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PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE) REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII) CONSONANT BLENDS (Teacher's Guide) produced with the assistance of the P - A PROBE RLMC VII Staf. This edition has been revised for online distribution through the Learning Resource Management Development System (lrmds) portal.
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE) REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII) CONSONANT BLENDS (Teacher's Guide) produced with the assistance of the P - A PROBE RLMC VII Staf. This edition has been revised for online distribution through the Learning Resource Management Development System (lrmds) portal.
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE) REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII) CONSONANT BLENDS (Teacher's Guide) produced with the assistance of the P - A PROBE RLMC VII Staf. This edition has been revised for online distribution through the Learning Resource Management Development System (lrmds) portal.
PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE) REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII) Teacher Support Material in English CONSONANT BLENDS Published by the PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE) REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII) Department of Education, Culture and Sports Region VII, Central Visayas Cebu City Copyright (c) 2000 by PROBE Revised Edition 2010 COPYRIGHT NOTICE Susebia E. Cabrera Writer/Editor (Elem. English) PROBE-RLMC VII Writer The production of this Teacher Support Material (TSM) has been made possible with the assistance of the P - A PROBE RLMC VII Staf. This edition has been revised for online distribution through the Learning Resource Management Development System (LRMDS) Portal by Region VII-Bohol under Project STRIVE for BESRA, a project supported by AusAID. Section 9 of Presidential Decree No. 49 provides: No copyright shall subsist in any work of the Government of the Philippines. How- ever, prior approval of the government agency or ofce wherein the work is created shall be necessary for exploitation of such work for proft. This material was developed within the Project in Basic Education (PROBE) imple- mented by the Educational Development Projects Implementing Task Force (EDPITAF) of the Department of Education, Culture and Sports (DECS) in collaboration with the Bureau of Elementary Education, Bureau of Secondary Education and the Commission on Higher Education. Prior approval must be given by the PROBE Management Unit lodged at EDPITAF and the source must be clearly acknowledged. CONSONANT BLENDS (Teachers Guide) References Pado, Felicitas, E. 1990. Up We Go in Reading. Manila: ICS Publishing House. Spennato, Nicholas A. 1982, Springboards to Reading. Pennsylvania: Instructo Corporation. 3 Description This teacher support material provides a practical approach to developing beginning reading skills through carefully sequenced activities. The pupil is guided in very small steps, through experiences in visual discrimination and letter recognition to letter - sound relationships of consonants bl, sl, f, pl, cl and gl. Target Audience Grade II Pupils Subject Matter/Learning Competency Listening A.1. Speech Sounds 1.2. Identify initial consonant blends - bl, sl, f, pl, cl, gl Duration 10 minutes per activity sheet Objectives After doing all the activities, the pupils will be able to: identify initial consonant blends name objects associated with initial consonant blends. CONTENTS
Description 1
Target Audience 1 Subject Matter/Learning Competency 1 Duration 1 Objectives 1 Preparation 1 Procedure 1 Teaching Hints 3 Evaluation 3 Resource List 3 Preparation Reproduce Activity Sheet Nos. 1-7 according to the number of pupils in the class. Procedure Activity Sheet No.1 1. Let the pupils name all the pictures in this worksheet. 2. Have them identify the initial consonant blend of each picture in the center column. 3. Next, let the pupils draw lines from the dot on either side of the picture of the clock to the dot beside each picture that begins with the same initial consonant blend as that of the word clock. 4. Follow the same procedure for the rest of the initial consonant blends. 5. Check the completed activity with the pupils. Activity Sheet No. 2 1. In the frst row, have the pupils identify the name of the key picture of plane and the symbol representing the beginning sound pl. Pupils are to name the other pictures in the row. 2. If they hear the same sound (initial consonant blend) as in the key picture, let them write the letters that represent the sound ( ) in the appropriate space. 3. Follow the same procedure to complete the rest of the exercise. 4. Check the completed activity with the pupils. Activity Sheet No. 3 Follow the procedure in Activity Sheet No. 1. Activity Sheet No. 4 Follow the procedure in Activity Sheet No. 2.
Activity Sheet No. 5 2 1. Have the pupils identify each picture on the page. 2. Next, using the words at the bottom of the page, let them write the name of each object pictured in the appropriate space in each blank. 3. Check the completed activity with the pupils. Activity Sheet No.6 1. There are three boxes on the page. On each box is indicated letters representing initial consonant blends (sl, pl and bl). 2. In the sl blend box at the top page, have pupils identify the words mice and red. 3. Next, let them name the two pictures below mice and the two pictures below red. 4. Have pupils circle each picture whose name begins with the initial blend sl. 5. If they cross out the initial letter of mice and the initial letter of red and substitute the sl blend, they will make two new words slice and sled. 6. Have them write each new word in the appropriate space. 7. Follow the same procedure for the rest of the exercises. 8. Check the completed activity with the pupils. Activity Sheet No. 7 Follow the procedure in Activity Sheet No. 6. Teaching Hints Clarify the instructions in each activity sheet so that pupils will know what to do. Evaluation The success of this material will be measured by the pupils: ability to identify consonant blends bl, cl, gl, pl and sl completion of activities. 1 INITIAL BLENDS CL SL PL Activity Sheet No. 1 clock sleep plate Symbol Representing the Sound Writing cl sl pl Activity Sheet No. 2 INITIAL BLENDS Activity Sheet No. 3 glasses blocks Sound Symbol Association Writing f bl gl Activity Sheet No. 4 Sound Symbol Association Initial Blends cl sl pl f bl gl Activity Sheet No. 5 slippers fag plant plate clock gloves blanket fower clown SUBSTITUTIONS INITIAL BLENDS SL PL BL Activity Sheet No. 6 sl red mice pl cow may bl mouse dock SUBSTITUTIONS INITIAL BLENDS CL FL GL Activity Sheet No. 7 cl dock town f game bag gl robe mass