Theme: Me and My Family
Oral Language: Listen and share about self
Phonological Awareness: Recognize, distinguish, and supply rhyming words
Listening Comprehension: Listen and share about self
Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (things/food items)
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify a fruit that one likes.
Know the meaning of the word tummy
Identify words that have the same ending sound as tummy.
Answer the question, “What do you see on the board?”
Sing a song about fruits
See Appx. A1
Listen and watch as the teacher says“I like bananas.
Do the food choice activity.
See Appx. C2
Vocabulary and Grammar
Identify the names and colors of different fruits
Look at the pictures. Encircle all the food items that one likes
(see App B1)
Look at the pictures of different fruits on the board.
Listen and watch the teacher as she introduces different fruits.T: What fruit is this?T: This is a ____. It is color _____.
Go in front and answer the question
T: What fruit is this?S: This is a/an _________. It is color____.I like ______.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
I like ______.(The objects should be near the 2 speakers)
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Ask and answer the question “What fruits do you like?
Recall the song Listen to the teacher as she presents different kinds of fruits
Listen and watch a dialogue
What fruits do you like?I like ______.
Play a game about the fruits that one likes “What fruits do you like?”
Vocabulary and Grammar
Identify the name and color of different fruits
Listen to the teacher as she identifies the name and color of different fruits
Listen and watch the teacher sayWhat fruit is this?This is a/an ____.It is color____.I like ______.
Practice asking and answering,What fruit is this?This is a/an _____.It is color ___.I like ______.
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify the names of different vegetables that one likes
Recall the Fruit Song
Sing a song about vegetables
(See Appx A4)
Listen and watch a dialogue
What vegetables do you like?I like _____.
Practice asking and answering the question“What vegetables do you like?I like _____.
Do a vegetable choice activity [See App C3]
Vocabulary and Identify names Listen to the Practice saying Play a game
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Grammar and colors of different vegetables
teacher
T: This is a carrot. It is color _____
“This is a ______. It is color ____.
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify other kinds of food that one eats
Know the meaning of the words munch, lick and quick
Watch and listen to a dialogue
What fruit or vegetable do you like?I like _____.
Practice asking and answering the question What fruit or vegetable do you like?”I like _____.
Play a game
See App
Vocabulary and Grammar
Identify names and colors of fruits and vegetables
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological
Identify one’s favorite fruit and vegetable.
Listen as the teacher gives the direction for the art activity.
Draw and color one’s favorite fruit and vegetable.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Awareness See App B2
Vocabulary and Grammar
Identify names of different foods
Watch and listen as the teacher gives a sample item of the seatwork
Look at all the pictures. Color all the food items.[see App. B3]
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
3 rd Quarter → Week 5
Theme: Me and My Family
Oral Language: Listen and share about self
Phonological Awareness: Recognize, distinguish, and supply rhyming words
Listening Comprehension: Listen and share about self
Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (animals)
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recognize parts of the body
Recognize parts of the body
T: Touch your ______.
Do the puzzle of a boy or a girl
(eg. head, upper & lower body, arms & legs)
Listen to a song about the parts of the body
(See Appx. A1)
Watch teacher name the parts of the body
Copy what the teacher is modeling
Touch the body part that the teacher shows
Vocabulary and Grammar
Recognize names of body parts
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify the parts of the body
Follow instructions
Listen to the rules of the Body game
(See Appx. C2 and C3)
Watch the teacher demonstrate the game
Participate in the Body game where in you identify the parts of the body
Vocabulary and Grammar
Identify the parts of the
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
body
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Listen and share about self and body
Listen to and watch teacher tell about the different parts of the body using the sentence stem:T: This is my ________.(while showing the body part)
Listen and watch a classmate tell about the different parts of the body using the sentence stem:S: This is my ________.(while showing the body part)
Pair-Share
Tell a classmate about the parts of your body by using the sentence stem
S: This is my ________.(while showing the body part)
Name the part of the body by leading the Body game
(See Appx. C2)
Vocabulary and Grammar
Name the parts of the body
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Name parts of the body according to function
(eg. legs → for walking, hands → for writing)
Answer the question, “What can our body parts do?”
Listen to a song about what body parts can do
(Our Body Parts; See Appx. A2)
Listen to teacher
(eg. T: “We use our legs when we walk. We use our hands when we write.”
Say the body part and do the action that the teacher is referring to.
(eg. T: What do we use to nod? S: We use our head.)
Name the body parts that the teacher points to
Vocabulary and Grammar
Identify and name different
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
body parts
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify ways to take care of the body
Listen to a song about taking care of the body
(This is the Way; See Appx. A3)
Look at the pictures that teacher will show (eg. taking a bath, brushing teeth)
Identify which pictures show ways to take good care of the body
Act out the ways to take care of the body (taking a bath, brushing your teeth)
Color the pictures that show how to take good care of the body
(See Appx C6)
Vocabulary and Grammar
Identify and name body parts
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
3 rd Quarter → Week 6
Theme: Me and My Family
Oral Language: Listen and share about self
Phonological Awareness: Identify/ count syllables in words
Listening Comprehension: Listen and share about self
Vocabulary & Grammar: Recognize, identify, give examples and classify naming words (animals)
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recognize the parts of the face (eyes, mouth, ears, nose)
Recognize the parts of the body (eyes, ears, etc.)
Find the meaning of the word “special”
Listen to the poem about parts of the body
(See Appx. A1)
Watch teacher show the parts of the face.
(eg. These are my eyes. This is my mouth. These are my ears.)
Vocabulary and Grammar
Recognize names of animals
Recognize the body parts of animals (eg. ears, nose, eyes)
Match the body part of the animal to its head(eg. goat, pig, duck)
Look at the pictures of the animals and their parts
Listen to teacher name some animals and their parts.
T:This is a duck. It has a beak T: This is a pig. It has a tail.T: This is a goat. It has a horn.
Identify other animals that have beaks, tails, horns, etc.
Day 2
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify the body parts
Find the meanings of the words (eg. clean and bright)
Sing a Body Part Song
(See Appx. A2)
Watch teacher show the different parts of the body
Watch and listen to the dialogue
T: I have two hands.S: I also have two hands.
Identify and name your body parts with a partner
S1: I have a nose.S2: I also have a nose.
Vocabulary and Grammar
Identify names of animals
Identify the body parts of the animals
Look at the pictures of the animals
Listen to teacher name more animals and their body parts
T:This is a bird. It has wings.
Identify the animal and their body parts(T: Show me the tail of the ____.)
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify body parts
Follow directions and identify the body parts that the teacher will say by putting them together.
(See Appx. C2)
Vocabulary and Grammar
State the names of animals and
Look at the pictures of animals and
Listen to teacher’s statements
State the name of the animal that the teacher
Participate in a game where in you will state
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
their body parts their body parts about the animals and their body partsT: “This is a duck. It has a beak.”
shows.
State the body part that the teacher shows.
the name of the animal and its body part. (ex. Pin the Duck’s Beak; See Appx. C1)
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify and name their own body parts
Point to and name the body part
T: This is my _____. (child follows)
Point to and name the body part with a partner
S: This is my _____.
Vocabulary and Grammar
Name the common body parts of animals and persons
Look at pictures of animals and their body parts
Listen to the teacher state the names of animals and their body parts
T: “I have legs. The carabao also has legs.”
Name the common body parts of you and the animal that you picked
S: “I have a nose. The dog also has a nose.”
(See Appx. C4)
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and
Identify the body parts of the animals
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Phonological Awareness
(eg. monkey)
Vocabulary and Grammar
Name the animals and the parts of their body
Follow teacher’s directions
Color the body part of the animal that the teacher mentions
(See Appx. C5)
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
3 rd Quarter → Week 7
Theme: Me and My Family
Oral Language: Listen and share about self and others
Phonological Awareness: Identify/ count syllables in words
Listening Comprehension: Listen and share about self and others
Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (places)
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recognize one’s feeling
Recognize one’s feelings when presented with pictures of different situations
Find the meaning of the words feelings, angry, sad, frightened, glad
Listen to the poem about feelings
(See Appx. A1)
Vocabulary and Grammar
Identify names of places
Look at pictures of different places. (eg. house, school, market, store)
Listen to the teacher identify different places
Eg.T: “I will go to my house.”
State the name of places that one wishes to go to.
See Appx. C6
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological
Identify different feelings
Look at the picture of a happy person with a speech bubble saying,
Watch teacher depict happy and sad feelings by way of facial
Pick, identify, and act out the feeling that the picture shows.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Awareness “I am happy.”
Look at another picture of a sad person with a speech bubble saying, “I am sad.”
expressions
Eg. I feel happy.I feel sad
Eg. I feel happy.
See Appx. C1
Vocabulary and Grammar
Give names of places, animals, things and people
Look at the pictures of the places from the previous day and recall the names of these places.
Listen to a farm song.
See Appx. A3
Watch the teacher show picture of a farm and identify animals that can be found there. T: This is a farm. I see a cow in the farm.T: This is a farm. I see a pig in the farm. Teacher shows pictures of other places and asks the what they can see there. Eg. playground-slide
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
park-treespolice station-policehospital-doctor
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify and show different feelings
Watch teacher depict angry and scared feelings by way of facial expressions
Eg. I feel scared.I feel angry.
Pick, identify, and act out the feeling that the picture shows.
Eg. I feel scared.
(See Appx. C2)
Vocabulary and Grammar
Give names of places, animals, things and people
Look at the teacher show a picture of a house and things that could be found inside it.
Answer the teacher’s question: T: This is a house. What do you see in the house? S: I see a table
Participate in a matching game. (See Appx C7)
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
in the house.
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify and show the different feelings
Participate in a game where you will identify the feeling acted out by a classmate.
See Appx. C4
Choose one feeling and make a paper plate face depicting this.
See Appx. B1
Vocabulary and Grammar
Give naming words of places
Identify places and feelings that they have already learned.
After the teacher demonstrates,on the board choose a picture of a place and a picture of a feeling that you experience when you are in that places. Use this sentence stem.
I feel (happy) in the (school).
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Identify and Recall the Sing a song Watch the Participate in a
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Listening Comprehension and Phonological Awareness
show the different feelings
different feelings that you have learned this week.
about feelings.
See Appx. A2
teacher show the actions that correspond to a particular feeling while singing a song about feelings.
group singing activity.
See Appx. C4
Vocabulary and Grammar
Identify the naming words of places
Answer a worksheet about different places
Color the picture of the place that the teacher tells.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
3 rd Quarter → Week 8
Theme: Me and My Family
Oral Language: Listen and share about others
Phonological Awareness: Recognize that words can be broken into onsets and rimes.
Listening Comprehension: Listen and share about others
Vocabulary and Grammar: Recognize, identify, and give examples of naming words (events)
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recognize the different members of the family
Draw the members of your family
Answer the question, “Who are the members of your family?”
Listen to a story about family
(See Appx. A1)
Watch teacher identify the members his/her family (pictures)
T: This is my father. I call him “Papa.”
Watch teacher choose from among 4 pictures.
Identify more members of the family by choosing among the pictures shown.
Vocabulary and Grammar
Recognize names of events
Guess what the family is celebrating by looking at the puzzle pieces being put together
Look at a presentation of a birthday
Recognize other events that you celebrate with your family (eg. birthday, New Year, Christmas)
Day 2
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Name members of your family
Answer questions about the story read (I Have a Family)
Listen to teacher tell about the members of his/her family. ex. I have a sister. I call her ______ (name).
Listen to the teacher cut the words into parts (onset and rimes)ex. d-ad m-om
Identify one member of your family from the pictures shown.
Tell about your family member.
ex. I have a brother. I call him _____.
Vocabulary and Grammar
Identify naming words of persons
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Tell about members of the family and events they enjoy together
Answer the question, “What events do you go to with your family?”
Listen to a story about events families enjoy together
(See Appx. A2)
Identify or name the events mentioned in the story
Draw an event that you enjoy with your family
Vocabulary and Grammar
Identify different events
Day 4
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Name events that they enjoy with their family
Listen to teacher share about events he/she enjoys with her family
T: I enjoy going to ________ with my family.
Tell the class about the event that you enjoy with your family.
S: I enjoy going to ________ with my family.
Pair Share:
Tell your partner about the drawing the previous day.
S: I enjoy going to ________ with my family
Whole Class Activity: Listen to teacher cut some words into two parts (onset and rimes)
Vocabulary and Grammar
Name different events
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Share about events one enjoys with the family
Draw and identify the names of the members of your family and an event that they enjoy together
Vocabulary and Grammar
Use names of events in a
Share about your family by
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
telling sentence.
saying
“I enjoy going to the ________ with my _____, _____ and _____. “
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
3 rd Quarter → Week 9
Theme: Me and My Family
Oral Language: Share an event about oneself
Phonological Awareness: Recognize that words can be broken into onsets and rimes
Listening Comprehension: Listen to a personal story shared by others
Vocabulary and Grammar: Use naming words in forming sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Listen to a story about a trip to the market / store
Identify the important details of the story (title, setting, character, event)
Draw three things that you have bought from the market/store.
Find the meaning of the words
e.g. market, Mais con Yelo, bought
Listen to the story “Mais con yelo”
(See Appx. A1)
Listen to a retelling of the story
(Teacher does a “Think Aloud” by posing and answering questions that identify the story elements (title, setting, character, event)
Fill a story grammar grid with the whole class
(See Appx. C1)
Vocabulary and Grammar
Identify naming words
Watch teacher identify some naming words in the story
Identify some naming words in the story by completing a story grammar
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Oral Language, Listening Comprehension and Phonological Awareness
Share a story about one’s self using the pictures drawn in the pre-assessment
Review naming words of persons and places
Listen to teacher share his/her experienceEx.
I went to the ______. I was with ____. We bought ____, ______ and ______.
Listen to teacher identify the different elements in the story (title, character, event/activity and setting).
I went to the ______. I was with ____. We bought ____, ______ and ______.
Listen to a classmate share his/her experience
(eg. I went to the ______. I was with ____. We bought ____, ______ and ______.)
Share these three things to the class.
I went to the ______. I was with ____. We bought ____, ______ and ______.
Vocabulary and Grammar
Use naming words in a sentence
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Share a story about one’s self
Review naming words of persons, animals, places and things
Find the meanings of the words:eg. garden, bud, calachuchi, gumamela, climbed
Look at teacher present a story about “Mina in the Garden”.
Listen to teacher share a story about his or her relative.
My name is (person). I visited my (person).He/She has a (place). I saw a/an _____, _____ and ______. (animal/thing)
Listen to a classmate share a story about his or her relative.
My name is (person). I visited my (person).She has a (place). I saw a/an _____, _____ and ______. (animal/thing)
Have a pair- share activity.
My name is (person). I visited my (person).She has a (place). I saw a/an _____, _____ and ______. (animal/thing)
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Vocabulary and Grammar
Use naming words of persons, animals, things and places in sentences
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Share a story about one’s self
Listen to the teacher share about his/her trip to the farm
(with pictures)T: I went to the farm.I saw the chicks in the nest.I saw fish in the pond.I saw a pig in the mud.I saw a carabao in the field.
Listen to a classmate share a story about his/her trip to the (place).
(eg. zoo, shop, farm, garden)
Share about a trip and the animals that you saw
S: I went to the place. I saw a/an animal in the place/thing.
Vocabulary and Grammar
Use naming words of animals and places in sentences
Review naming words (categorize the names of persons,
Day 5
Objectives Pre- Activating Prior Presentation Modeling Guided Independent Post
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
assessment Knowledge Practice Practice Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Review naming words of persons, animals, things, and places
Listen to a classmate share his/her story
Listen to teacher share/retell the story of that student
T: This is (person). S/he went to place. S/he saw a ___, ____ and ____. (animal/thing)That is person’s story.
Choose your favorite story among from what you have already shared
Have a “Pair-Share” activity
Share your story with a classmate
Share a story of your classmate
Vocabulary and Grammar
Use naming words of persons, places, things,and animals.
Categorize the pictures of naming words.
see appx. C1
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
3 rd Quarter → Week 10
Theme: Me and My Family
Oral Language: Ask questions and respond to the stories of others
Phonological Awareness: Recognize that words can be broken into onsets and rimes.
Listening Comprehension: Ask questions and respond to the stories of others
Vocabulary and Grammar: Use naming words in forming sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Ask and answer questions (e.g. who, what and where questions) about a story shared by a classmate
What do you want to know about my story?
Listen to teacher tell a story about him/herself.
What do you want know about my story? We can ask questions to know more about my story.
Listen to teacher ask questions using who, what and where.
Listen to a poem/ story
(See Appx. A2)
Listen to teacher ask who questions.
eg. Q: Who has a green hat?A: Gab has a green hat.
Participate in an activity where in you will ask and answer who questions
(See Appx. C
Vocabulary and Grammar
Ask and answer who questions
Use names of people in
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
sentences
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Ask and answer what questions
Recite the poem
Listen to teacher ask what questions.
eg. Q: What does Gab have?A: Gab has a green hat.
Listen to teacher cut words into two parts (onsets and rimes)
Participate in an activity where in you will ask and answer what questions
(See Appx. C2)
Vocabulary and Grammar
Ask and answer what questions
Use names of things in sentences
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological
Ask and answer where questions
Recite the poem
Listen to teacher ask where questions.
Listen to a short story about where each family went
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Awareness eg. Q: Where did Gab go?A: Gab went to the farm.
(See Appx A2)
Ask and answer where questions about the short story
Q: Where did the family go?A: The family went to Lolo’s house
Vocabulary and Grammar
Ask and answer where questions
Use names of places in sentences
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Ask and answer who, what, where questions
Listen and share a story about oneself to the class
Ask and answer who, what, where questions about the stories
Vocabulary and Ask and Note: Divide
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Grammar answer who, what, where questions
Use naming words in sentences (people, things, places)
the class into 2 groups.
Group A will participate in the sharing activity.
Group B will do prepared activities (eg. worksheets like connect the dots, coloring, etc)
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Ask and answer who, what, where questions
Listen and share a story about oneself to the class
Ask and answer who, what, where questions about the stories
Vocabulary and Grammar
Ask and answer who, what, where questions
Use naming words in
Note:
Group B will participate in the sharing activity.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
sentences (people, things, places)
Group A will do prepared activities (eg. worksheets like connect the dots, coloring, etc)
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga