Reading works!3 tm_unit1-watermark

Knowing MyselfChapter 1

Knowing My Inner Self

Lesson 1 Tracing My Roots

I. Hits

At the end of this lesson, the pupils should be able to

1. match words with their meanings;

2. recognize words using consonant blends in the initial position;

3. participate in dyad and collaborative activites;

4. talk about themselves and other topics through oral and written communication;

and

5. show an appreciation for their blessings.

II. RSS Feed

A. Title of the Selection: I Am a Gift

B. Values Integration: gratitude

C. Materials: examples of words with initial consonant blends

III. Live Streaming

1. Facilitate the activity in Connect. Process the activity afterward.

2. Have the pupils work on the activity in Search. Check their answers afterward.

3. Ask the motivation questions in Download. Have the pupils share their answers

with the class.

Unit 1

2 Reading Works! 3

4 Let the class read the selection silently.

5. Divide the class into groups. Assign to each group a paragraph or two from

the selection. Have each group read their assigned paragraphs aloud.

6. Check the pupils’ understanding of the selection by having them answer the

comprehension questions in Click. You can do this by pairs or by groups. Ask

questions through “Stir the Teams.” Assign teams (1–4); let the teams discuss

their answers to the questions. Stir the team by calling a number for class

sharing. Check their answers afterward.

7. Discuss initial consonant blends as presented in Link. Give more examples of

words with initial consonant blends. Then have the pupils work on the activities

in Link. Check the pupils’ answer through a graded recitation.

8. Ask the pupils to accomplish the activity in Upload. Allot enough time for the

sharing activity.

IV. Update

arapaho.nsuok.edu/~gieseb/4323/phonicsterminology.html

3Teacher’s Manual

Lesson 2 A Little Act of Sacrifice

I. Hits


1. recognize what the given pictures are showing;

2. use configuration clues in figuring out the meaning of unfamiliar words;

3. recognize words through final consonant blends;

4. infer that simple sacrifices can make other people happy;

5. write a paragraph about an act of sacrifice they have done; and

6. realize the importance and implications of making simple sacrifices.

II. RSS Feed

A. Title of the Selection: Oh, Boy!

B. Values Integration: sacrificing for others

C. Materials: examples of words with final consonant blends

III. Live Streaming

1. Present to the class the pictures in Connect. Activate the pupils’ prior knowledge

by processing the activity with them. Summarize all the given answers and

come up with one gist statement. (Explain that a gist statement is a one-liner

reaction or comment.)

2. Have the pupils work on the activity in Search. Check their answers

afterward.

3. Ask the motivation questions in Download. Process the pupils’ answers.

4. Let the class read the selection silently.

4 Reading Works! 3

5. Check the pupils’ understanding of the selection by asking them to answer the

comprehension questions in Click. Then facilitate a sharing of answers.

6. Review initial consonant blends. Call on pupils and have them list words with

initial consonant blends. After the review, discuss final consonant blends. Give

more examples. After the discussion, let the pupils work on the activities in

Link.

7. Ask the pupils to accomplish the activity in Upload. Facilitate a sharing of

answers afterward.

8. End the lesson by summarizing the important points discussed.

IV. Update

• http://www.onlinemathlearning.com/phonics-online-5.html

• http://www.pronuncian.com/Podcast/default.aspx?Episode=115

5Teacher’s Manual

Chapter 2Developing Social Skills

Lesson 1 Showing Respect

I. Hits


1. recognize courteous expressions and use them in applicable situations;

2. use context clues to figure out the meaning of unfamiliar words;

3. note explicit and implied details in a story; and

4. participate actively in a group role-playing activity.

II. RSS Feed

A. Title of the Selection: Little Miss Courteous

B. Values Integration:

1. courtesy

2. respect

C. Materials: interactive reading guides, props for the role-play

III. Live Streaming

1. Let the pupils answer the activity in Connect. Ask why they have to use

courteous expressions. Process the pupils’ answers. Make sure they realize the

importance of using courteous expressions.

2. Have the pupils work on the activity in Search. Check their answers afterward

through a graded recitation.

3. Ask the pupils the questions in Download. Process the pupils’ answers.

4. Let the pupils read the selection.

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5. Check the pupils’ understanding of the selection by letting them answer the

comprehension questions in Click. Then check their answers by discussing

them in class.

6. Discuss the lesson in Link. Give examples of explicit and implied details in the

selection. Then let the pupils work on the activities in Link. Check their answers

afterward. Give more activities if needed.

7. Facilitate the activity in Upload. Divide the class into five groups and assign

different situations that require the use of courteous expressions.

Suggested situtations:

1. Calling an office to inquire about something

2. Talking to an elder

3. Asking permission to go out of the classroom

4. Answering a phone call

5. Asking someone a favor

IV. Update

http://www.byrdseed.com/differentiating-comprehension-skills-noting-details/

7Teacher’s Manual

Lesson 2 Learning How to Obey

I. Hits


1. figure out the meaning of unfamiliar words using context clues;

2. define two-step directions;

3. follow simple two-step directions;

4. give clear two-step directions;

5. name ways to show obedience to achieve harmonious relationships with other

people; and

6. participate actively in class activities.

II. RSS Feed

A. Title of the Selection: An Obedient Child

B. Values Integration: obedience

C. Materials: graphic organizer, paper, pencil

III. Live Streaming

1. Let the pupils answer the activity in Connect. Process the activity by discussing

what the pupils discovered about their obedience quotient. Then guide the

pupils in inferring the importance of obedience.


through a graded recitation.

3. Ask the questions in Download. Process the pupils’ answers by discussing

them in class.

4. Give the pupils ample time to read the story. Then have them fill out the

graphic organizer on the next page. Guide them accordingly.

8 Reading Works! 3

An Obedient Child

What kind of problem did the family have?

Who or what is causing the problem?

What was done to solve the problem?

What could you have done if you were part of the family?


comprehension questions in Click.

6. Discuss the lesson in Link. Define two-step directions and give several examples.

Then explain to the pupils how to follow two-step directions. Remind them of

the importance of following directions.

7. Give the pupils enough time to work on the activities in Link. Check their

answers through a graded recitation.

8. Let the pupils work on the activity in Upload. Then allot enough time for the

sharing.

IV. Update

• http://www.elementary.ph/teacher-learning-resource/following-two-step-

directions-heard

• http://school.familyeducation.com/preschool/activity/30334.html

9Teacher’s Manual

Lesson 3 Making Friendship Work

I. Hits


1. figure out the meaning of unfamiliar words through context clues;

2. state ways on how they can make new friends;

3. determine the main idea of the passages/paragraphs presented;

4. give an appropriate title to the selection read; and

5. write a paragraph about friendship.

II. RSS Feed

A. Title of the Selection: An Amazing Friend


1. valuing friendship

2. appreciation of friends

C. Materials: cue cards for the comprehension questions (optional)

III. Live Streaming

1. Let the pupils answer the question in Connect. Then call on volunteers to share

their answers with the class. After the sharing, help the pupils come up with a

list of ways to make friends.

2. Help the pupils figure out the meaning of the words in Search by facilitating a

group discussion.

3. Ask the questions found in Download. Process the pupils’ answers afterward.

4. Have the pupils read the selection silently.

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5. Divide the class into two groups. Ask the pupils to form inner and outer circles.

Ask the pupils in the inner circle to face outward and those in the outer circle

to face inward to form pairs. Ask the comprehension questions in Click one

at a time and tell each pair to answer it. Once a question is asked and

answered, have the pupils in the inner circle move clockwise so that they will

have new partners. Check the answers to the questions afterward.

6. Discuss the lesson in Link. Explain to the class how to get the main idea of a

paragraph or passage. Then let the pupils answer the activities in Link. Check

their answers afterward. Give additional activities, if needed.

7. Give the pupils enough time to accomplish the activity in Upload. Call on

volunteers to share their work.

V. Update

• http://hubpages.com/hub/Teaching-Main-Idea

• http://www.studyzone.org/testprep/ela4/h/mainideap2.cfm

11Teacher’s Manual

Lesson 4 Mastering One’s Emotions

I. Hits


1. realize the importance of controlling their emotions;

2. determine the meaning of words using context clues;

3. predict outcomes based on given situations;

4. give an appropriate ending to a given situation; and

5. provide a different ending to the given selection.

II. RSS Feed

A. Title of the Selection: Discovering Self-Control


1. anger management

2. self-control

C. Materials: prediction cards

III. Live Streaming

1. Give the pupils ample time to do the activity in Connect. Call on pairs to share

their answers with the class. Discuss some of the given answers and then help

the pupils infer the importance of controlling their emotions.

2. Let the pupils work on the activity in Search. Check their answers afterward.

3. Ask the questions in Download. Process the pupils’ answers through a smart

discussion.

4. Ask the pupils to read the story silently. Then check their understanding of the

selection by letting them answer the comprehension questions in Click. Check

their answers afterward through a class discussion.

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5. Discuss the lesson in Link. Explain the steps on how to predict outcomes.

Give sample situations and predict possible outcomes for each as a class.

6. Ask the pupils to pair up. Then give them prediction cards that contain the

situations below. Have them predict possible outcomes for each given situation.

Facilitate a sharing of answers afterward.

a. The classroom is untidy. The pupils scattered their school materials on the

floor.

b. The class is unruly.

c. Miguel kicked his bag.

d. The teacher tapped the table using a ruler.

e. The class president saw the class lining up properly even without him

ordering them to do so.

7. Let the pupils work on the activities in Link. Check their answers afterward

through a graded recitation. Give more activities if needed.

8. Let the pupils work on the activity in Upload. Call on volunteers to share their

endings with the class.

IV. Update

http://math-and-reading-help-for-kids.org/grade_3_predicting_outcomes.html


Chapter 3Getting to Know My Identity

Lesson 1 Revisiting the Filipino Family

I. Hits


1. say something about given pictures;


3. realize that Filipinos have strong family ties and good values;

4. draw logical conclusion based on given information; and

5. participate actively in class activities.

II. RSS Feed

A. Title of the Selection: The Filipino Family


1. harmonious relationships with family members

2. appreciation of ones’ family

C. Materials: props for the role-playing activity

III. Live Streaming

1. Give the pupils five minutes to do the activity in Connect. Call on volunteers to

share their answers with the class.


through a short discussion.

3. Ask the question in Download. Process the pupils’ answers afterward.

4. Have the class read the selection.

14 Reading Works! 3


comprehension questions in Click. Check their answers afterward through a

graded recitation.

6. Discuss the lesson on drawing conclusions as presented in Link. Explain the steps

to remember in drawing conclusions.

7. Let the pupils work on the activities in Link. Check their answers afterward.

Give more activities if needed.

8. Give the pupils enough time to do the activity in Upload. Draw lots to determine

which group will perform first. Make sure that all of these topics will be acted

out:

a. Filipino homes teach values such as respect, obedience, and love.

b. The preservation of customs and traditions are important to Filipino

families.

c. Filipinos always go home or return to their families as a sign of strong

family ties.

d. Filipinos have high regard for education.

e. In Filipino homes, families show love and care for each member.

IV. Update

http://www.sanchezclass.com/drawing-conclusion.htm


Lesson 2 Looking Back

I. Hits


1. describe the given pictures;


3. state some of the unique characteristics of Filipinos based on the selection;

4. define inference;

5. make inferences based on a given text or passage; and

6. create and present a promotional strategy to boost the tourism industry of the

Philippines.

II. RSS Feed

A. Title of the Selection: Who Are the Filipinos?


1. nationalism/pride in one’s nation

2. love for the country

3. appreciation of one’s race

C. Material: computer

III. Live Streaming

1. Allot five minutes for the activity in Connect. Call on volunteers to share their

answers with the class. Process the given answers.

2. Let the pupils work on the activity in Search. Check their answers afterward.

3. Ask the question in Download. Process the pupils’ answers.

4. Tell the pupils to read the story silently.

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5. Have pupils answer the comprehension questions in Click to gauge their

understanding of the selection. Check their answers afterward through a group

discussion.

6. Discuss the lesson in Link. Provide more examples and practice exercises.

7. Let the pupils work on the activities in Link. Check their answers afterward

through a graded recitation. Give more activities if needed.

8. Assign the activity in Upload as a group project. Allow the pupils to choose

their group mates (limit each group to three to four members only).

IV. Update

http://ethemes.missouri.edu/themes/1675


ANSWER KEY

Unit 1Chapter 1

Lesson 1: Tracing My Roots

Search

1. b

2. c

3. a

4. i

5. g

6. d

7. h

8. e

9. f

10. k

Click

1. Nicole is the main character in the story.

2. Family members should love one another.

3. As the older sister, it is one of Nicole’s responsibilities.

4. Parents should love and care for their children unconditionally.

5. Children make their parents happy.

6. Nicole showed her willingness to take care of her baby brother.

18 Reading Works! 3

Link

Activity 1

(Check the pupils’ answers.)

Activity 2

1. fruits

2. blessed

3. string

4. smell

5. twist

Lesson 2: A Little Act of Sacrifice

Search

1. consume

2. palate

3. preference

4. patrons

5. fad

6. gulp

7. persistent


Click

1. Yuan is the main character in the story.

2. The story is about a boy who made small sacrifices for his sister.

3. The following traits of Yuan are described in the story: love for his sister,

unselfishness, and the willingness to sacrifice.

4. He saved his food and drinks for his sister.

5. “Thank you! I appreciate it so much.”

6. He loves his sister very much.

Link

Activity 1

/sk/ /st/

musk fast

mask honest

tusk rest

ask list

disk vest

Activity 2

1. breakfast

2. past

3. just

4. ask

20 Reading Works! 3

Chapter 2 Lesson 1: Showing Respect

Connect

Items showing courteous expressions: 1, 2, 3, 6, 7, 9, 10

Search

1. d

2. a

3. a

4. c

5. c

Click

1. Penninah received an invitation for a sleepover/slumber party at Megan’s house.

2. Penninah, Trina, Guia, and Mariz were invited to the get-together.

3. The activities she will do with her friends thrilled Penninah.

4. Megan wanted to celebrate her birthdy in a fun and simple way.

5. Penninah’s parents thought that she is still too young and she might not know how

to conduct herself as a guest.

6. He or she should be courteous and respectful at all times.


Link

Activity 1

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

Lesson 2: Learning How to Obey

Search

1. d

2. c

3. d

4. c

5. d

Click

1. Jopet’s father announced that Yaya Maring will be retiring.

2. Each had to do household chores regularly.

3. They could no longer financially afford to hire a new household help.

4. The parents distributed the tasks according to their ages.

5. Possible answer: You should do the tasks assigned to you so that your parents will

not give you sermons.

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Link

Activity 1

Rachelle Wash the dishes and monitor all the supplies in the house.

Carlo Clean the car weekly and take care of the family’s pets.

Jopet Set the table and water the plants every day.

Lesson 3: Making Friendship Work

Search

1. c

2. b

3. a

4. d

Click

1. Paulo felt rejuvenated.

2. His best friend was nowhere to be found.

3. Paulo wanted to share an appetizing snack with his best friend.

4. The teacher assigned Joseph as Paulo’s buddy to help Paulo adjust better to his

new surroundings and to make him feel more comfortable.

5. Joseph helped Paulo adjust to his new environment, introduced him to his new

classmates, and familiarized him with the school’s facilities.

6. Paulo shares food and drink with Joseph.


Link

Activity 1

1. b

2. a

3. a

4. c

Activity 2

1. Paulo was given a companion/buddy in Joseph to help him adjust to his new

surroundings.

2. Paulo and Joseph became good friends.

3. Paulo showed his appreciation of Joseph by sharing with him an appetizing

snack.

Lesson 4: Mastering One’s Emotions

Search

1. b

2. a

3. c

4. c

5. a

24 Reading Works! 3

Click

1. He gets mad easily.

2. She implemented that policy to prevent accidents from happening and to keep the

classroom clean and organized.

3. A person must learn to control his or her temper to prevent hurting people.

4. Miguel tried counting from 1 to 10 whenever he is mad.

5. They discussed things with Miguel and taught him ways on how to control his

temper.

Link

Activity 1

1

72 6

3 4

Activity 2

Possible answers:

1. Antonio and his parents will forgive him and tell him to control his temper better.

2. Miguel will be able to control his temper.

3. Miguel, Antonio, and Jayvee will have fun playing.

4. Miss Reyes will praise Miguel for being able to control his temper.


Chapter 3 Lesson 1: Revisiting the Filipino Family

Search

1. a

2. c

3. d

4. c

5. a

Click

1. Filipinos have close-knit families.

2. Filipinos always go back to their families because of strong family ties.

3. Filipino parents give their best to send their children to school because they

believe that education is the key to a better life.

4. Filipinos reunite with their families by celebrating different events and occasions

together.

5. Filipinos treasure their families by loving, respecting and caring for one another,

and by spending time together.

Link

Activity 1Practice Yes No

1. Filipino families teach the values of respect, obedience, love.

2. Filipino families bond together during holidays.

3. Filipino families show strong family ties.

4. Filipino families give importance to education.

5. Filipino families are very happy people.

26 Reading Works! 3

Activity 2

1. d

2. c

3. c

4. d

5. a

Lesson 2: Looking Back

Search

1. d

2. a

3. d

4. d

5. c

Click

1. Filipinos belong to the brown-skinned race.

2. Filipinos show bravery by willingly defending the country’s freedom.

3. The indigenous people present Filipino culture and protect the country’s resources.

4. Filipinos exhibit patience, perseverance, hospitality, courtesy, and bravery

regularly.

5. Filipinos should be proud of their race because it is a great race.


Link

Activity 1

(Check the pupils’ inferences and explanations.)

Possible answers:

1. The Philippines is an archipelago.

2. The Philippines is rich in natural resources.

3. OFWs are talented and have positive work attitudes.

Activity 2

(Check the pupils’ inferences and explanations.)

Possible answers:

1. The Filipinos belong to a great race.

2. It is every Filipino’s duty to protect his or her culture and natural resources.

3. Filipinos protect their country’s democracy.

4. Filipinos, including indigenous people, share similar characteristics.

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Unit Test

1. a

2. c

3. c

4. d

5. d

6. c

7. b

8. a

9. c

10. b

11. d

12. d

13. a

14. a

15. a

16. b

17. d

18. c

19. d

20. d

Reading works!3 tm_unit1-watermark

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