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Rainbows

in English
Teacher’s Manual and Resource Materials
Evelyn B. Angeles
Author
Phebe S. Peña
Author-Editor
1
Paraluman R. Giron, Ed.D.
Sr. Bernadette Racadio, SPC, Ph.D.
Consultants
Rainbows in English Grade 1
K to 12 Edition
Teacher’s Manual and Resource Materials
Multimedia Edition

ISBN 978-971-07-4416-9

Copyright © 2019 by Vibal Group, Inc. and Evelyn B. Angeles and


Phebe S. Peña.
All rights reserved. No part of this book may be reproduced or transmitted
in any form or by any means––digital electronic or mechanical, includ-
ing photocopying, recording, or any information storage and retrieval
system––without permission in writing from the publisher and authors.
Artworks belong solely to Vibal Group, Inc.
Published and printed by Vibal Group, Inc.
Manila: 1253 G. Araneta Ave. cor. Ma. Clara Street,
Sto Domingo, Quezon City
Cebu: Unit 202, Cebu Holdings Center, Cebu Business Park,
Cebu City
Davao: Door 3, 2-F, Tulip Homes and Mercantile Building,
Tulip Drive, Brgy. Matina, Davao City

Member: Philippine Educational Publishers Association (PEPA), Book


Development Association of the Philippines (BDAP), and National Book
Development Board (NBDB)

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PREFACE

The Rainbows in English, Multimedia Edition, is a set of instructional materials for


the Basic Education English Language Arts curriculum. For each grade level, the set
is made up of a Pupil’s Textbook-Workbook (worktext) and a Teacher’s Manual and
Resource Materials (TM-RM).
The overarching principles/understandings about language that govern the edi-
tion are as follows:
• Language is a system of symbols used for human communication.
• Language is functional and purposeful. Language is used for information and
understanding, for critical analysis and evaluation, for literary response and ex-
pression, and for social interaction.
• Language is a rule-governed behavior. Language is governed by both language
and social conventions—sound-to-spelling correspondences, grammatical conven-
tions, rhetorical conventions, pronunciation and usage conventions, and basic
interpersonal communication conventions.
• Language processes are meaning-making processes. The language arts macro-
skills—listening, speaking, reading, writing, viewing, and representing—are think-
ing, discovering, ordering, and meaning-making processes. They allow individuals
to make their thoughts and feelings visible and lead them to explain, interpret,
apply, empathize, assess, organize, analyze, and synthesize ideas, concepts, and
principles.
• Language allows individuals to communicate through varied literary genres.
Language can be used to convey imaginations and enable human beings to
understand themselves and their immediate and non-immediate environments.
• Language is best learned and acquired when individuals have positive attitudes
towards themselves as language users and when they engage in meaningful
literary activities.
The Rainbows in English, Multimedia Edition is guided by the Department of
Education-recommended integration of the fourteen domains of the Integrated
Language Arts Curriculum and the five substrands of the Language Arts and Multi-
literacies Curriculum (LAMC).
Furthermore, the Rainbows in English, Multimedia Edition is informed by the
tenets of Understanding by Design advocated by Grant Wiggins and Jay McTighe.
Hence, the processes involved in “backward designing” have been adopted in the
development of these materials.

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In sum, the significant features of the Rainbows in English, Multimedia Edition
are as follows:
• recognizes the interrelationship of the Language Arts domains and the Multi-
literacies substrands;
• reflects current trends and developments in instructional planning, language
and literacy instruction, and assessment and evaluation;
• uses electronically-driven instructional resources to complement and supplement
printed resources;
• recognizes content standards, performance standards, and grade-specific com-
petencies which are attainable within specific and appropriate conditions and
periods of time;
• develops language and literary skills in both hierarchical and spiral fashion;
• provides fun learning and practice of specific forms and structures in meaningful
and realistic communication situations;
• provides for the use of language and language skills in both content and skill
areas across the curriculum;
• recognizes learner characteristics and differences in terms of motivation, inter-
ests, and learning styles, and provides differentiated instruction to cater to these
differences; and
• inculcates desirable Filipino values and develops deep both Philippine and foreign
cultures, thus, preparing the learner for global citizenship.

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Rainbows in English Multimedia Series
(Pupil’s Worktext Walkthrough)

The Rainbows in English Multimedia Series is a set of instructional materials for the
English Language Arts curriculum. The series integrates the five substrands of the
Language and Literacy Domains, namely: Listening, Speaking, Reading, Writing, and
Viewing and the fourteen integrated Language Arts domains. The series consists of
a Pupil’s Textbook and a Teacher’s Manual and Resource Materials.
The essential features of the pupil’s textbook are marked by icons that enable the
user to anticipate what the section includes.

1. The titles of the lessons taken up in a unit are


listed in this sidebar.

2. The unit opener includes a big question on the


unit theme. At the end of the unit, the learners
come up with a broad statement that answers
this Big Question.

3. In GRAMMAR, direct instruction on the form,


meaning, and use of English grammar is pro-
vided. Opportunities for their application in
the various language and literacy domains are
likewise provided.

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4. In LISTEN, the learners are introduced to the
text type they will listen to and the questions
they are expected to respond to to demonstrate
their listening comprehension. The activities for
the development of phonological awareness are
likewise taken up in this section.

5. Each strand has a goals box. The lesson goals


of a strand are listed in this box.

6. The lesson opener includes a broad statement


that summarizes the lesson theme. Throughout
the lesson, the learners are made aware of how
the activities contribute to the Big Idea.

7. In SAY IT RIGHT, activities for the development


of pronunciation skills and for the acquisition
of language forms for basic interpersonal com-
munication are provided.

8. In WRITE IT DOWN, activities for the acquisition


of handwriting skills, mechanical skills (spelling
and other writing conventions), and the pro-
cesses required for composing various text types,
both literary and non-literary, are provided.

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 9. In READ, texts from various genres, both fiction and
nonfiction, to be read by the learners for various
purposes, are presented. Activities for the devel-
opment of book and print knowledge, alphabet
knowledge, phonics and word recognition strate-
gies, receptive and active, vocabulary, comprehen-
sion, study and strategic-metacognitive strategies,
and literary skills are also provided in this section.

10. VIEW IT introduces the learners to various forms


of illustrations, visuals, and media for purposes of
enjoyment and meaning construction. The images
are presented in the pupil’s textbook itself.

11. TEST YOURSELF is made up of various types of


paper-and-pencil tests as a form of assessment.
These are supplemented by alternative assessment
strategies which are found in the Teacher’s Manual.

While each feature of this pupil’s textbook addresses the development of the various
skills and competencies in all the language domains and strands, these expectations
are crystallized by the communicative tasks and activities which the learners engage
in. Such learner-centered encounters are comprehensive and balanced, taking into
account the learners’ multiple intelligences (MI) through appropriate pedagogical
strategies such as differentiated instruction, cooperative and content-based learning,
HOTS-oriented techniques, and performance/rubric-based assessment.

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Rainbows in English MULTIMEDIA Series
(Teacher’s Manual Walkthrough)
The Rainbows in English Multimedia Series is a set of instructional materials for the
Department of Education English Language Arts Curriculum. The series integrates
the five substrands of the Language Arts and Multi-literacies Curriculum (LAMC),
namely: Listening, Speaking, Reading, Writing, and Viewing and the fourteen Inte-
grated Language Arts domains, namely: Oral Language, Phonological Awareness,
Book and Print Knowledge, Alphabet Knowledge, Phonics and Word Recognition,
Fluency, Spelling, Writing and Composition, Grammar Awareness and Structure,
Vocabulary Development, Reading Comprehension, Listening Comprehension, At-
titudes Towards Language, Literacy and Literature, and Study Strategies. The series
consists of a Pupil’s Textbook and a Teacher’s Manual and Resource Materials.
The Teacher’s Manual and Resource Materials is made up of two parts, namely:
Part I – Teacher’s Manual
Part II – Resource Materials
The contents of Part I, the Teacher’s Manual, are the following:

1. The Preface which presents the following:


• the instructional materials that compose the
Rainbows in English Multimedia Series;
• the Language, Language Teaching, and
Language Learning Principles that underlie
the materials;
• the curriculum towards which the materials
are geared, that is, the Department of
Education (DepEd) Integrated Language
Arts Curriculum;
• the instructional materials design that
guided the preparation of the materials,
that is, Understanding by Design; and
• the significant features of the Rainbows in
English Multimedia Series.

viii
2. The Grade 1 Curriculum Guide in English

3. The Content and Learning Activities


Overview

Each lesson guide has the following subparts:

4. Lesson Objectives This is a list of the spe-


cific objectives for each of the five LAMC
substrands/macroskills, namely; listening,
speaking, reading, writing, viewing, and for
grammar.

5. Subject Matter This is a list of the specific


content to be taken up in each of the sub-
strands and language domains.

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6. Instructional Materials/Resources This is a list of the print, audio,
and visual materials to be used in the lesson.

7. Lesson Learning Plan Each Learning Plan is made up of seven sections.


The first five sections correspond to the five LAMC substrands/macroskills
which in turn correspond to the five main sections in the pupil’s worktext.
These sections are as follows: Listening (Listen), Speaking (Say It Right),
Reading (Read), Writing (Write It Down), and Viewing (View It). The two
additional sections are Test Yourself and Wrap Up.

8. The Answer Key to specific exercises are provided in sections such as this.

9. Informal Assessment strategies are provided alongside the specific


objective to be assessed.

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Part II, Resource Materials, aims to provide the teacher with instructional materials
which he or she needs in the various teaching-learning situations. This part includes
the following:

10. LEARNING TOOLS This section contains extra instructional materials as


aids for learning.

11. ASSESSMENT TOOLS These are tests that aim to assess Letter-Sound Iden-
tification, Sight Word Decoding, Print Awareness, Rhyme Detection and
Production, Invented Spelling, and Phoneme Segmentation. A Fluency
Scale for Reading Prosody and a set of rubrics are also included.

12. Professional Articles These are a set of articles that aim to enhance
the teacher’s competencies.

13. LANGUAGE SONGS, POEMS, AND STORIES These are read-aloud songs,
poems, and stories that aim to enhance acquisition of language functions,
structures, and vocabulary.

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TABLE OF CONTENTS

Rainbows in English Multimedia Series


Pupil’s Worktext Walkthrough.................................................................. v
Rainbows in English Multimedia Series
Teacher’s Manual Walkthrough........................................................................ viii
Grade 1 Curriculum Guide in English..................................................................... xiv

Part 1:  Teacher’s Manual


Unit I Content and Learning Activities Overview.................................... 3

UNIT I Me and My School.................................................................... 6


Lesson 1 Off to School............................................................................ 7
Lesson 2 Friends in School..................................................................... 12
Lesson 3 Happy and Healthy Friends.................................................... 18
Lesson 4 Learning to Obey..................................................................... 25
Lesson 5 To Be Strong and Healthy....................................................... 31
Lesson 6 Things at Home and in School................................................ 38

Unit II Content and Learning Activities Overview................................... 45

UNIT II Around You and Me................................................................. 48


Lesson 7 Fun in the Sun.......................................................................... 49
Lesson 8 A Happy Home........................................................................ 56
Lesson 9 Follow, Follow Me................................................................... 62
Lesson 10 Kind Helpers............................................................................ 68
Lesson 11 Fun at Sea................................................................................ 75
Lesson 12 Under the Blue Sky.................................................................. 83

Unit III Content and Learning Activities Overview.................................. 91

UNIT III I Am a Filipino.......................................................................... 94


Lesson 13 Happy to Be a Filipino............................................................. 95
Lesson 14 My Country.............................................................................. 102
Lesson 15 Kind Hearts.............................................................................. 109
Lesson 16 Hardworking People............................................................... 116
Lesson 17 Fun with Holidays................................................................... 122
Lesson 18 Helping Each Other................................................................. 128

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Unit IV Content and Learning Activities Overview.................................. 135

UNIT IV My Wonderful World............................................................... 138


Lesson 19 My World of Books................................................................. 139
Lesson 20 It’s a Colorful World................................................................ 146
Lesson 21 In a Faraway Land................................................................... 153
Lesson 22 The Magic of Music................................................................. 160
Lesson 23 No Place Like Home................................................................. 167
Lesson 24 My World of Fantasy............................................................... 174

Part 2:  Resource materials


Learning Tools................................................................................................ 182
Zaner-Bloser Handwriting Model............................................................ 182
Dolch Word List........................................................................................ 183
Pronunciation Key.................................................................................... 184
Assessment Tools........................................................................................... 185
Rhyme Detection Assessment.................................................................. 185
Initial/Final Sound Comparison Assessment............................................ 186
Rhyme Production Assessment................................................................ 187
Phoneme Segmentation Assessment...................................................... 188
Assessment of Invented Spelling............................................................. 189
Multidimensional Fluency Scale for Reading Prosody........................... 190
Grade One Dolch Sight Word List Assessment........................................ 191
Print Awareness Assessment.................................................................... 192
Handwriting Rubric.................................................................................. 193
Language Songs, Poems, and Stories........................................................... 194
Professional Articles....................................................................................... 203

xiii
Curriculum Guide in English
Grade 1
Source: Department of Education

Content Performance
Domains LEARNING COMPETENCIES
Standards Standards

• demonstrates • shares personal • Talk about oneself and one’s family


understanding of ideas, thoughts, ° Talk about one’s name and other personal information
common words actions, and ° Talk about one’s environment (e.g. persons, animals,
used to commu- feelings using places, things, events, etc.)
nicate personal common and ° Talk about one’s activities or responsibilities at home and
experiences, appropriate in school and community
ideas, thoughts, words
° Talk about topics of interest
actions, and feel- ° Talk about likes and dislikes
ings • Recite known verses, short poems, and rhymes

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• Use/Respond appropriately to polite expressions listened to
Oral Language ° greetings
° leave-takings
° expressing gratitude and apology
° asking permission
° offering help
• Share personal experiences, feelings, and ideas related to
stories and texts listened to
° Give directions
° Ask simple questions
° Speak clearly and audibly
° Speak in full sentences
• demonstrates • participates • Listen to a variety of literary texts (poems and narratives)
understanding actively in differ- including informational texts (predictable texts, patterned
of a variety of ent oral activities texts, ICT-based listening texts, and other content-based
literary forms texts like science, social science, MAPEH, etc.)
and concept of • Participate in choral speaking and echo reading of short
words in English poems, rhymes, and stories with repeated patterns and
for effective refrains in English
expression • Dramatize familiar stories, rhymes, and poems

• demonstrates • manipulates skill- • Recognize/Produce environmental sounds heard (animals,


understanding of fully the sounds mechanical objects, musical instruments, vehicles, nature––
sounds and their in words to thunder, winds, etc.)
meanings for express meaning • Distinguish sounds heard (volume––loud and soft; pitch––
appropriate use • displays high and low; pace––fast and slow)

xv
of words sensitivity to • Recognize rhyming words
sounds in spo- • Identify rhyming words in nursery rhymes, songs, jingles,
ken language poems, and chants
Phonological • Distinguish rhyming words from non-rhyming words
Awareness • Supply rhyming words in response to spoken words

• demonstrates • manipulates • Recognize/Produce speech sounds (letter names and


understanding skillfully the sounds)
of sounds and speech sounds • Identify/Count individual words in phrases and sentences
sound patterns through simple, • Substitute sounds in words using onset and rimes
for production of meaningful, • Use words listened to in meaningful dialogues, etc.
words guided conversa-
tions

Book and Print


Knowledge
Alphabet
Knowledge
Phonics & Word
Recognition
Fluency
Spelling
Handwriting
• demonstrates • correctly names Sentence
understanding people, objects, • Recognize sentences and non-sentences
of concepts of places, and • Use simple sentences
nouns and things through • Use different kinds of sentences (declarative, interrogative)
adjectives for theme-based • Recognize punctuation marks (period, question mark)
identification activities Noun
and description • Name people, objects, things, and places (e.g. names of
animals, fruits, objects in songs, stories, poems, nursery
rhymes, pictures, realia, and other ICT-based materials)
• Use nouns in sentences

xvi
• Recognize the use of a and an
Grammar
• Use plural form of regular nouns by adding -s or -es
Note: Classes of
Verb
words should be
• Use common action words in retelling, conversation, etc.
taught in context

• demonstrates • constructs Pronoun


understanding grammatically • Use personal pronouns
of concepts of correct simple • Use commonly used possessive pronouns
verbs, pronouns, sentences in • Use demonstrative pronouns (this/these, that/those)
and prepositions theme-based • Use interrogative pronouns (who, what, when, where, and why)
in meaningful conversations Adjective
messages using verbs, Describe people, objects, things, and places using simple
pronouns, and adjectives (color, shape, size, height, weight, length,
prepositions distance, etc.)
• demonstrates • usesbasic • Differentiate English words from other languages spoken at
understanding of vocabulary to home and in school
common English independently • Ask about unfamiliar words to gain meaning
words for effec- express • Sort and classify familiar words into basic categories (colors,
tive communica- ideas about shapes, foods, etc.)
tion personal, home, • Use new words learned through stories in own speech
school, and • Ask, talk about, and determine the meaning of new words
community • Describe familiar objects and events in both Mother Tongue
experiences or Filipino and English
Vocabulary
• Derive meaning from repetitive language structures
• Use words that are related to self, family, school, commu-
nity, and concepts such as the names for colors, shapes, and
numbers in both Mother Tongue or Filipino and English

• demonstrates • correctly uses • Recognize that some words have the same meaning

xvii
understanding of common words • Determine the meaning of words using clues (Total Physical
word meaning in speaking Response through pictures, body movements, etc.)
for correct usage activities

• demonstrates • correctlyidenti- • Identify connections between text listened to and personal


understanding fies elements of experience
of story elements literary and infor- • Make predictions about stories based on the cover or title,
and text struc- mational texts to pictures, and details in the text
tures for effec- relate text with • Use an understanding of characters, incidents, and settings
tive oral expres- personal experi- to make predictions
Listening sion ences • Identify story elements (characters, setting, plot, ending)
Comprehension from the text listened to
• Validate ideas made after listening to a story
• Activate prior knowledge based on new knowledge
formed
• Listen carefully to texts read aloud
• Ask and answer simple questions (who, what, where,
when, why, and how) about text listened to
• Identify connections between text listened to and personal
experience
• Ask and respond to questions about informational texts
listened to (environment, health, how-to’s, etc.)
Listening
• Derive meaning from repetitive language structure
Comprehension
• Retell and/or reenact events from a story
• Talk about texts identifying major points and key themes
• Participate/Engage in a read-along of texts (e.g. poems,
repetitive texts)

• demonstrates • uses elements • Determine whether a story is realistic or fantasy


understanding of literary and in- • Make predictions about stories based on the text listened
of the elements formational texts to
of literary and to sufficiently • Validate predictions made after listening to a story
informational extend meaning • Restate facts from informational texts (climate change,
texts for effective and understand- children’s rights, traffic safety, etc.)

xviii
oral expression ing • Follow one-step directions

• demonstrates • presents varied • Revisit favorite books, songs, and rhymes


understanding of ideas inde- • Retell and/or reenact events from a favorite story
Attitude literary concepts pendently and • Participate/Engage in a read-along of texts (e.g. poetry,
Toward
for appreciation shows interest repetitive text)
Language,
of literacy-relat- enthusiastically in • Produce creative outputs (e.g. drawing, acting out, choral
Literacy, and
Literature ed activities or diverse literacy- reading, reciting lines, singing, etc.) related to texts
tasks related activities listened to
or tasks

• demonstrates • uses strategies • Interpret pictographs


understanding of independently • Interpret simple maps of familiar places, symbols, and
Study
useful strategies in accomplishing logos
Strategies
for purposeful literacy-related
literacy learning tasks
Rainbows
in English
Teacher’s Manual and Resource Materials
P A R T

1
TEACHER’S
MANUAL
UNIT I:  Me and My School
Content and Learning Activities Overview

Lesson
Listening Speaking Grammar Reading Writing Viewing
Title

Lesson 1 Passage: Using Passage: Writing My School


Off to School Migo and Expressions for Things in the Letters of the and Others
the Happy Greeting and Classroom Alphabet with
pp. 4–17 Sounds Leave-taking Straight and
Noting Slant Lines
Big Idea:
Similarities and
I learn to do
Differences
many things in
school.
Listening
to Sounds
Around You

Lesson 2 Listening to Pronouncing Passage: Old Writing Some What My


Friends in Names of Words Friends Letters of the Friends and I
School Animals and Listened To Alphabet with Do Together
Plants Associating Lines and
pp. 18–31 Asking and Sounds with Curves
Answering Letters
Big Idea:
Questions
I work and
play with
friends in Listening to
school. Beginning and
Ending Sounds

Unit I: Me and My School  |  3


Lesson 3 Listening to Pronouncing Poem: Dan’s Writing Being Happy
Happy and Words for Words Friend Missing Letters and Healthy
Healthy Fruits and Listened To
Vegetables Identifying Writing the
Friends Using Similar and Letters of the
pp. 32–45 Courteous Different Alphabet
Expressions Letters
Big Idea:
I have happy Associating
and healthy Names with

4  |  Rainbows in English • Grade 1


friends. Printed
Symbols

Lesson 4 Listening to a Poem: Dan’s Poem: The Spelling What My


Learning to Story: I Love Friend Story of Rin Frequently Parents Tell Me
Obey Little Pussy and Tin Used Words to Do
Identifying
pp. 46–59 Similar and Identifying
Different Words with
Big Idea:
Letters the Same
I obey my
Listening to Meaning
elders at home Associating
and in school. Words with i
Names with Reading
as in kit
Printed Frequently
Symbols Used Words
Lesson 5 Listening to a Pronouncing Poem: My Spelling Words Healthy Food,
To Be Strong Riddle Words Little Health Learned in This Healthy
and Healthy Listened To Friends Lesson Children
Reciting Identifying
pp. 60–75
Rhymes Words with
Big Idea:
Listening to Asking and Opposite
I should always
Words with e answering Meanings
stay strong
as in egg Questions
and healthy. Identifying
Words that are
Different

Lesson 6 Listening to a Saying Using a and Poem: My Writing Names Things at


Things at Story: Oscar Sentences an Favorite of Common Home and in
Home and in and His with Correct Using This is Things Objects School
School School Bag Stress and and That is Creating One’s
Intonation Own Poem
pp. 76–93
Big Idea:
I have fun with
things I use at Listening to
home and in Words with o
school. as in oar

Unit I: Me and My School  |  5


Unit I
BIG QUESTION
What makes school so much
fun?

Me and My School
Direct the pupils to page 3 of the book. Have them read the unit number
and the unit title. Ask why they suppose the unit is given that title. Draw
their attention to the picture in the unit opener. Ask where they suppose
the boy is going and why he looks happy. Read the verse to the class. Ask:
What will the boy do in school? Does he like to go to school?
Draw the pupils’ attention to the icon on the lower right-hand corner
of the page. Read the big question or ask a volunteer to read it (What makes
school so much fun?). Tell them that this is the big question that they are
expected to answer after working on the unit. Ask the pupils if they also
think school is fun and why.
Direct the pupils to the right-hand sidebar. Tell the class that in the box
is a list of the titles of the lessons found in the unit. Read the lesson titles to
the class or ask volunteers to read them. You may ask the pupils to turn to
the page where each lesson begins. Ask what they think of the pictures at
the beginning of each lesson.

6  |  Rainbows in English • Grade 1


Lesson 1 Off to School
Time Allotment: 8 days BIG IDEA
Pages 4–17
I learn to do many things
in school.

I. Objectives
A. Listening
• Name the sounds in one’s surroundings.
• Tell whether a sound is loud or soft and high or low.

B. Speaking
Use proper expressions for greeting and leave-taking.

C. Reading
• Read sight words correctly.
• Point out details in a text read.
• Tell what is the same or different in things.

D. Writing
Write legibly uppercase and lowercase letters that have straight and slant lines.

E. Viewing
Note similarities and differences in objects in visual materials.

II. Subject Matter


A. Listening
• Listening to a short story: “Migo and the Happy Sounds”
• Listening to sounds around you

B. Speaking
Using expressions for greeting and leave-taking

C. Reading
• Reading selection: “Things in the Classroom”
• Noting similarities and differences

D. Writing
Writing letters of the alphabet with straight and slant lines

E. Viewing
My School and Others

Unit I: Me and My School  |  7


III. Instructional Materials/Resources
Textbook: Rainbows in English, Grade 1
Realia: Instruments for a toy orchestra
Augmented Reality: Smartphone or tablet
Word Cards: big, small, short, long

IV. Learning Plan


Draw the pupils’ attention to the lesson title and to the big idea icon. Read the lesson title and
the big idea to the class. Tell the pupils to keep track of the things they learn to do in school
as they take up the lesson.

A. LISTENING (Listen)
Listening to Sounds Around You
Ask the pupils what sounds they hear on their way to school. Ask which sounds are
loud and which ones are not very loud. Introduce the meaning of the terms loud sound,
soft sound, high sound, and low sound through the use of things in the classroom, e.g., a
whistle, a drum, a xylophone, a radio, etc. Point out the difference between loud and soft
sounds, and high and low sounds. Have them note that some things, e.g., a piano, can
make loud, soft, high, and low sounds.
Draw the pupils’ attention to the sounds they hear while inside the room. Have them
identify a sound and tell whether the sound is loud, soft, high, or low.
You may use some instruments for a toy orchestra. Strike a musical instrument, e.g.,
a triangle, a drum, a xylophone, etc. The pupils respond by means of hand signals, one
hand raised high for high, hand waist-high for low.
Direct the pupils to the picture on page 4. Then, using a smartphone or a tablet, ask
them to scan it to listen to the following story:

Migo and the Happy Sounds


Migo wakes up happily. He gets ready for school. He gets out of the house.
He hears many sounds. He hears loud sounds and soft sounds. He hears high
sounds and low sounds.

Ask: What sounds do you think greeted Migo on his way to school? Direct the pupils
to the pictures on page 5. Tell the class that the things, animals, and people in the picture
made the sounds Migo heard. Ask: What sound could have been made by each thing or
animal in the pictures? Which objects or animals made loud sounds? Which objects or
animals made soft sounds? Which persons, objects, or animals made high sounds? Which
objects or animals made low sounds?

8  |  Rainbows in English • Grade 1


Informal Assessment

To informally assess the pupils’ ability to discriminate between loud and


soft sounds, strike a musical instrument strongly or weakly. The pupils
respond by means of hand signals—hands cupping mouth for loud, and
hands clasped together for soft. Demonstrate the hand responses.

To informally assess the pupils’ ability to discriminate between high


and low sounds, strike the high and low keys of a musical instrument such
as that of a xylophone, a piano, or an organ. The pupils respond by means
of hand signals, hand raised above the head for high sounds and hands
waist-high for low sounds. Demonstrate the hand signals. Take note of
pupils who cannot discriminate between loud and soft sounds, and high
and low sounds. These pupils might have some auditory difficulties.

B. SPEAKING (Say It Right)


Using Expressions for Greeting and Leave-taking
Ask the pupils to sing some greeting songs they know. Elicit the set expressions used for
greeting people, e.g., Hello, Hi, Good morning, Good afternoon, Good evening. Ask what
time of the day each expression is used.
Ask the pupils to sing some leave-taking songs they know. Elicit the set expressions
used, e.g., Goodbye, Good night. Ask what time of the day each expression is used.
Direct the pupils to pages 6 and 7 of their textbook. Call on volunteers to read the
dialogues out loud or read them to the class yourself. Ask which courteous expressions
they use in their homes.
Write the set expressions for greeting and leave-taking on the board. Have the pupils
copy them.

1. Hello; How are you? 3. Good morning


2. Goodbye; See you later

Informal Assessment

Note which pupils use the social formulas automatically, that is, without
prodding from peers and adults.

Unit I: Me and My School  |  9


C. READING (Read)
“Things in the Classroom”
1. Motivation
Ask the pupils to recall the name of the character in the selection they listened to.
­Describe the new situation where the character (Rico) is.

2. Word Study
Take up the words in the Word Power box. You can use the following format for
practicing sight-reading in word lists. In this format, you tell the pupils to sound out
the word to themselves then say the word the fast way out loud when the signal is
given. The specific steps are as follows:
a. Place the word cards for the following words in a pocket chart: big, small,
short, long
b. Point to the first card. Say: Sound out the word to yourself. Pause for 3 seconds.
Say: Say the word the fast way. Pupils respond in unison.
c. Point to the word again. Pause for 2 seconds. Ask: What word? Pupils respond
in unison.
d. Repeat Steps b and c with the rest of the words.
e. Give the pupils individual turns. Flash a card. Call on a pupil to read the word.

3. Reading for Fluency


When the pupils have had adequate practice in sight-reading words in lists, you may
now proceed to passage sight-reading. Here, the pupils read a story, saying the words at
a normal rate rather than sounding them out vocally. The specific steps are as follows:
a. Tell the pupils that they will read the words in the story the fast way.
b. Say: Touch the first word. Sound out the word to yourself. Pause for 3 seconds.
c. Say: Touch the next word. Sound out the word to yourself. Pause for 3 seconds.
d. Repeat Step c with the rest of the words in the sentence.
e. Repeat Steps b and c with the remaining sentences.
f. Give the pupils individual turns in reading the sentences in the passage
out loud.

Informal Assessment

Assess the pupils’ ability to sight-read words and sentences by having


individual pupils read out loud the passage “Things in the Classroom,” page
11, TX. Take note of pupils who cannot sound out a word within three seconds
as they might have some phonemic awareness and/or phonics difficulties.

4. Comprehension Check (Think It Over)


Ask the comprehension questions periodically, i.e., in the course of sentence reading
by individual pupils.

10  |  Rainbows in English • Grade 1


5. Skill Building (Build Your Reading Skills)
Noting Similarities and Differences
Exercises A and B on pages 13 and 14 give more practice in visual discrimination.
Explain the directions. Have the pupils work on the exercises individually. Note
that pupils who have difficulty in working on this exercise will have difficulty in
discriminating the letters of the alphabet.

Discussion (page 12)


RICO: big – school bags, water jugs, tables
small – books, balls, pencils
PIA: short – crayons, pencils, envelopes
long – rulers, umbrellas, sticks
A. 1. b-d 2. a-c 3. a-d 4. a-b 5. c-d
B. 1. a-c 2. a-d 3. b-c 4. a-c

D. WRITING (Write It Down)


Writing Letters of the Alphabet with Straight and Slant Lines
Demonstrate writing short straight lines from left to right and from top to bottom and
slant lines from top to bottom right and from top to bottom left. Have pupils write in the
air, on the blackboard, and finally on ruled paper. Assess the pupils’ penmanship through
the copying exercise on page 15. Use the handwriting rubrics on this manual.

E. VIEWING (View It)


My School and Others
Ask the pupils to describe their school—what the buildings are made of, the color of the
buildings, how big the school is, and so forth. Tell them to describe other schools they
have seen and how similar or different their school is from those schools.
Tell the class that you will show them pictures of schools in other places. This activity
aims to develop keenness in noting details on visuals of various kinds.

F. TEST YOURSELF
Direct the pupils to Test Yourself, page 17. This paper-and-pencil test assesses the pupils’
ability to make print-picture relationships.

1. a 2. a 3. b 4. a

G. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Invite the pupils to tell what
they learned to do in school.

Unit I: Me and My School  |  11


Lesson 2 Friends in School
Time Allotment: 8 days BIG IDEA
Pages 18–31
I work and play with friends
n school.

I. Objectives
A. Listening
• Give the beginning and ending consonant sounds in words listened to.
• Name the letter that makes the beginning or ending consonant sound.

B. Speaking
• Pronounce correctly words and texts listened to.
• Ask and answer questions about oneself and others.
• Act out dialogues using proper expressions.

C. Reading
• Read sight words and sentences correctly.
• Correctly name the letters that make the sounds.

D. Writing
Write legibly uppercase and lowercase letters that have lines and curves.

E. Viewing
Note details in pictures of friends that do things together.

II. Subject Matter


A. Listening
• Listening to names of animals and plants
• Listening to beginning and ending sounds

B. Speaking
• Pronouncing words listened to
• Asking and answering questions

C. Reading
• Reading selection: “Old Friends”
• Associating sounds with letters

D. Writing
Writing some letters of the alphabet with lines and curves

E. Viewing
What My Friends and I Do Together

12  |  Rainbows in English • Grade 1


III. Instructional Materials/Resources
Textbook: Rainbows in English, Grade 1
Augmented Reality: Smartphone or tablet
Word Cards: fast, new, excited, happy
Alphabet cards: Consonant letters

IV. Learning Plan


Invite the pupils to tell who their friends in school are and what they like to do together. Draw
their attention to the lesson title and the big idea icon. Read the lesson title and the big idea to
the class or call on volunteers to do it. Tell the pupils to keep track of the things they and their
friends do together in school.

A. LISTENING (Listen)
Listening to Names of Animals and Plants
Draw the pupils’ attention to the picture on page 18. Ask them where they suppose the
children in the picture are. Using a smartphone or a tablet, tell the class to scan the picture
for them to listen to a passage that tells where the children are and what they saw. Tell
them to remember at least one animal or plant that the children saw.
Read the following passage to the class:

Migo and Nita are new classmates. They visit the school garden. The garden
is inside a fence. They see many things. They see trees, grass, and flowers. They
see bees flying from their beehive. They see birds, butterflies, and dragonflies.
They see a snail, a toad, and an earthworm.

Call on individual pupils to name at least one animal or plant mentioned in the
passage. Ask what the first and the last sounds of each word are. Make sure that the pupils’
answers are sounds not letter names.

bees – [b], [z]; birds – [b], [z]; dragonflies – [d], [z]; snail – [s], [l];
toad – [t], [d]; earthworm – [u] (as in fur), [m]; grass – [g], [s];
flowers – [f], [z]; trees – [t], [z]

Listening to Beginning and Ending Sounds


Tell the class that a letter of the alphabet can stand for a sound. Show a card for a consonant
letter, e.g., b. Tell the class to give its letter name (biy) and then the sound it stands for [b].
Invite the pupils to turn to page 19 of their books. Tell them that you will read each
word in Box A. They, in turn, listen carefully for the first sound of the word and then tell
what it is. Make sure that the pupils’ answers are sounds not letter names.
Do the same with the words in Box B except that this time they listen for the last
sound and then tell what it is.

Unit I: Me and My School  |  13


Say a word from each box. The pupils identify the first and the last sounds.
Work on the first item of Exercise A with the class. Then, have the pupils work on the
rest of the items by themselves. Do the same with Exercise B. This exercise should also
help you know who among your pupils have difficulties with sound-letter relationships.
Call the pupils’ attention to the web link icon. You can take up the exercise on
beginning sounds in class or the pupils can work on the exercise by themselves, subject
to the availability of computers. Make the parents aware of this link. Demonstrate to the
parents and pupils how the link can be accessed.

A. 1. rose – r 2. pail – p 3. gate – g 4. hat – h


B. 1. grass – s 3. book – k 5. crab – b
2. loaf – f 4. broom – m 6. four – r

Informal Assessment

Assess the pupils’ ability to differentiate between letter names and


letter sounds. Use the alphabet cards for the consonant letters. Flash an
alphabet card and ask the pupils to give the letter name and then the
sound associated with the letter. Note that some letters can be sounded
in several ways, e.g., the letter c can be sounded as [s] and [k]. Note who
among your pupils have difficulties with sound-letter relationships.

B. SPEAKING (Say It Right)


Pronouncing Words Listened To
Draw the pupils’ attention to the words in the boxes on page 21. Tell the pupils to listen
carefully as you read the words in each box, from left to right. Read the words the second
time and have the pupils repeat after you. Call on volunteers to read the words. Tell them
to pronounce each word the best they can.
Tell the pupils to listen carefully as you read the verse on page 21. Read the verse the
second time, line by line, and have the pupils repeat after you. Call on volunteers to read
the verse line by line. Tell them to pronounce each word the best they can. After several
readings, take up the questions on the verse.

Asking and Answering Questions


Draw the pupils’ attention to the picture on page 22. Explain the situation. Read the
dialogue to the class. Ask the questions on the dialogue. Say each line of the dialogue and
have the class repeat after you.
Divide the class into two groups. Have one group say Migo’s lines and the other group
Nur’s lines. Then, have dyads role play the dialogue.

14  |  Rainbows in English • Grade 1


Adapt the above strategy for Exercises A and B.
Take up Exercise D with the class. Have several pupils answer the first question, then
have all pupils write their respective answers on the blanks provided. Do the same with
the rest of the items.

Informal Assessment

Note the pupils’ pronunciation as they read the verse on page 21 and the
dialogues on pages 22, 23, and 24 and answer the questions in Exercise
D, page 25. Note who among the pupils have difficulty in producing
sounds. This exercise also gives you an opportunity to assess the pupils’
handwriting and use of invented and conventional spelling.

C. READING (Read)
“Old Friends”
1. Motivation
Ask the class: Who among you were classmates in preschool? What did you say to each
other when you met again? Were you happy to see each other again?

2. Word Study
Tell the pupils that they will have more practice in sounding out words by themselves
and saying the words out loud in a fast way. Follow the strategy presented in Lesson 1.

3. Reading for Fluency


Tell the pupils that they will have more practice in sounding out the words in a
sentence to themselves and then reading the sentences in a passage out loud. Use the
strategy presented in Lesson 1.

Informal Assessment

Assess the pupils’ ability to read words and sentences at sight by having
individual pupils read out loud the passage “Old Friends” on page 27, TX.
Take note of pupils who cannot sound out a word within three seconds.
Those pupils might have some phonemic awareness and/or phonics
difficulties. Observe which pupils can carry out the strategy for reading
words at sight.

To assist pupils who have difficulty in reading words at sight,


demonstrate the strategy for reading words at sight presented in Lesson 1
all over again. Have the pupils demonstrate the strategy to you.

4. Comprehension Check (Think It Over)


Ask the comprehension questions while the pupils are doing the sentence-reading.
Call on volunteers to read the specific sentence that answers a particular question.

Unit I: Me and My School  |  15


5. Skill Building (Build Your Reading Skills)
Associating Sounds with Letters
Remind the class that a letter of the alphabet can stand for a sound. Give examples:
Write the letter b on the board. Say: This letter (point to the letter b) stands for the
sound [b] as in bus. Give other examples such as: d for [d] as in donkey, l for [l] as in
lamp, etc. Point out that the letter a can stand for several sounds. It can stand for the
sound [a] as in van. But it stands for the sound [ā] as in vane.
Rewrite the list of words on page 28 on the board. Tell the pupils to listen for the
middle sound in each word as you read the words in Column A. Do the same with the
words in Column B. Ask how the words in Column A are different from the words
in Column B. Point out that the letter e at the end of the words in Column B makes
the letter a long, i.e., [ey]. Give the pupils individual turns in reading the words by
columns and then by pairs.
Tell the class that pictures can stand for real objects. Draw their attention to the
pictures in your room. Ask what real object a picture stands for. Have them answer
the exercise on page 28. Ask what real object each picture stands for.
Point out that a group of letters can stand for a group of sounds. Ask what the
sounds in each of the following words are: van, pan, cap, can. Ask what letters stand
for the sounds in the word van. Write v-a-n on the board. Do the same with the other
words.

1. van 3. cap
2. pan 4. can

D. WRITING (Write It Down)


Writing Some Letters of the Alphabet
Tell the pupils that some letters of the alphabet are written using lines and curves.
Show the alphabet cards for the letters B, C, D, F, G, H, and J. Demonstrate writing
short straight lines from left to right and from top to bottom and curve lines going
clockwise and counterclockwise. Have pupils write in the air, on the blackboard, and
finally on ruled paper.

Informal Assessment

Examine the pupils’ responses to the copying exercise on page 29.

16  |  Rainbows in English • Grade 1


E. VIEWING (View It)
What My Friends and I Do Together
Ask the class what friends in school do together.
Tell the class that you will show them pictures of friends in school doing things
together. Tell the pupils to look at each picture carefully and note what the children do
together. Ask if they also do the same things.
This activity aims to develop the ability to make comparisons and contrasts.

F. TEST YOURSELF
Direct the pupils to Test Yourself on page 31. This paper-and-pencil test assesses the pupils’
ability to make sound-letter relationships.

A. 1. a 2. e 3. p 4. n
B. 1. fast 2. new 3. happy 4. excited

G. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Invite the pupils to tell what
they and their friends do in school.

Unit I: Me and My School  |  17


Lesson 3 Happy and Healthy
Friends BIG IDEA
Time Allotment: 8 days
Pages 32–45 I have happy and healthy
friends.

I. Objectives
A. Listening
Give the details in a text listened to.

B. Speaking
• Correctly say words with short a as in apple.
• Courteously make requests and offer help.

C. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Identify similar and different letters.
• Identify words with the same short a sound.

D. Writing
• Correctly spell dictated words.
• Legibly write uppercase and lowercase letters that have lines and curves.

E. Viewing
Guess what pictures are telling about being happy and healthy.

II. Subject Matter


A. Listening
Listening to words for fruits and vegetables

B. Speaking
• Pronouncing words listened to
• Using courteous expressions

C. Reading
• Reading selection: “Dan’s Friends”
• Identifying similar and different letters
• Associating names with printed symbols

D. Writing
• Writing missing letters
• Writing the letters of the alphabet

18  |  Rainbows in English • Grade 1


E. Viewing
Being Happy and Healthy

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: Smartphone or tablet
Word Cards: large, chased, nap
CVC words: Pam, Dan, cat, fat, lap, hat, nap, had
Irregularly spelled words: large, city, one, came, then, chased, got, back, pretty, greatest, friend,
have, took
Alphabet cards: O, P, Q, R, S, U, M, N, o, p, q, r, s, m, n, u

IV. Learning Plan


Invite the pupils to tell how their friends keep themselves strong and healthy.
Draw their attention to the lesson title and the big idea icon. Read the lesson title and the
big idea to the class. Tell the pupils to keep track of the things they and their friends do to be
strong and healthy.

A. LISTENING (Listen)
Listening to Words for Fruits and Vegetables
Ask the pupils to name some fruits and vegetables they usually see in fruit and vegetable
stalls. Tell them to describe a fruit or a vegetable they like. They tell the size, shape, color,
and taste of that fruit or vegetable.
Direct the class to pages 32–33 of their books. Tell them to scan the picture using a
smartphone or a tablet to listen to a passage. Tell them to remember the names of two
fruits and/or vegetables mentioned in the passage.
Read the following passage to the class:

Migo and Yana are good friends. They are classmates, too. They like to eat
fruits and vegetables. One day, Migo and Yana went to a fruit and vegetable
store. They saw beans, tomatoes, and eggplants. They saw kangkong, camote,
and pechay leaves. They saw cabbages and sayote. They saw many fruits, too.
They saw mangoes, apples, and oranges. They saw grapes, bananas, and papayas.
Migo and Yana bought some grapes. The grapes were ripe and sweet. Migo and
Yana love grapes.

Call on several pupils to name two fruits and/or vegetables. Ask: Which of those fruits
do you eat? Which of those vegetables do you eat? What do fruits and vegetables do to our
bodies?
The pupils may be asked to draw and color pictures of fruits and vegetables they are
familiar with. They label each picture using either conventional or invented spelling.

Unit I: Me and My School  |  19


Informal Assessment

Assess the pupils’ ability to discriminate one speech sound from another
through a Same-Different exercise.
Say: I am going to say two words. Listen for the first sound of each word.
If they are the same, raise one finger. If they are different, raise two fingers.
1. bee – bee 6. peel – feel
2. pay – Faye 7. thank – thank
3. van – ban 8. man – Nan
4. fan – fan 9. zoo – zoo
5. than – Dan 10. jay – gay
Answers: One finger is raised for pairs 1, 4, 7, and 9; and two fingers
for pairs 2, 3, 5, 6, 8, and 10.
Say: I am going to say two words. Listen for the last sound of each word.
If they are the same raise one finger. If they are different, raise two fingers.
1. lap – lab 6. mat – mad
2. sad – sad 7. laugh – love
3. sack – sag 8. some – some
4. Sam – sun 9. guess – quiz
5. bell – bear 10. make – make
This test can also be responded to in writing. The pupils write S if the
words have the same first/last sound and D if they have different first/end
sounds.
Answers: One finger is raised for pairs 2, 8 and 10; and two fingers for
pairs 1, 3, 4, 5, 6, 7, and 9.

B. SPEAKING (Say It Right)


Pronouncing Words Listened To
Direct the class to page 34 of their books. Tell them to listen as you say the word for each
picture (apple, ant, ass, ax, ankle, alligator, alphabet, album). Demonstrate how the first
sound of each word is said. Say each word again and have the pupils repeat after you.
Direct the pupils to page 35. Read each sentence (in A) and have the pupils repeat
after you. Give individual turns to the pupils.
Read the verse (in B) and have the pupils repeat after you. Tell the class to form dyads.
The pupils take turns in reading the verse to each other.

Using Courteous Expressions


Ask the pupils what they say to someone when they want to ask permission to do
something or when they want to offer some help. This may be said in the native language
or in English.

20  |  Rainbows in English • Grade 1


Direct the pupils to page 36. Tell them that the boy wants to do something. Ask a
good reader to read the boy’s part and you read the mother’s part. Ask the questions about
the dialogue.
Conduct a substitution drill on the following language form:
May I _________, (name of person)?
Cues: help you go to the bathroom/playroom/gym
borrow your book/pencil/eraser
use your pen/book/umbrella
go with you
have an apple/an orange/a cookie

It should be noted that Can I___________? is considered to be more polite than May
I _______? (Bailey, 1997).
Give the pupils individual turns to use the expression May/Can I ________. with
you as the respondent. Use the forms Yes, you may/can. or I’m sorry, you may not/can’t.
Give a reason for the refusal to give permission. Remind the pupils to say Thank you. if
permission is given or Okay. if permission is not given.
Invite the pupils to form dyads. Direct them to page 37. Describe each situation. Tell
them to select a picture they want to act out.

C. READING (Read)
“Dan’s Friend”
1. Motivation
Ask the pupils if they have animal friends and to tell how their animal friends have
helped them. Tell them that they will read a story about a boy and his animal friend.
They will find out what the boy’s animal friend is.

2. Word Study
Place the word cards for the CVC words in a pocket chart. Tell the pupils that they
will have more practice in sounding out the words by themselves and saying the
words out loud in a fast way. Follow the procedure presented in Lesson 1. Give the
pupils individual turns to read a card after the class has sounded out all the words to
themselves. Place the word cards for the irregularly spelled words in a pocket chart.
Use the following strategy:
a. Show a card. Tell what the word is. (Teacher: This word is large. What word?
Class: Large.)
b. Tell the class to spell the word. (Teacher: Spell the word. Class: L-a-r-g-e.)
c. Ask what word they spelled. (Teacher: What word did you spell? Class: Large.)
d. Give feedback. (Teacher: Yes. Large.)
Give the pupils individual turns to read the card. Follow the above procedure for
the rest of the words.

Unit I: Me and My School  |  21


3. Reading for Fluency
Direct the pupils to page 39. Tell the pupils that in most of the sentences, a picture is
used in place of a word. Have the pupils say the word for each picture (cap, cat, rat,
lap). Tell the pupils that they will also have more practice in sounding out the words
in a sentence to themselves. Follow the procedure presented in Lesson 1. Give the
pupils individual turns to read one sentence at a time. Call on volunteers to read the
passage out loud.

Informal Assessment

Assess the pupils’ ability to read words and sentences at sight by giving
turns to individual pupils to read out loud the text “Dan’s Friend,” page 39,
TX. A reader should be able to sound out a word within three seconds.

4. Comprehension Check (Think It Over)


Ask the comprehension questions as the pupils are doing the sentence-reading. Call
on volunteers to read the specific sentence that answers a question.

5. Skill Building (Build Your Reading Skills)


Identifying Similar and Different Letters
Direct the pupils to Exercise on page 40. This exercise gives more practice on visual
discrimination. Have the pupils work on the exercise. All pupils should be able to get
all items correct. Take note of pupils who commit errors in this exercise as they may
be potential readers-at-risk.

1. v 4. m 7. Z
2. d 5. E 8. N
3. m 6. T

Informal Assessment

This test assesses the learner’s ability to make sound-letter relationships.


Say: I am going to say a word. Write the letter that stands for the first
sound of the word.
1. ape 8. hare 15. okra 22. vine
2. bee 9. ice cream 16. piece 23. wall
3. ceiling 10. James 17. queen 24. x-ray
4. deer 11. Kate 18. rain 25. yellow
5. engine 12. leaf 19. snail 26. zebra
6. fairy 13. moon 20. teeth
7. giraffe 14. night 21. ukelele

22  |  Rainbows in English • Grade 1


Answers:
1. a 7. g 13. m 19. s 25. y
2. b 8. h 14. n 20. t 26. z
3. c 9. i 15. o 21. u
4. d 10. j 16. p 22. v
5. e 11. k 17. q 23. w
6. f 12. l 18. r 24. x

Associating Names with Printed Symbols


Write the following words on the board: fan, cake, ball, arm. Point out that each word
has the letter a in it. Tell the pupils to listen as you read each word and then tell what
sound the letter a stands for. Point out that the letter a can be sounded in different ways.
Direct the pupils to Exercise on page 41. Tell the pupils to sound out the words
after each number to themselves and then cross out the word with the letter a sounded
in a different way. Demonstrate the procedure with the use of Item 1.

1. all 4. came
2. saw 5. large
3 apron 6. art

D. WRITING (Write It Down)


Writing Missing Letters
Direct the pupils to Exercise on page 42. Tell them that you will say some words with
the letter a in the middle. They, in turn, write the word you say. This exercise provides
practice in making sound-letter relationships. The first set of words you will dictate differ
in the initial consonants.
Set 1:
1. ban 3. fan 5. pan
2. can 4. man
Set 2:
6. lap 8. sat 10. nab
7. car 9. gas
The words in the second set differ in both the initial and the final consonants.

Writing the Letters of the Alphabet


Show the alphabet cards to the class. Have the pupils identify the uppercase and the
lowercase letters. Remind the pupils that some letters of the alphabet are written using
lines and curves. Show the alphabet cards for the letters O, P, Q, R, S, U, M, and N.

Unit I: Me and My School  |  23


Demonstrate writing slant lines from top to left/right and bottom and curve lines going
clockwise and counterclockwise. Have pupils write in the air, on the blackboard, and
finally on ruled paper.

Informal Assessment

Have the pupils write the letters of the alphabet, in alphabetical sequence,
on ruled paper, first all the uppercase letters, then the lowercase letters,
and lastly the pairs of uppercase and lowercase letters. This assessment
procedure will help you know if a learner knows the sequence of the
letters of the alphabet, the pairs of uppercase and lowercase letter forms,
and the conventions in writing the tall and short letters.

E. VIEWING (View It)


Being Happy and Healthy
Ask the class what their friends do to be happy, strong, and healthy.
Tell the pupils to look at each picture carefully on page 44, and note what the children
do to be strong and healthy. Ask if they and their friends also do the same things. This
activity aims to develop the ability to make inferences.

F. TEST YOURSELLF
Direct the pupils to Test Yourself on page 45. This paper-and-pencil test assesses the pupils’
ability to make print-picture relationships.

1. a 2. a 3. a

G. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Invite the pupils to tell what
they and their friends do to be happy and healthy. Write the pupils’ answers on the board.
They may be asked to read their sentences later.

24  |  Rainbows in English • Grade 1


Lesson 4 Learning to Obey
Time Allotment: 8 days
Pages 46–59
BIG IDEA
I obey my elders at home and
in school.

I. Objectives
A. Listening
• Tell what a poem listened to is about.
• Recognize the sound [i] as in kit in words listened to.

B. Speaking
• Correctly pronounce words in rhymes.
• Identify and use words that rhyme with a given word.

C. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Recognize words with the same meaning.
• Read words used frequently.

D. Writing
Spell frequently used words correctly.

E. Viewing
Tell which pictures show rules that one must follow.

II. Subject Matter


A. Listening
• Listening to a poem: “I Love Little Pussy”
• Listening to words with i as in kit

B. Speaking
• Reciting rhymes
• Recognizing rhyming words

C. Reading
• Reading selection: “The Story of Rin and Tin”
• Identifying words with the same meaning
• Reading frequently used words

D. Writing
Spelling frequently used words

Unit I: Me and My School  |  25


E. Viewing
What My Parents Tell Me to Do

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: Smartphone or tablet
Word Cards: pretty, bright, show off, obey, burn, light

IV. Learning Plan


Invite the pupils to tell what their parents always tell them to do. Give examples like: Don’t
fight., Eat vegetables., Keep yourself clean. Ask if they obey what their parents tell them to do.
Draw the pupils’ attention to the lesson title and the big idea icon. Read the lesson title and
the big idea to the class. Tell the pupils to keep track of the rules they obey both at home and
in school.

A. LISTENING (Listen)
Listening to a Poem
Invite the pupils to tell about the pets they have at home, what their pets can do, and what
they do to show they love their pets.
Direct the class to page 46 of their books. Tell them to scan the picture using a
smartphone or a tablet to listen to the verse, “I love Little Pussy.” Then, ask them to give
some sentences about it.

I like little pussy, her coat is so warm,


And if I don’t hurt her, she’ll do me no harm.
So I’ll not pull her tail, nor drive her away,
But pussy and I very gently will play.
She shall sit by my side and I’ll give her some food,
And she’ll love me because I am gentle and good.

Listening to Words with i as in kit


Direct the pupils to page 47 of their books. Tell them to listen as you say the word for each
picture (bib, kitten, wings, ship, milk) and then tell what the middle sound in each word
is –[i].
Give the directions for Exercise on page 48. Say the words in each box:
1. mitt, pen, pin, fish
2. bib, kid, bed, tin
3. king, ring, wing, kite
4. bill, six, bike, stick

26  |  Rainbows in English • Grade 1


1. pen 2. bed 3. kite 4. bike

This exercise can help you identify which pupils can/cannot discriminate the
sound [i].

Informal Assessment

Assess the pupils’ ability to discriminate the sound [i] from the other vowel
sounds through a Same–Different exercise.
Say: I am going to say two words. If they are the same, raise one finger.
If they are different, raise two fingers.
1. fin – fin 6. tip – tip
2. fit – fat 7. six – six
3. pill – peel 8. tick – teak
4. bid – bead 9. him – him
5. give – give 10. leak – lick
This test can also be responded to in writing. The pupils write S if the
words are the same and D if they are different.
Answers:
1. S 3.
D 5.
S 7.
S 9.
S
2. D 4.
D 6.
S 8.
D 10.
D

B. SPEAKING (Say It Right)


Reciting Rhymes
Invite the pupils to repeat each line of the verse “I Love Little Pussy” after you until they
are able to memorize it. Call on volunteers to recite the verse in class.
Direct the pupils to page 49. Read all the rhymes to the class and then one rhyme at a
time. Call the pupils’ attention to the last word in each line. Point out that the words have
the same ending sound. Those words are said to be rhyming words.

Recognizing Rhyming Words


Have the pupils read the pairs of rhyming words in the boxes.
Have the pupils recite the verse “I Love Little Pussy,” two lines at a time. Ask what the
rhyming words in those lines are.
Direct the pupils to the picture on page 50. Give the directions. Read one verse at a
time. To help pupils arrive at the rhyming words, ask questions like:
1. What are the boys doing?
2. Where is the man standing?
3. What are the children doing in the yard?
For Exercise B, the pairs of rhyming words are: swing-sing, man-van, gay-play.

Unit I: Me and My School  |  27


Direct the pupils to Exercise C on page 51. Give the directions for the activity. Call on
volunteers to give their answers to the exercise.

1. guava – banana 4. dish – fish


2. jam – ham 5. pair – chair
3. fan – pan

Informal Assessment

Assess the pupils’ pronunciation by giving the pupils individual turns to


recite any of the two verses in the lesson. At this point, being able to make
the consonant phonemic contrasts (e.g., [b] vs. [v], [p] vs. [f]) should be
considered acceptable pronunciation.

C. READING (Read)
“The Story of Rin and Tin”
1. Motivation
Tell the pupils to think of a time when they did not obey what someone told them not
to do. Ask: What happened next? Tell the class that they will read a story about two
insects (moths) and what happened to them when they did not obey their mother.

2. Word Study
Place the word cards for pretty, bright, show off, obey, burn, light in a pocket chart. Use
the strategy for decoding irregularly spelled words as presented in Lesson 3.

3. Reading for fluency


Tell the pupils that they will have more practice in reading the sentences in a story.
Use the strategy for passage sight-reading as presented in Lesson 1.

Informal Assessment

Assess the pupils’ ability to read words and sentences at sight. You may
use paired reading. The pupils read the text “The Story of Rin and Tin” on
page 53, TX out loud. Take note of hesitations and regressions a reader
makes.

4. Comprehension Check (Think It Over)


Ask the comprehension questions on page 53 during the course of sentence reading
by individual pupils. Call on volunteers to read the specific sentence that answers a
question.

28  |  Rainbows in English • Grade 1


5. Skill Building (Build Your Reading Skills)
Identifying Words with Same Meaning
Direct the pupils to page 54. Explain what synonyms are. Point out that the synonyms
of the words in the exercise are found in the Word Power box. The number of small
boxes on the right correspond to the number of letters in the synonym. Take up
Number 1 as an example. The synonym of beautiful is made up of six letters. Point
out that the shape of the boxes correspond to the shape of the word.
Have the pupils work on the rest of the exercise in class.

1. pretty 4. show off


2. bright 5. burn
3. obey

Reading Frequently Used Words


Direct the pupils to page 55. Tell the pupils that they will read the words using the
procedures they learned in the earlier lessons. Take up Activity A with the whole
class. Activity B can be taken up in small groups.
Note that the words follow the CVC pattern. Remind the pupils that they sound
out each word to themselves then they read the word out loud. Give the pupils enough
time to sound out the words to themselves, then they take turns in reading the words
out loud in their respective groups.
Take up the words in Exercise on page 55 with the whole class. Rewrite the
words on word cards. Use the procedure for sight-reading irregularly-spelled words
presented in Lesson 3. Divide the class into small groups. The pupils take turns in
reading the words in their respective groups.

D. WRITING (Write It Down)


Spelling Frequently Used Words
Direct the pupils to Exercise on page 56. Have them say the word for each picture. Say
the sound(s) for the missing letter(s) and have the pupils write the letters for the sounds.
Then, have them spell and say the whole word.
Teach the following steps in learning to spell a word:
1. Look at the word and say it.
2. Read each letter in the word.
3. Close your eyes and spell the word to yourself.
4. Look at the word. Did you spell it correctly?
5. Say each letter of the word as you copy it.
6. Cover the word and write it again.
7. Look at the word. Did you write it correctly?
8. If you made any mistakes, repeat the steps.

Unit I: Me and My School  |  29


family mittens wings
guava banana school
kid six pit

E. VIEWING (View It)


What My Parents Tell Me To Do
Ask the pupils what things their teachers and/or parents tell them to do. You may write
them on the board. Ask: Do you obey these rules all the time? Why or why not?
Tell the class that you will show them pictures of some rules. Tell the pupils to look at
each picture carefully. They identify the rules which they obey and the ones which they
don’t. Ask why they obey or not obey the rule. In this activity, the pupils evaluate ideas
presented in visuals.

F. TEST YOURSELF
Direct the pupils to Test Yourself, pages 58 to 59. This paper-and-pencil test assesses the
pupils’ ability to produce rhyming words.

A. Answers may vary.


B. 1. Ff, Gg, Hh 4. Qq, Rr, Ss
2. Bb, Cc, Dd 5. Tt, Uu, Vv
3. Mn, Nn, Oo 6. Ww, Xx, Yy

G. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: Who are the people you
obey at home? Who are the people you obey in school? Write the pupils’ answers on the
board. They may be asked to read their sentences later.

30  |  Rainbows in English • Grade 1


Lesson 5 To Be Strong and Healthy
Time Allotment: 8 days
Pages 60–75
BIG IDEA
I should always stay strong
and healthy.
I. Objectives
A. Listening
• Identify answers to riddles listened to.
• Recognize the sound [e] as in egg in words listened to.
• Name words with the sound [e] as in egg.

B. Speaking
• Pronounce correctly words with the sound [e] as in egg.
• Recite rhymes with correct pronunciation.
• Ask and answer questions about one’s family.

C. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Recall details in a story read.
• Identify words with opposite meanings.
• Identify words that are different among others.

D. Writing
• Spell common name words correctly.

E. Viewing
• List healthy foods based on pictures shown.

II. Subject Matter
A. Listening
• Listening to riddles
• Listening to words with e as in egg

B. Speaking
• Pronouncing words listened to
• Reciting rhymes
• Asking and answering questions

C. Reading
• Reading selection: “My Little Health Friends”
• Identifying words with opposite meanings
• Identifying words that are different

Unit I: Me and My School  |  31


D. Writing
• Spelling words learned in this lesson

E. Viewing
• Healthy Food, Healthy Children

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Word Cards: hay, strong, healthy, plenty, merry, hardworking
Nursery Rhyme Pictures: Humpty Dumpty, Little Nancy Etticoat, Old Mother Twitchett, As I
Was Going to Saint Ives, Two Legs Sat Upon Three Legs

IV. Learning Plan


Invite the pupils to tell what they do to be strong and healthy. Ask questions like: Do you eat
healthy food? Do you get enough sleep? Do you play in the open air? Draw the pupils’ attention
to the lesson title and the big idea icon. Read the lesson title and the big idea to the class. Tell
the pupils to keep track of the things they do to be strong and healthy.

A. LISTENING (Listen)
Listening to a Riddle
Tell the pupils that they will listen to some tricky questions as they scan the image with a
smartphone or a tablet. These questions are called riddles. Give examples such as: What
has four wheels and flies? (a garbage truck)

I am a piece of folded paper,


Inside me you put a letter,
What am I? (Answer: letter envelope)

Tell the pupils that you will read some nursery rhymes to them. These rhymes are also
riddles. Show the pictures that go with the nursery rhymes. Tell the pupils to match the
riddles and the pictures. Then, they guess the answer to the riddle.
Read the following riddles to the class:
1. Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall;
All the king’s horses and all the king’s men
Cannot put Humpty Dumpty together again.

Answer: Egg

2. Little Nanny Etticoat,


In a white petticoat,

32  |  Rainbows in English • Grade 1


And a red nose;
The longer she stands,
The shorter she grows.

Answer: Candle

3. Old Mother Twitchett had but one eye,


And a long tail which she let fly;
And every time she went over a gap,
She left a bit of her tail in a trap.

Answer: Needle

4. As I was going to St. Ives,


I met a man with seven wives,
Every wife had seven sacks,
Every sack had seven cats,
Every cat had seven kits—
Kits, cats, sacks, and wives,
How many were going to St. Ives?

Answer: One

5. Two legs sat upon three legs,


With one leg in his lap;
In comes four legs
And runs away with one leg;
Up jumps two legs,
Catches up three legs,
Throws it after four legs,
And makes him drop one leg.

two legs – a man, three legs – a three-legged stool,


Answer:
four legs – a dog, one leg – a leg of ham

Listening to Words with e as in egg


Direct the pupils to page 61 of their books. Tell them to listen as you say the word for the
first four pictures (elf, egg, Elsa, exit). Tell them to listen for the first sound in each word
and then tell what it is—[e].
Direct the pupils to Exercise A on page 62. Tell them to listen as you say the word for
the pictures (bench, ten, net, belt, bed, egg). Tell them to listen for the vowel sound in each
word and then tell that it is [e].

Unit I: Me and My School  |  33


Direct the pupils to Exercise B. Give the directions for the exercise. Tell the pupils
to sound out the words to themselves before they answer each item. Use Item 1 to
demonstrate the procedure.

B. 1. elf 3. met 5. pet


egg beg get
bed set Ned
2. pen 4. cell 6. bless
gem neck let
hen jet yet

Informal Assessment

Assess the pupils’ ability to discriminate [e] sound from the other vowel
sounds through a Same-Different exercise.
Say: I am going to say two words. If they are the same, raise one finger.
If they are different, raise two fingers.
1. pen – pen 6. pit – pet
2. Ben – bin 7. Ned – need
3. ten – ten 8. feed – fed
4. den – den 9. met – met
5. gem – gym 10. let – let
This test can also be responded to in writing. The pupils write S if the
words are the same and D if they are different.
Answers:
1. S 3.
S 5.
D 7.
D 9.
S
2. D 4.
S 6.
D 8.
D 10.
S

B. SPEAKING (Say It Right)


Pronouncing Words Listened To
Direct the pupils to page 63. Invite them to look at each picture as you read the phrase
that follows. Then, have them repeat each phrase after you. Give the pupils individual
turns to read the phrases. Take note of the way they sound off the words with the letter e.

Reciting Rhymes
Direct the pupils to the rhyme that follows. Invite them to look at the picture as you read
the rhyme alongside the picture. Then, have them repeat each line of the rhyme after you.
Give the pupils individual turns to read the rhyme. Take note of the way they sound off
the words with the letter e. Point out that the letter e in name and in the second syllable
of Mennie is not sounded. Explain how the letter e in the first syllable and in the second
syllable of the word Easter is sounded (e as in me, e as in agent, respectively).

34  |  Rainbows in English • Grade 1


Direct the pupils to Exercise on page 64. Invite them to listen as you read the rhyme.
Then, have them repeat each line of the rhyme after you. Give them individual turns to
read the rhyme. Explain how the letters ee in seek is sounded. Point out that a letter of the
alphabet can stand for several sounds.

Informal Assessment

Assess the pupils’ pronunciation by giving the pupils individual turns to


read or recite any of the rhymes and verses taken up in the lesson. At this
point, focus on the pupils’ ability to make some vowel phonemic contrasts
(e.g., [e] vs. [i]). Identify the pupils who have difficulty with the vowel
contrasts.

Asking and Answering Questions


Direct the pupils to the exercise on page 65. Invite the pupils to listen as you read Len’s lines.
Then, have them repeat each line after you. Give them individual turns to read Len’s lines.
Call on volunteers to answer the questions on page 65. Have the class repeat the
following sentences:
1. There are four members in Len’s family.
2. Len has one brother.
3. Len has no sister.
4. Len has a healthy and happy family.
Divide the class into groups of four. Have the pupils take turns in asking and answering
questions about their families. Demonstrate how this activity is to be carried out.
Ask the pupils to bring a family picture to class before taking up the exercise on page 66.
Explain to the class how the activity is to be carried out. Give the dyads individual turns
to present their questions and answers.

C. READING (Read)
“My Little Health Friends”
1. Motivation
Ask the pupils what they usually have for breakfast, lunch, and supper. Ask if those
foods keep the body strong and healthy.

2. Word Study
Place the word cards for hay, healthy, merry, strong, plenty, and hardworking in a
pocket chart. Use the strategy for decoding irregularly spelled words as presented in
Lesson 3.

3. Reading for Fluency


Tell the pupils that they will have more practice in reading the sentences in a story.
Use the strategy for passage sight-reading as presented in Lesson 1.

Unit I: Me and My School  |  35


Informal Assessment

Assess the pupils’ ability to read words and sentences at sight. You may
conduct paired reading. The pupils read the text “My Little Health Friends”
on page 69, TX out loud. Take note of hesitations and regressions a reader
makes.

4. Comprehension Check (Think It Over)


Ask the comprehension questions on page 69 during the course of sentence reading
by individual pupils. Call on volunteers to read the specific sentence that answers a
question.

5. Skill Building (Build Your Reading Skills)


Identifying Words with Opposite Meanings
Review what synonyms are. Ask the pupils the synonyms of some familiar words such
as small, pretty, big, clean, happy, sad, tall, and short. Write the synonymous words
on the board for the pupils to see and read. They may be asked to use the words in
sentences.
Explain what antonyms are. Begin by showing pictures such as a picture of a short
and a tall person, a big and a small fruit, a happy and a sad-looking person, and the
like. Point out that the words big and small, happy and sad, and short and tall have
opposite meanings. So, short is the opposite or antonym of tall. Give other pairs of
antonyms. Help them form sentences such as: An elephant is big. A mouse is small.
Direct the pupils to Exercise on page 70. Work on the exercise with the whole class.

healthy – sickly hot – cold


plenty – few soft – hard
lazy – hardworking push – pull
strong – weak in – out
lonely – merry dry – wet

Identifying Words that Are Different


Direct the pupils to the visual discrimination activity and Exercise on page 71. Have
them work on the exercises independently. All pupils are expected to answer all the
items correctly.
Note the pupils who commit errors on these exercises as they may be learners
with reading problems.

36  |  Rainbows in English • Grade 1


1. tick-tock 5. seven
2. cherry 6. string
3. wealthy 7. lard
4. shelves 8. walking

Exercise
1. eleven 3. elves
2. playing 4. keep us healthy

D. WRITING (Write It Down)


Spelling Words Learned in this Lesson
Direct the pupils to Exercise on page 72. Have the pupils say the word for each picture and
then answer the exercise by themselves. Tell them to sound out each missing letter and
then write down the letter for that sound. Note the pupils who still make use of invented
spelling.
Recall the word study steps presented in Lesson 4. You may give another spelling test
the following day.

1. elephant 4. father
2. eggs 5. seven
3. envelope

E. VIEWING (View It)


Healthy Food, Healthy Children
Tell the class that you will show them pictures of some food that happy and healthy
children eat. Tell the pupils to look at each picture carefully and note what foods are
shown in the pictures.
This activity aims to develop keenness in noting details in visuals of various kinds.

F. TEST YOURSELF
Direct the pupils to Test Yourself on page 74. This paper-and-pencil test assesses the pupils’
ability to write legible manuscript letters.

G. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: Why should you always
stay strong and healthy? Write the pupils’ answers on the board. They may be asked to read
their sentences later.

Unit I: Me and My School  |  37


Lesson 6 Things at Home
and in School BIG IDEA
Time Allotment: 8 days I have fun with things I use
Pages 76–93 at home and in school.

I. Objectives
A. Listening
• Give details in a story listened to.
.
• Recognize the sound [o] as in oar in words.

B. Speaking
• Say sentences using correct stress and intonation.

C. Grammar
• Use a with name words that begin with consonant sounds.
• Use an with name words that begin with vowel sounds.
• Use This is and That is in statements and in questions.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Create a poem.

E. Writing
• Spell common names correctly.

F. Viewing
• List the things found in school and in home based on pictures shown.

II. Subject Matter
A. Listening
• Listening to a story: “Oscar and His School Bag”
• Listening to words with o as in oar

B. Speaking
• Saying sentences with correct stress and intonation

C. Grammar
• Using a and an
• Using This is and That is

D. Reading
• Reading selection: “My Favorite Things”
• Creating one’s own poem

38  |  Rainbows in English • Grade 1


E. Writing
• Writing names of common objects

F. Viewing
• Things at Home and in School

III.  Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Word Cards: favorite, ribbons, socks, dresses, pillow, and feelings

IV. Learning Plan


Invite the pupils to tell what things they have in their homes and the things they use in school.
Ask questions like: What things in your home do you like most? Why? What school things do
you like most? Why? Draw the pupils’ attention to the lesson title and the big idea icon. Read
the lesson title and the big idea to the class. Tell the pupils to keep track of the things they use
at home and in school that make them happy.

A. LISTENING (Listen)
Listening to a Story
Direct the pupils to page 76 of their books. Ask them to describe what they see in the
illustration. Then, guide them as they use a smartphone to listen to the listening selection.

Oscar and His School Bag

Oscar brings a bag to school every day. But when he gets home, he just
throws his bag anywhere in the house. Then, he watches television until its time
for him to sleep.
One night, while Oscar was asleep, Mr. Ox came. He took a book from
Oscar’s bag and began reading it. Then, Mr. Moth hurried in. He got Oscar’s
crayons and started coloring Oscar’s coloring book. And look, somebody’s
writing in Oscar’s notebook.
Who could it be? Oh, it’s Miss Oriole.
“Let’s get Oscar’s school things,” said Miss Oriole. “They’re fun to work
with. Oscar doesn’t like them anyway.”
“I’ll get his books,” said Mr. Ox.
“I’ll get his crayons and coloring books,” said Mr. Moth.
“I’ll get all his notebooks and his bag.” said Miss Oriole.
So, the animals got the things they wanted and started for the door.
“No, no, no!” Oscar shouted. “Don’t take them away! They’re mine.”
Just then, someone came into the room. “Wake up, Oscar. You have to get
ready for school.” It was Oscar’s mother.

Unit I: Me and My School  |  39


“Mother, some animals took my bag away,” Oscar cried.
“You’ve been dreaming, Oscar,” said his mother. “Here’s your bag. You left it
in the living room. I put it here inside your room.”
“Oh, thanks, Mom. That was a bad dream. From now on, I’ll take care of my
bag and school things. I don’t want the animals to take them away.”

Take up the questions in Talk about These. If the pupils cannot answer the question,
repeat that portion of the story that answers the question. You may direct them to the
picture on pages 76–77.

Listening to Words with o as in oar


Direct the pupils to page 78 of their books. Tell them to listen as you say the word for the
first four pictures (ore, orchid, oar, oriole). Tell them to listen for the first sound in each
.
word and then tell what it is—[o].
Tell them to listen as you say the word for the next five pictures (corn, cross, moth,
frog, four, dog). Tell them to listen for the middle vowel in each word and then tell what
.
it is. Answer: [o].
Direct the pupils to page 79. Tell the pupils to listen as you read each sentence. They,
.
in turn, circle the words that have the sound [o]. Check the pupils’ response right after
.
each number. Point out that the letter o usually stands for the sound [o].
But it can also stand for the sound of o as in nose, o as in pot, and oo as in pool.

1. Tom, Dom, corn 6. Tom, saw, cross


2. Dom 7. Dom, saw, frog, on, log
3. Tom 8. frog
4. logs 9. frog, on
5. Dom, cork 10. Dom, on

Informal Assessment

Direct the pupils to Exercise on page 79. This is an auditory discrimination


exercise. Read the words after each number and have the pupils circle the
words that have the sound o as in oar.
Answers:
1.
dog, hog 5.
or, off
2.
hog, Tom 6.
gone, corn, horn
3.
song, soft 7.
horse, honk
4.
pork, fork 8.
for, four

40  |  Rainbows in English • Grade 1


B. SPEAKING (Say It Right)
Saying Sentences with Correct Stress and Intonation
Direct the pupils to page 80. Call their attention to the pictures. Ask what they notice
about each picture. Tell them that the sentences to the left of the pictures are rhymes
about those pictures. Tell them to listen as you read each rhyme. Point out that some
words in the rhyme receive more force than the others. Also, your voice goes up or down
at the end of a sentence.
Read the rhymes all over again and have the pupils repeat each line after you. Notice
that in the second rhyme, the first line is said with a rising intonation. All the other lines
are said with a falling intonation.
Give the pupils practice in saying the rhymes, in groups, dyads, and individually.

C. GRAMMAR
Using a and an
Direct the pupils to page 81. Tell them that the boy named Ron is getting ready for school.
Ask them to name his school things.
Conduct a simple substitution drill using this pattern:
Ron has a ______. (Cues: pencil, book, ruler, bag, ballpen)
Ron has an ______. (Cues: eraser, envelope, umbrella, orange)
Direct the pupils’ attention to the Remember box. Explain the rules stated in the box.
Direct the pupils to Exercise on page 82. Ask which words begin with the letters a,
e, i, o, and u. Ask what word is to be used with these words. Have the pupils write their
answers to the items. Ask what word is to be used with the rest of the words and why.
Have the pupils write their answers to those items.

1. an 3. a 5. a 7. an 9. a
2. an 4. an 6. an 8. a 10. an

Using This is, That is


Direct the pupils to the picture on page 83. Tell them that the children are talking about
the things in their friend’s living room. Read the sentences in the speech bubbles. Explain
when This is and That is are used and that their equivalents in Filipino are Ito ay . . . and
Iyan ay . . . , respectively.
Direct the pupils to the picture on page 84. Tell them that the pupils are asking and
answering questions about things in their classroom. Read the sentences in the speech
bubbles. Explain that they use the questions What is this? and What is that? and their
Filipino equivalents are Ano ito? and Ano iyan? respectively.
Direct the pupils to Exercise A on page 85. Explain the directions for the exercise.
Tell them to look at each picture carefully and note whether the child is telling about
something he or she is holding or pointing to something away from him or her. Call on
several pupils to say the sentence for each picture.

Unit I: Me and My School  |  41


A. 1. This is 2. That is 3. This is 4. That is 5. This is
B. Answers may vary.

Informal Assessment

Conduct an oral question-and-answer exercise. Point to something in the


classroom and say: What is this? or What is that? The pupil answers That
is a/an _______. or This is a/an _______. Note that this activity assesses the
pupils’ ability to use a, an, This is, and That is. This can be followed by an
activity where the pupils do the asking and the answering themselves.

D. READING (Read)
“My Favorite Things”
1. Motivation
Ask: Who among you has a room of your own? What things do you have in your room?
Which of those things do you like best? Pupils who have no rooms of their own may
also be asked to tell the things they like best in their homes. Direct the pupils to the
picture on pages 86–87. Tell them that the girl is telling about the things in her room.

2. Word Study
Place the word cards for favorite, ribbons, socks, dresses, pillow, and feelings in a pocket
chart. Use the strategy for decoding irregularly spelled words as presented in Lesson 3.

3. Reading for Fluency


Tell the pupils that they will have more practice in reading the sentences in a story.
Use the strategy for passage sight-reading as presented in Lesson 1.

Informal Assessment

Assess the pupils’ ability to read words and sentences at sight. You may conduct
paired reading. The pupils read the text “My Favorite Things” on page 87, TX
out loud. Take note of hesitations and regressions a reader makes.

4. Comprehension Check (Think It Over)


Ask the comprehension questions on page 87 during the course of sentence reading by
individual pupils. Call on volunteers to read the specific sentence that answers a question.

5. Skill Building (Build Your Reading Skills)


Creating One’s Own Poem
Direct the pupils to page 88. Explain to the pupils that they can make another poem
by changing some words in the poem on page 87. Work on this activity with the
whole class. Rewrite the poem on a chart or on the blackboard. Point out that the

42  |  Rainbows in English • Grade 1


missing words in Lines 2 and 3 are action words. Have the pupils suggest some action
words. Ask for suggestions from the class. See to it that the words are contextually
appropriate and grammatically correct when placed in the lines. The missing words
in Lines 5 to 9 are words for things found in a house; in Line 10, an action word
expressing emotion, and in Line 11, a word describing a feeling or emotion.
Have the pupils take turns in reading the new poem. Encourage them to write
their own version of the poem “My Favorite Things.”

E. WRITING (Write It Down)


Writing Names of Common Objects
Direct the pupils to Exercise on page 89. Have the pupils name each picture and then write
the name for each. Note the pupils who use invented spelling. Teach the conventional
spelling for the word as needed. Explain the difference between invented spelling and
conventional spelling.
Recall the steps for learning to spell a word. Demonstrate the procedure again if
necessary.

umbrella eraser bag book ruler jacket

Informal Assessment

Have the pupils make a scrapbook of pictures of things found in school


and in their homes. Labeling of the pictures will have to be done in school.
Go over the scrapbooks and note which pupils still make use of invented
spelling. Teach the conventional spelling as needed.

F. VIEWING (View It)


Things at Home and in School
Tell the class to name some things found in their homes and in school. Tell them that you
will show them pictures of things one finds in other schools and homes.
This activity aims to develop keenness in making comparisons and contrasts.

G. TEST YOURSELF
Direct the pupils to Test Yourself on page 91. This paper-and-pencil test assesses the pupils’
ability to write legible manuscript letters.

A. bag, books, pencils, crayons, notebook, paper


books, pencil, paper, crayons, notebook
B. ribbons, socks, dress, crayons, ruler
C. pond, clock, pencil, envelope
D. 1–8, except 2, yes

Unit I: Me and My School  |  43


H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: What things in your home
and in your school do you have fun with? Why? Write the pupils’ answers on the board.
They may be asked to read their sentences later.

I. UNIT TEST
Direct the pupils to the Unit Test on page 94. This paper-and-pencil test evaluates pupil’s
learning at the end of the unit.

A. 1. kite – kit (D) 6. sit – set (D)


2. oar – oar (S) 7. four – poor (D)
3. pen – pin (D) 8. corn – corn (S)
4. lip – lip (S) 9. fin – fine (D)
5. ship – ship (S) 10. ten – ten (S)
B. 1. Anne meets Mr. Cruz on her way to her classroom. What will
Anne say to Mr. Cruz? (a. Good morning, Sir.)
2. Mio shares his snacks to Ron. Ron thanks him. What will Mio
say? (b. You are welcome.)
3. Cha wants to go to the comfort room. What will Cha say to her
teacher? (a. May I go out?)
4. Mary is a new pupil in the class. She introduces herself. What
will Mary say? (b. My name is Mary Sison.)
5. Miss Rama asks Mary where she lives. What will Mary say to
Miss Rama? (a. I live in Calamba, Laguna.)
6. Miss Rama asks the age of Ron. What will Ron say to Miss
Rama? (a. I am seven years old.)
7. Celia wants to talk to Nancy. Nancy is walking in the hallway.
What will Celia say to Nancy? (b. Hello, Nancy.)
C. 1. frog, bag 4. egg, angel
2. horse, pencil, crayon 5. okra, alligator
3. book, flower
D. 1. This is my pencil.
2. That is a butterfly kite.
3. That bus goes very fast.
4. This is my sister’s notebook.
5. This is my new bicycle.
6. That is Miss Vida’s house.
E. 1. teacher 5. apples
2. bag 6. bark
3. good 7. excited
4. plants 8. favorite

44  |  Rainbows in English • Grade 1


UNIT II: Around You and Me

Content and Learning Activities Overview

Lesson
Listening Speaking Grammar Reading Writing Viewing
Title

Lesson 7 Listening to a Pronouncing Making Name Story: Fun in the Writing Phrases Fun on
Fun in the Poem: Here Words Words Mean Sun from Dictation Sunny
Sun Comes the Listened To More than Days
Sun One Reading
pp. 100–123 Frequently Used
More on Words
Big Idea:
Making Name
We can enjoy
Words Mean
many things
Listening to More than
around us.
Words with u One
as in cup
Using These
are and
Those are

Unit II: Around You and Me  |  45


Lesson 8 Listening to Pronouncing Using Name Story: Jerome Spelling Words Happy
A Happy Sentences Words Words to and the Young Learned in the Homes
Home about Pictures Listened To Begin Tree Lesson
Sentences
pp. 124–139 Recognizing Copying a
Meanings of Paragraph
Big Idea:
Words
We can enjoy
many things Listening to
Getting the Main
around us Words with o
Idea
with our as in bone

46  |  Rainbows in English • Grade 1


family.

Lesson 9 Playing a Saying Please Using Action Passage: Signs Spelling Words Signs
Follow, Game: Simon in Making Words in Here and There Learned in the Around
Follow Me Says Requests One-step Lesson Us
Directions Recognizing
pp. 140–155 Meanings of Copying
Words Directions
Big Idea:
Other people Reading Signs and
can help us Listening to
Symbols
say and do the and Following
right thing. One-word
Commands

Listening to
Words with a
as in cap
Lesson 10 Listening to a Pronouncing Using I, He, Story: A Little Spelling Words Helpers
Kind Helpers Story Words She, and It Cow in a Hurry Listened To Around Us
Listened To
pp. 156–175 Using We, Recognizing Word Copying
You, and Meanings Sentences
Big Idea:
They Correctly
We can help Asking and
each other do Listening to
Answering Wh-
many things. Words with a
Questions
as in cake

Lesson 11 Listening to Pronouncing Using ‘s Story: Fishing Spelling Words Fun Things
Fun at Sea a Dialogue: Words to Show with Father with Opposite at Sea or
Pete and His Listened To Ownership Meanings on a Beach
pp. 176–201 Father Making Word
Using His, Connections Copying
Big Idea:
Her, and Rhymes
Other people More on
Hers
can help us Recognizing
enjoy the Words with
world around Listening to
Opposite
us. Words with e
Meanings
as in egg and
eat

Lesson 12 Listening to a Pronouncing Using My, Poem: Good Spelling Words The Sky
Under the Rhyme: Kites Words Mine, Your, Boys and Girls with Double at Day or
Blue Sky Listened To and Yours Consonants Night
Making Word
pp. 202–223 Using Our, Connections Writing
Ours, Their, Sentences Using
Big Idea: More on
Listening to and Theirs Words with the
We can get Recognizing
Words with i Same Meaning
along well with Words with the
others at work as in kit and
Same Meaning
and at play. kite

Unit II: Around You and Me  |  47


Unit II
BIG QUESTION

How can things around us help


us to be better persons?

Around You and Me


Direct the pupils to page 99 of the book. Have them read the unit number
and the unit title. Ask why they suppose the unit is given that title. Draw
their attention to the picture in the unit opener. Ask where they suppose
the children are going and why they look happy. Read the verse to the class.
Ask: What will the children do with the things around them?
Draw the pupils’ attention to the icon on the lower right-hand corner
of the page. Read the big question or ask a volunteer to read it (How can
things around us help us to be better persons?) Tell them that this is the big
question that they are expected to answer after working on the unit.
Direct the pupils to the right-hand sidebar. Tell the class that in the box
is a list of the titles of the lessons found in the unit. Read the lesson titles to
the class or ask volunteers to read them. You may ask the pupils to turn to
the page where each lesson begins. Ask what they think of the pictures at
the beginning of each lesson.

48  |  Rainbows in English • Grade 1


Lesson 7 Fun in the Sun
Time Allotment: 8 days BIG IDEA
Pages 100–123
We can enjoy many
things around us.

I. Objectives
A. Listening
• Give important details in a poem listened to.
• Recognize the sound [ә] as in cup in words listened to.

B. Speaking
Correctly pronounce words with the sound [ә] as in cup.

C. Grammar
• Recognize name words.
• Make singular name words mean plural.
• Use These are and Those are correctly.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Correctly read frequently used words.

D. Writing
• Correctly write phrases that are dictated.
• Correctly spell the plural form of singular name words.

E. Viewing
Compare one’s experiences with activities shown in pictures.

II. Subject Matter


A. Listening
• Listening to a poem: “Here Comes the Sun”
• Listening to words with u as in cup

B. Speaking
Pronouncing words listened to

C. Grammar
• Making name words mean more than one
• More on making name words mean more than one.
• Using These are and Those are

Unit II: Around You and Me  |  49


D. Reading
• Reading selection: “Fun in the Sun”
• Reading frequently used words

E. Writing
Writing phrases from dictation

F. Viewing
Fun on Sunny Days

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Word Cards: fun, promise, worried, paddle, float, drowning

IV. Learning Plan


Draw the pupils’ attention to the lesson title and to the big idea icon. Read the lesson title and
the big idea to the class. Invite the pupils to tell what they enjoy more, a sunny day or a rainy
day. Have them tell why. Tell the pupils that as they take up the lesson, they keep track of the
things they enjoy doing on sunny days.

A. LISTENING (Listen)
Listening to a Poem
Ask the class if they have ever watched a sunrise or a sunset. Explain the lexical items.
Show pictures of a sunrise and a sunset. Point out that the sun rises in the east and sets in
the west. Encourage the pupils to experience watching a sunrise and a sunset.
Tell the pupils to scan the picture using a smartphone or a tablet to listen to a poem
about what some children want to do when the sun has risen. Tell them to remember at
least one thing mentioned in the poem.

Here Comes the Sun


Here comes the sun!
Let’s all have fun.
Open up your umbrella
And sing tra-la-la-la-la.
Let’s greet the morning sun.
Let’s jump and run.
Let everyone have fun,
A new day has begun.

Ask the class what they expect to do when morning comes and its going to be a sunny
day. You may ask the class to repeat each line of the poem after you.

50  |  Rainbows in English • Grade 1


Listening to Words with u as in cup
Direct the pupils to page 102 of their books. Tell them to listen as you say the word for
the pictures (bun, cup, duck, drum, bus, cub). Tell them to listen for the first sound in each
word and then tell what it is – [ə]. Note that the letter u in these words is the schwa sound.

Informal Assessment

Conduct an auditory discrimination exercise. Say: I am going to say two


words. If they are the same raise one finger. If they are different, raise
two fingers.
1. cub – cub 6. bug – bag
2. cub – cab 7. mud – mud
3. put – pot 8. gum – gum
4. mutt – mutt 9. tag – tug
5. put – put 10. hut – hut
Answers: One finger is raised for pairs 1, 4, 5, 7, 8, and 10 and two fingers
for pairs 2, 3, 6, and 9.

B. SPEAKING (Say It Right)


Pronouncing Words Listened To
Direct the pupils to page 103. Tell them to listen as you read each set of words, phrases,
and sentences and then to say the words, phrases, and sentences after you. Note that in Set
A, the schwa sound is in initial position, in medial position in Set B and C, and in initial
and medial positions in Set D. You may ask groups, dyads, or individual pupils to carry
out the mimicry activity.

C. Grammar
Making Name Words Mean More than One
Direct the pupils to the picture on page 104. Ask them to name the persons, animals,
things, and plants they see in the picture. Help them to use the form I can see _________.
Recall what these words are. (Name words.) Direct them to the Remember box. Have the
pupils read the chart on page 104. Point out that the name words have been grouped. Ask
what the headings are. Have the pupils read the name words in each group. Have them
add other name words to each group.
Direct the pupils to the pictures on page 105. Explain to them the difference between
the singular name words and the plural name words. Point out that in the first column,
the pictures of only one animal of one kind are shown—one monkey, one snake, one
elephant. In the second column, pictures of several animals of the same kind are shown.
Call the pupils to the name words that go with the pictures. Ask how monkey and monkeys,
snake and snakes, and elephant and elephants are different. Ask: Which name words mean
one? Which name words mean more than one? What letter is added to a name word to
make it mean more than one?
Call the pupils’ attention to the Remember box.

Unit II: Around You and Me  |  51


Direct the pupils to the pictures on page 106. Call on volunteers to say the plural form
of the words for the animals. Then ask them to give the number word and the name word,
e.g., one tiger, three tigers. You can ask the pupils to give the singular and plural forms of
animals they know.
Direct the pupils to the first picture on page 107. Have them tell how many of each
kind of animal they can see. They can use the pattern: I can see (number word) (name of
animal). e.g., I can see three ducklings. Have the pupils work on Exercise C in dyads. Allow
them to use invented spelling in writing the names of the animals. Teach the conventional
spelling later.

A. tiger – three tigers turtle – four turtles


zebra – two zebras lion – two lions
B. cow, carabao, goat, duck, chicken/rooster, dog, pig
the animals are found in a farm
C. Possible Answers:
cow – cows chicken – chickens
carabao – carabaos rooster – roosters
goat – goats dog – dogs
duck – ducks pig – pigs

More on Making Name Words Mean More than One


Direct the pupils to the second picture on page 108. Ask them to name the persons and
things they see in the picture. Have the pupils read the chart on page 109. Point out that
in the first column, the pictures of only one thing of one kind are shown—one bus, one
dress, one watch, one brush. In the second column, pictures of several things of the same
kind are shown. Call the pupils to the name words that go with the pictures. Ask how bus
and buses, dress and dresses, watch and watches, and brush and brushes are different. Ask:
What letters are added to the name words on the left to make them mean more than one?
Call the pupils to the rule in the Remember box.

A. 1. boxes 5. classes
2. churches 6. sandwiches
3. matches 7. dishes
4. glasses

Using these are and those are


Direct the pupils to the picture on page 112. Have them read the sentences in the speech
balloons.
Conduct a simple substitution drill on the pattern These are . Tell the
pupils to hold several school things of the same kind, e.g., notebooks, pens, books. Call
on individual pupils to say: These are .

52  |  Rainbows in English • Grade 1


Conduct a simple substitution drill on the pattern Those are . Tell the
pupils to point to several of one kind of thing in the room. The things must be away from
the speaker. Call on individual pupils to say: Those are .
Point out to the class that These are . . . is used when telling about several things near
the speaker and Those are . . . is used when telling about several things away from the
speaker.
Conduct a simple substitution drill on the patterns:
What are these? These are .
Show several objects to the class. Ask: What are these? Call on a pupil to go near the
objects and say: These .
Conduct a simple substitution drill on the patterns:
What are those?
Those are .
Point to several objects in the room. Ask: What are those? The class or individual
pupils answer: Those are .
The pattern drill can be repeated by dyads.
Direct the pupils to the picture on page 113. Call the pupils’ attention to the distance
of the objects each child is pointing to. Call on individual pupils to give the appropriate
sentence for each picture. Have the pupils note that the children in Pictures 1, 3, and 5 are
pointing to objects away from them while those in Pictures 2 and 4 are showing objects
they are holding.

1. Those are birds.


2. These are rabbits.
3. Those are chickens. or Those are roosters.
4. These are flowers.
5. Those are bees.

D. READING (Read)
“Fun in the Sun”
1. Motivation
Ask the pupils if they have ever gone swimming, the best time for swimming, and
their experiences in a swimming party.

2. Word Study
Place the word cards for fun, promise, worried, paddle, float, and drowning in a pocket
chart. Use the strategy for decoding irregularly spelled words as presented in Lesson 3.

3. Reading for Fluency


Tell the pupils that they will have more practice in reading the sentences in a story.
Direct the pupils to pages 114–116. Provide the pupils enough time to practice
reading the passage at sight. Repeat the strategy presented in Lesson 1, if necessary.

Unit II: Around You and Me  |  53


Informal Assessment

Assess the pupils’ ability to sight-read words and sentences by having


individual pupils read the story “Fun in the Sun” on pp. 114–116, TX out
loud. Take note of pupils who cannot sound out a word within three
seconds. Those pupils might have some phonemic awareness and/or
phonics difficulties. Note which kinds of words are difficult for pupils to
decode.

4. Comprehension Check (Think It Over)


Ask the comprehension questions on page 116 during sentence reading by individual
pupils. Call on volunteers to read the specific sentence that answers a question.

5. Skill Building (Build Your Reading Skills)


Reading Frequently Used Words
Call on individual pupils to read the word cards in the pocket chart. Point to the cards
at random. Note who among the pupils are unable to decode each word within three
seconds.
Direct the pupils to the pictures on page 117. Explain the directions for the
exercise. The pupils may be asked to answer the exercise orally or in writing.

1. fun 4. float
2. drowning 5. worried
3. paddle 6. promise

Informal Assessment

Assess the pupils’ ability to sight-read words and sentences by having


individual pupils read the selection on page 118 out loud. Take note of
pupils who cannot sound out a word within three seconds. Note which
kinds of words are difficult for pupils to decode.

E. WRITING (Write It Down)


Writing Phrases from Dictation
Direct the pupils to the picture on page 119, Exercise A. Call on a volunteer to give a
phrase or a sentence about an animal s/he sees in the picture. The rest of the pupils write
the phrase or sentence on their notebooks. Call on volunteers to write the sentences on
the board. Take up the spelling errors, if any.
Direct the pupils to Exercise B on page 120. Point out that the words in the list are
name words. Ask how those name words are to be written to make them mean more than

54  |  Rainbows in English • Grade 1


one. Have the pupils work on the exercise. Check the pupils’ spelling. Tell them to learn
to spell the words using the steps presented in Lesson 4. Demonstrate the steps again if
necessary. You may ask the pupils to work on the activity in dyads in class or individually

1. alligators 6. lions
2. bears 7. zebras
3. ducks 8. turkeys
4. elephants 9. roosters
5. monkeys 10. kittens

F. VIEWING (View It)


Fun on Sunny Days
Ask the pupils what they do when the sun is bright and they do not have classes.
Tell the class that you will show them pictures of what some children do on sunny
dayss. Tell the pupils to look at each picture carefully and note what the children do as
shown in the pictures.
This activity aims to develop keenness in noting details in visuals.

G. TEST YOURSELF
Direct the pupils to Test Yourself, page 122. This test assesses the pupils’ ability to use This
is, These are, That is, and Those are.

1. These are 4. This is


2. This is 5. This is
3. Those are

H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: What can you do to enjoy
the things around you? Write the pupils’ answers on the board. They may be asked to read
their sentences later.

Unit II: Around You and Me  |  55


Lesson 8 A Happy Home
Time Allotment: 8 days BIG IDEA
Pages 124–139
We can enjoy many things
around us with our family.

I. Objectives
A. Listening
• Match pictures with sentences listened to.
• Recognize the sound [ō] as in bone in words listened to.

B. Speaking
Correctly pronounce words with the sound [ō] as in bone.

C. Grammar
• Begin sentences with name words.
• Use names as subjects of statements.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Give the meanings of unfamiliar words.
• Tell what a picture is all about.

E. Writing
• Spell words and phrases as dictated.
• Copy a paragraph using the correct manuscript letter forms.

F. Viewing
Make a conclusion on the images shown in pictures.

II. Subject Matter


A. Listening
• Listening to sentences about pictures
• Listening to words with o as in bone

B. Speaking
Pronouncing words listened to

C. Grammar
Using name words to begin sentences

56  |  Rainbows in English • Grade 1


D. Reading
• Reading selection: “Jerome and the Young Tree”
• Recognizing meanings of words
• Getting the main idea

E. Writing
• Spelling words learned in the lesson
• Copying a paragraph

F. Viewing
Happy Homes

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or a tablet
Word Cards: protect, bear fruit, break, destroy, cruel, dream

IV. Learning Plan


Invite the pupils to tell what they think a happy home is. Ask questions like: Why is your
home a happy home? What things do you do in your home to make it happy? Draw the pupils’
attention to the lesson title and the big idea icon. Read the lesson title and the big idea to the
class. Tell the pupils to keep track of the things they do to make their homes a happy home.

A. LISTENING (Listen)
Listening to Sentences about Pictures
Direct the pupils to the pictures on page 124. Ask the pupils to scan the pictures using a
smartphone or a tablet to listen to some sentences. They will then identify the picture that
goes with the sentence.
Read the following sentences:
1. A man is rowing a small boat.
2. The house is beside the river.
3. That is Father’s long coat.
4. I can see two doors.
You may ask the class or individual pupils to repeat each sentence after you. Take
note of pupils who have difficulty in repeating a sentence. Those pupils may have auditory
difficulties that can limit their language acquisition.

Listening to Words with o as in bone


Write the following words on the board:
not – note cot – coat on – own
Call on volunteers to underline the letter o in each word. Point out that the letter o
can be said in different ways. Say each word and ask how the letter o is said. Read the

Unit II: Around You and Me  |  57


words by columns. Ask if the letter o is said in the same way. Ask how the letter o is
sounded in the words in each column. Then read the words by pairs. Ask if the letter o is
said in the same way.
Ask how the letter o is sounded in the words in each pair.
Direct the pupils to the second list of words on page 125. Tell the pupils that you will
read the words by rows and then by columns. Tell them to listen carefully and then tell if
the letter o is sounded in the same way in all the words or not.
Conduct an auditory discrimination exercise using the word pairs on page 125. Say
each word pair orally. Tell the pupils to raise one finger if they hear the same o sound and
two fingers if they hear different o sounds. Then, direct the pupils to the word pairs on
page 126. Explain the directions. This time, the pupils answer in writing.

1. 4 6. 8 11.
4
2. 8 7. 4 12.
4
3. 4 8. 4 13.
8
4. 8 9. 8 14.
4
5. 8 10. 4 15.
4

B. SPEAKING (Say It Right)


Pronouncing Words Listened To
Direct the pupils to the second list of words on page 125. Tell the pupils to listen as you
read the words and then to say the words after you. Point out that the letters o, oa, and ow
can be sounded like the sound of the letter o in bone. You may want to ask groups, dyads,
and individual pupils to read the words.
Direct the pupils to page 127. Tell the pupils to listen as you read the sentences and
then to say the sentences after you. You may want to ask groups, dyads, and individual
pupils to read the sentences.

C. GRAMMAR
Using Name Words to Begin Sentences
Review the concept of name words. Ask the pupils to give names of persons, places,
things, plants, and animals. List them down on the board by category. Point out that they
have learned that these words are called name words. Ask which words name one person,
place, or thing and which ones name several persons, places, or things.
Direct the pupils to the picture on page 128. Have them name the persons, places, and
things they see. Write the words on the board. Ask what kind of words those are and why
they are called so. Write the illustrative sentences on the board. Have the pupils read and
underline the name words. Point out that the sentences begin with name words.
Have the pupils give sentences on the picture on page 128. Give question cues like:
What’s the boy doing? Where is Father? Write the pupils’ sentences on the board. Point out
that the words a, an, and the can come before name words.
Have the pupils work on Exercise A on page 129.

58  |  Rainbows in English • Grade 1


To work on Exercise B, have the pupils name the pictures first. Tell them that when
they read the story, they have to say the word for the picture. Call on volunteers to model
the reading of the story. Then, the story can be read by dyads. Have the pupils identify
each sentence before asking them to identify the name word subject.
Exercise C on page 131 may be given as a homework.

A. 1. home 5. flowers
2. Trees 6. child
3. air 7. Father
4. Mothers 8. children
B. Mother, tomatoes, pechay, okra, Father, Brother, Sister, plants

D. READING (Read)
“Jerome and the Young Tree”

1. Motivation
Ask the pupils if they have ever climbed trees, played under trees, or planted trees.
Have them narrate their experiences with trees. Ask why trees are important.

2. Word Study
Place the word cards for protect, break, cruel, bear fruit, destroy, and dream in a
pocket chart. Use the strategy for decoding irregularly spelled words as presented in
Lesson 3.

3. Reading for Fluency


Direct the pupils to page 133. Tell them that they will have more practice in reading
the sentences in a story. Provide the pupils enough time to practice reading the
passage at sight. Have them apply the strategy for passage sight-reading as presented
in Lesson 1.

Informal Assessment

Assess the pupils’ ability to sight-read words and sentences by having


individual pupils reread the story “Fun in the Sun” pp. 114–116, TX out
loud. Take note of pupils who make a lot of regressions. Apply remedial
measures as needed.

4. Comprehension Check (Think It Over)


Ask the comprehension questions on page 133 during sentence reading by individual
pupils. Call on volunteers to read the specific sentence that answers a question.

Unit II: Around You and Me  |  59


5. Skill Building (Build Your Reading Skills)
Recognizing Meanings of Words
Call on individual pupils to read the word cards in the pocket chart. Point to the cards
at random. Note which pupils are unable to decode each word within three seconds.
Direct the pupils to Exercise on page 134. Have the pupils read the items. Have
them apply the strategy for passage sight-reading as presented in Lesson 1. Then,
have them answer each item. You may give the Filipino equivalent of the options as
needed.

1. a 2. a 3. b 4. b 5. a

Getting the Main Idea


Direct the pupils to the pictures on page 135. Ask leading questions on each picture.
For example, for Picture 1, ask: Where is the family? What is each member of the family
doing? Have the pupils read the groups of words beneath the picture. Ask which of the
group of words/main idea tells about the picture. Have the pupils underline the main
idea. Follow the same procedure with the rest of the pictures.

1. A family in the garden


2. How a plant grows
3. Feeding time in a nest

E. WRITING (Write It Down)


Spelling Words Learned in the Lesson
Direct the pupils to Exercise on page 136. Tell them to learn to spell the words using the
steps presented in Lesson 4. Demonstrate the steps again if necessary. You may ask the
pupils to work on the activity in dyads.

1. rainbow 4. bowl
2. toad 5. mountain
3. globe

Copying a Paragraph
Rewrite the paragraph on page 137 on the board. Use the Zaner-Bloser manuscript style.
Call the pupils’ attention to the following conventions in paragraph writing:
1. The important words in the title begin with capital letters.
2. A one-line space is left between the title and the first sentence of the paragraph.
3. The first sentence of the paragraph is indented.
4. Each sentence begins with a capital letter.

60  |  Rainbows in English • Grade 1


5. An end punctuation mark is placed at the end of each sentence.
6. Enough space is provided between letters in a word, between words, and between
sentences.
7. Correct letter forms are used.
8. Words are correctly spelled.
Have the pupils copy the paragraph on a sheet of paper which you may collect for
purposes of handwriting assessment.

F. VIEWING (View It)


Happy Homes
Ask the pupils: When is a home a happy home?
Tell the class that you will show them pictures of some homes. Tell the pupils to look
at each picture carefully and note why the homes can be considered happy homes. Ask
how their homes are similar to or different from those homes. Lead the pupils to make
conclusions about what a happy home is.

G. TEST YOURSELF
Direct the pupils to Test Yourself, page 139. This test assesses the pupils’ ability to identify
nouns used as subjects of sentences and to spell common name words correctly.

A. 1. Father 3. Birds
2. Rice 4. Brother
B. 1. fawn 4. branch
2. butterfly 5. plant
3. flower

H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: What things around you
can you enjoy with your family? What can you and your family do to enjoy them? Write the
pupils’ answers on the board. They may be asked to read their sentences later.

Unit II: Around You and Me  |  61


Lesson 9 Follow, Follow Me
Time Allotment: 8 days
BIG IDEA
Pages 140–155
Other people can help us say and
do the right thing.

I. Objectives
A. Listening
• Listen to and carry out one-word commands.
• Recognize words with the sound [a] as in cap.

B. Speaking
Use polite expressions in making requests.

C. Grammar
Use the simple form of verbs in one-step directions.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Give the meanings of unfamiliar words.
• Identify words with the same meaning.
• Tell what environmental signs mean.
• Match printed signs with pictures.

E. Writing
• Correctly spell words learned in the lesson.
• Copy directions using the correct manuscript letter forms.

F. Viewing
State the meanings of environmental signs.

II. Subject Matter


A. Listening
• Listening to and following one-word commands
• Listening to words with a as in cap

B. Speaking
Saying please in making requests

C. Grammar
Using action words in one-step directions

62  |  Rainbows in English • Grade 1


D. Reading
• Reading selection: “Signs Here and There”
• Recognizing meanings of words
• Reading signs and symbols

E. Writing
• Spelling words learned in the lesson
• Copying directions

F. Viewing
Signs Around Us

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Phrase Cards: off the grass, tour, trash, silence, littering, symbols
Pictures of environmental signs

IV. Learning Plan


Invite the pupils to tell what their parents and/or other older persons tell them to do.
Ask: Which ones do you follow? Why? Which ones do you not follow? Why? Draw the
pupils’ attention to the lesson title and the big idea icon. Read the lesson title and the big idea
to the class. Tell the pupils to keep track of the signs and symbols around them that they need
to follow.

A. LISTENING (Listen)
Listening to and Following One-word Commands
Direct the pupils to the picture on page 140. Tell the class that the children are playing the
game Simon Says. Before playing the game, have the pupils act out the following actions:
march, run, walk, hop, skip, clap, jump, turn around, sit.

Simon Says
Today you’ll play Simon Says. Have you played it? It’s so easy! Listen
carefully because I’ll tell you how you can win this game.
In this game, your teacher will be Simon. Your teacher will say a
command, and you'll do it.
But, you have to remember this: You'll do ONLY the commands that
begin with “Simon says.” For example, your teacher says, “Simon says . . .
dance!” Then, you have to dance. But, if your teacher says, “Dance” without
“Simon says,” what should you do? You'll not dance, but you'll just stay in your
position, or you are out.
The last person standing wins!

Unit II: Around You and Me  |  63


Using a smartphone or a tablet, ask the pupils to scan the image to listen to how the
game is played. They will listen to several commands. The command may begin with Simon
says . . . or the action word itself, e.g., Run. The pupils carry out the command when it begins
with Simon says. They remain in their positions if the command begins with an action word.
The pupils who fail to carry out the directions correctly are eliminated from the game. This
game will help you know which pupils are familiar with common action words.

B. SPEAKING (Say It Right)


Saying Please in Making Requests
Tell the class that they can ask someone to do something in a polite way, that is, by using
the word Please in their sentences. Give examples by asking some pupils to carry out some
requests like: Please close the door.; Please erase the writings on the board.; Please give me
a piece of chalk.
Direct the pupils to the pictures on page 142. Read each sentence and have the pupils
repeat it after you.
Conduct an expansion drill on the pattern Please +Verb + Direct Object. Have the
pupils add Please to the following cues:
Sing a song. Count the books.
Read a story. Open the door.
Draw a picture. Close the window.
Color the picture.
Add more cues to the above list. The pupils can respond first in groups. Then, give
the pupils individual turns. The pupil directs his/her request to a classmate whom s/he
names. Example: Please lend me your book, Tessa.

C. GRAMMAR
Using Action Words in One-step Directions
Recall the game Simon Says. Ask the class to give some action words used in the game.
Write these down on the board. Ask why they are called action words.
Direct the pupils to the dialogue on page 143. Role-play the dialogue with a pupil.
You take the role of Mother and the pupil takes the role of Tina. Call on dyads to read the
dialogue. Point out that the words in dark letters are action words. Call their attention to
the statement in the Remember box.
Direct the class to Exercise A on page 144. Have the pupils work on the exercise
independently. This exercise should help you identify the pupils who can or can’t recognize
action words.
Direct the pupils to Exercise B on page 144. Have them look at each picture. Point out
that the pictures show action words.
Direct the pupils to Exercise C on page 145. Have the pupils act out each action word.
Then, call on volunteers to read the phrases after each number. Explain the directions.
Work on Items 1 and 2 with the class. Point out that the action word must fit the rest of the
sentence. For example, one can say Open the door or Close the door but not Eat the door.
Draw a picture but not Play a picture.

64  |  Rainbows in English • Grade 1


A. 1. Turn off 5. Make 9. Read
2. Go 6. Comb 10. Ask
3. Sleep 7. Go 11. Write
4. Wake up 8. Ask 12. Recite
B. 1. wash 2. carry/lift 3. help/hold
C. 1. Open, Close 5. Write, Read 9. Sing, Read, Write
2. Draw 6. Drink 10. Catch, Draw
3. Eat 7. Open, Close
4. Play 8. Read, Write

D. READING (Read)
“Signs Here and There”
1. Motivation
Show pictures of different environmental signs like No Pedestrian Crossing, No Loading
and Unloading, Bus Stop. Ask what each sign means and where it is seen. Point out
that signs are also seen in school. Have them name some signs they are familiar with.

2. Word Study
Place the word cards for off the grass, tour, trash, silence, littering, and symbols in
a pocket chart. Have the pupils apply the strategy for decoding irregularly spelled
words as presented in Lesson 3.

3. Reading for Fluency


Direct the pupils to the story “Signs Here and There” on pages 146-147. Tell the pupils
that they will have more practice in reading the sentences in a story. Have them apply
the strategy for passage sight-reading as presented in Lesson 1.

Informal Assessment

Tell the pupils to form a group with three other classmates. Direct the
pupils to pages 146–147. Tell them that they will read the story again. A
role is to be assigned to each member of the group, that is: storyteller,
boy, girl, Miss Rama. Explain how the readers can identify their lines.
Provide the pupils enough time to practice reading the passage at sight.
Have them apply the strategy they learned in Lesson 1.

4. Comprehension Check (Think It Over)


Ask the comprehension questions on page 147 during the course of sentence reading
by individual pupils. Call on volunteers to read the specific sentence that answers a
question. Then, have them answer the questions in their own words.

Unit II: Around You and Me  |  65


5. Skill Building (Build Your Reading Skills)
Recognizing Meanings of Words
Call on individual pupils to read the word cards in the pocket chart. Point to the cards
at random. Note which pupils are unable to decode each word within three seconds.
Direct the pupils to Exercise A on page 148. Have the pupils read the items. Have
them apply the strategy for passage sight-reading as presented in Lesson 1. Then have
them answer each item. You may give the Filipino equivalent of the options as needed.
Direct the pupils to Exercise B on page 148. Have the pupils read the items.
Point out that a word in the first column has a synonym in the second column. They
connect the synonymous words with a line.

A. 1. Yes 3. Yes 5. No
2. Yes 4. No 6. No
B. quiet – silent travel – tour
garbage – trash away from – off
sign – symbol

Reading Signs and Symbols


Direct the pupils to Exercise A on page 149-150. Have the pupils read the signs. Ask
if they see similar signs in their school. Ask what each sign means. Then, have them
answer the questions on the signs.
Direct the pupils to Exercise B on pages 151-152. Have the pupils look at the
pictures and tell what they suppose the places are. Have the pupils read the signs in
the box. Tell them to identify the sign that should go with each picture. They write the
sign in the box beneath each picture.

A. 1. No 6. No
2. Yes 7. No
3. No 8. Yes
4. No 9. No
5. No 10. No
B. 1. Keep off the grass.
2. Keep silence.
3. Fall in line.
4. Don’t pick the flowers.
5. Wait for your turn.

66  |  Rainbows in English • Grade 1


E. WRITING (Write It Down)
Spelling Words Learned in the Lesson
Direct the pupils to Exercise on page 153. Tell them to learn to spell the words using the steps
presented in Lesson 4. Demonstrate the steps again if necessary. You may ask the pupils to work
on the activity in dyads.

1. trash 6. library
2. grass 7. garden
3. flowers 8. silence
4. toilet 9. signs
5. parts 10. librarian

Copying Directions
Direct the pupils to Exercise on page 153. Have them read the directions. Then, tell them to
copy the directions on their notebooks. They use the Zaner-Bloser manuscript form. Call the
pupils’ attention to the following conventions in sentence writing:
1. Begin each sentence with a capital letter.
2. Place the correct punctuation mark at the end of each sentence.
3. Provide enough space between the letters in a word, between words, and between
sentences.
4. Use the correct letter forms.
5. Spell all words corrrectly.
Examine the pupils’ notebooks for purposes of handwriting assessment.

F. VIEWING (View It)


Signs Around Us
Show the class again the pictures you used to introduce the reading selection. Ask what each
sign means. Direct them to the pictures on page 154. Ask where these signs can be seen. Ask:
What does each sign mean? What should you do when you see these signs? Why is it important for
people to obey road signs and other signs?

G. TEST YOURSELF
Direct the pupils to Test Yourself, page 155. This test assesses the pupils’ ability to follow
directions.

H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: How do other people help us do
the right thing? What will you do when someone tells you what you should do? Why? Write the
pupils’ answers on the board. They may be asked to read their sentences later.

Unit II: Around You and Me  |  67


Lesson 10 Kind Helpers
Time Allotment: 8 days BIG IDEA
Pages 156–175
We can help each other do many
things.

I. Objectives
A. Listening
• Give details in a story listened to.
• Recognize the sound [ā] as in cake in words.

B. Speaking
Correctly pronounce words with the sound [ā] as in cake.

C. Grammar
Use the subject pronouns I, he, she, it, we, you, and they in statements.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Identify the meaning of a word based on words surrounding it.
• Ask and answer Wh- questions properly.

E. Writing
• Correctly rewrite words with jumbled letters.
• Copy sentences using the correct manuscript letter forms.

F. Viewing
Recognize community helpers shown in pictures.

II. Subject Matter


A. Listening
• Listening to a story: “Little Helpers”
• Listening to words with a as in cake

B. Speaking
Pronouncing words listened to

C. Grammar
• Using I, He, She, and It
• Using We, You, and They

68  |  Rainbows in English • Grade 1


D. Reading
• Reading selection: “A Little Cow in a Hurry”
• Recognizing word meanings
• Asking and answering Wh-questions

E. Writing
• Spelling words listened to
• Copying sentences correctly

F. Viewing
Helpers Around Us

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Phrase Cards: close to Mother Cow, how glad, pulls carts, sucks milk

IV. Learning Plan


Invite the pupils to tell what they do to help other people in their homes.
Draw their attention to the lesson title and the big idea icon. Read the lesson title and
the big idea to the class. Tell the pupils to keep track of community helpers who help them
enjoy themselves.

A. LISTENING (Listen)
Listening to a Story
Direct the pupils to the picture on page 156. Ask what they suppose the mother and the
children are doing. Have them scan the picture using a smartphone or tablet to listen to
a story about the picture.

It is Saturday afternoon. Mother is in the kitchen. She is baking a cake. She is making
some cookies, too. James loves cakes. Jane loves cakes, too. So they help Mother bake a
cake and cookies. James breaks the eggs. He places them in a bowl. Jane beats the eggs.
Mother prepares the dough. She places the dough in a pan. She places the pan in an oven.
James and Jane can’t wait to taste the cake and the cookies they bake.

Take up the questions in Talk about These.

Listening to Words with a as in cake


Direct the pupils to the pictures on page 157. Tell them to listen as you say the word for
the pictures (plate, skate, rake, snake, bake, plane). Tell them to listen for the vowel sound
in each word, and then tell what it is—[ā]. Note that the letter a in these words is long a.

Unit II: Around You and Me  |  69


Informal Assessment

Conduct an auditory discrimination exercise. Say: I am going to say two


words. If they are the same, raise one finger. If they are different, raise
two fingers.
1. Kate – Kate 6. hat – hate
2. gate – gate 7. rack – rake
3. cap – cape 8. back – bake
4. pane – pane 9. late – late
5. make – make 10. rate – rate
Answers: One finger is raised for pairs 1, 2, 4, 5, 9, and 10 and two fingers
for pairs 3, 6, 7, and 8.

B. SPEAKING (Say It Right)


Pronouncing Words Listened To
Direct the pupils to Say It Right on page 158. Tell the pupils to listen as you read the words
and phrases on the page. Point out that the letter a can be pronounced in several ways, for
example, like the a in cat and the a in cake. The a in cat is called the short a, and the a in
cake is called the long a. Call the pupils’ attention to the e endings of the words like cape
and tape. Point out that the letter e at the end of these words make the letter a long a. Have
the pupils read the CVC words then the CVCe words.
Read the phrases and have the pupils repeat after you. Point out that the letters ai can
also be pronounced as long a. Have the pupils read the words and phrases in groups and
individually.

Informal Assessment

Tell the pupils to form dyads and read the dialogue on page 158. Note the
pupils’ decoding and pronunciation skills.

C. GRAMMAR
Using I, He, She, and It
Direct the pupils to the picture on page 159. Call on volunteers to read what Jane is saying.
Call on other pupils to answer the questions on page 159.
Conduct an oral question and answer exercise on using I. One pupil asks: What is your
name? How old are you? Another pupil answers: I am (name). I am (number) years old.
Conduct an oral question and answer the exercise on using he. One pupil asks,
pointing to a boy: Who is he? How old is he? Another pupil answers: He is (name). He is
(number) years old.

70  |  Rainbows in English • Grade 1


Conduct an oral question and answer the exercise on using she. One pupil asks,
pointing to a girl: Who is she? How old is she? Another pupil answers: She is (name). She
is (number) years old.
Tell the pupils to draw a favorite toy. Then, conduct an oral question and answer the
exercise on using it. Two pupils show their drawings to each other. They take turns in
asking and answering each other using the forms: What is it? It is a/an ____.
Direct the pupils to the rules in the Remember box. Explain the rules. Ask the pupils
if they followed the rules.
Direct the class to Exercise A on page 160. Explain the directions. Have the pupils
work on the exercise independently. This exercise should help you identify the pupils who
have difficulty in determining which subject pronoun to use.
Direct the pupils to Exercise B on page 161. Tell them that in this story, pictures are
used in place of printed words. Tell them to use he, she, or it in place of the picture. Have
paired reading of the story. Then, ask them to go to page 162, and have them work on
Exercise C independently.

A. She It He
She It He
He It She
B. She, she, It, it, He
C. He She
He He
She She

Using We, You, and They


Direct the pupils to the picture on page 163. Call on volunteers to read the dialogue
between Ron and Riza. Call on other pupils to answer the questions. Explain the rules in
the Remember box.
Take up Exercises A, B, and C with the class.
Call the pupils’ attention to the details in each picture for them to understand the use
of each pronoun.

A. They are our friendly helpers.


You greet her.
We thank our helpers.
They save lives.
B. 1. They 4.
you
2. We 5. They
3. They
C. 1. They 2.
We 3.
They

Unit II: Around You and Me  |  71


D. READING (Read)
“A Little Cow in a Hurry”
1. Motivation
Ask the pupils if they have ever offered to help someone but they were told they were
too little. Ask what they felt and what they did upon being told so.

2. Word Study
Place the phrase cards for close to Mother Cow, how glad, pull carts, and sucks milk
in a pocket chart. Have the pupils apply the strategy for decoding irregularly spelled
words as presented in Lesson 3.

3. Reading for Fluency


Direct the pupils to the story “A Little Cow in a Hurry” on pages 167–168. Tell the
pupils that they will have more practice in reading the sentences in a story. Have them
apply the strategy for passage sight-reading as presented in Lesson 1.

Informal Assessment

Tell the pupils to form a group with two other classmates. Direct them
to pages 167–168. Tell them that they will read the story “A Little Cow
in a Hurry” all over again. A role is to be assigned to each member of
the group, that is: Storyteller, Little Cow, Mother Cow. Explain how the
readers can identify their lines. Provide the pupils enough time to practice
reading the passage at sight. Have them apply the strategy they learned
in Lesson 1. Note which pupils are now able to read fluently.

4. Comprehension Check (Think It Over)


Ask the comprehension questions on page 168 during the course of sentence reading
by individual pupils. Call on volunteers to read the specific sentence that answers a
question. Then, have them answer the questions in their own words.

5. Skill Building (Build Your Reading Skills)


Recognizing Word Meanings
Call on individual pupils to read the word cards in the pocket chart. Point to the cards
at random. Note who among the pupils are unable to decode each word within three
seconds.
Direct the pupils to Exercise on page 169. Have the pupils read the items. Have
them apply the strategy for passage sight-reading as presented in Lesson 1. Then,
have them answer each item. You may give the Filipino equivalent of the options as
needed.

72  |  Rainbows in English • Grade 1


Note that the pupils are asked to color the box before the
following answers:
1. Near the window 4. Yes
2. Do not hurry 5. Yes
3. Sucks 6. Yes

Asking and Answering Wh- Questions


Direct the pupils to this activity on page 170. Call on volunteers to read the questions.
Point out that a question, like other sentences, begins with a capital letter. But
questions end with a question mark. Show how a question mark is written. Ask what
words are used to begin the questions they read. Explain the rules in the Remember
box.
Work on Exercises A and B with the whole class. Explain the use of the wh- word
in each item.

A. 1.
The farmers are working.
2.
They are harvesting goods.
3.
They are in a field/cornfield.
4.
They begin working early in the morning/
before the sun rises.
B. 1. Where 3. Who
2. What 4. Who

E. WRITING (Write It Down)


Spelling Words Listened To
Direct the pupils to Exercise on page 172. Tell them to identify each community helper.
His or her name is given but the letters are jumbled. They rearrange the letters to form
the correct word for the picture. After working on the exercise, tell the pupils to learn to
spell the words using the steps taught to them in Lesson 4. Demonstrate the steps again if
necessary. You may ask the pupils to work on the activity in dyads.

1. farmer 4. firefighter
2. baker 5. doctor
3. nurse

Unit II: Around You and Me  |  73


Copying Sentences Correctly
Direct the pupils to Exercise on page 173. Have them read the sentences. Then, tell them
to copy the sentences in their notebooks. They use the Zaner-Bloser manuscript form.
Call the pupils’ attention to the following conventions in sentence writing:
1. Begin each sentence with a capital letter.
2. Place the correct punctuation mark at the end of each sentence.
3. Provide enough space between the letters in a word, between words, and between
sentences.
4. Use the correct letter forms.
5. Spell all words correctly.
Examine the pupils’ notebooks for purposes of handwriting assessment.

F. VIEWING (View It)


Helpers Around Us
Call the pupils’ attention to the pictures on page 174. Tell the pupils to look at each picture
carefully and note who the helpers are. Ask how they were able to identify each helper.

G. TEST YOURSELF
Direct the pupils to Test Yourself on page 175. This test assesses the pupils’ ability to use
the subject pronouns I, you, he, she, it, we, and they.

1. They 4. They
2. It 5. they
3. It

H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: Who are our community
helpers? How do they help us? How can you be of help to others? Write the pupils’ answers
on the board. They may be asked to read their sentences later.

74  |  Rainbows in English • Grade 1


Lesson 11 Fun at Sea
Time Allotment: 8 days BIG IDEA
Pages 176–201
Other people can help us enjoy
the world around us.

I. Objectives
A. Listening
• Recall details in a dialogue listened to.
• Recognize words with the sound [e] as in egg and words with the sound [ē] as in eat.

B. Speaking
Correctly pronounce words with the sound [e] as in egg and [ē] as in eat.

C. Grammar
• Use the correct possessive form of nouns.
• Use his or her as possessive determiners.
• Use his or hers as possessive pronouns.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Connect written words to objects in the real world.
• Identify words that have opposite meanings.

E. Writing
• Correctly spell antonyms of familiar words.
• Copy rhymes using the correct manuscript letter forms.

F. Viewing
Compare one’s experiences with activities shown in pictures.

II. Subject Matter


A. Listening
• Listening to a dialogue: "Pete and His Father"
• Listening to words with e as in egg and eat

B. Speaking
Pronouncing words listened to

C. Grammar
• Using ‘s to show ownership
• Using his, her, and hers

Unit II: Around You and Me  |  75


D. Reading
• Reading selection: "Fishing with Father"
• Making word connections
• More on recognizing words with opposite meanings

E. Writing
• Spelling words with opposite meanings
• Copying rhymes

F. Viewing
Fun Things at Sea or on a Beach

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Word Cards: heavy, light, shore, large, heat, slow

IV. Learning Plan


Invite the pupils to tell what they do to enjoy themselves. Ask: Who are the people who help
you enjoy yourselves, for example if you watch a TV program? (e.g., entertainers, park workers,
fair workers, boatmen.) Draw their attention to the lesson title and the big idea icon. Read the
lesson title and the big idea to the class. Tell the pupils to keep track of what other people do
to help them enjoy the world around us.

A. LISTENING (Listen)
Listening to a Story
Direct the pupils to the picture on page 176. Ask what they suppose the man and the boy
are talking about. Ask them to scan the image using a smartphone or a tablet to listen to
the story about it.

Pete and His Father


Pete’s family live by the sea.
Pete’s father is a fisherman.
Pete: Father, are you going fishing today?
Father: Yes, I am.
Pete: Can I help you? I will get your food basket.
Father: Thanks, Pete. I will get the boat ready.

Take up the questions in Talk about These.

76  |  Rainbows in English • Grade 1


Listening to Words with e as in egg and eat
Direct the pupils to the words in the box on page 177. Tell them to listen as you say each
word. Point out that in these words, short e and long e are middle sounds. They come
between two other sounds.
Direct the pupils to the pictures on page 178. Tell them to listen as you say the word
for each picture (egg, eat). Ask: What is the first sound in egg?—[e] What is the first sound
in eat?—[ē]. Tell them that the first sound in egg is also called short e and the first sound
in eat is also called long e.

Direct the pupils to the exercise that follows. Give the directions.
Answers:
1. wed, web
2. ten, tent
3. beat, teal
4. peg, leg
5. bead, read; read (if you say the past tense form), red

Informal Assessment

Conduct an auditory discrimination exercise. Say: I am going to say two


words. If they are the same, raise one finger. If they are different, raise
two fingers.
1. met – met 5.
seat – seat 9. Ned – need
2. read – read 6.
men – mean 10. team – team
3. bet – bet 7.
bed – bead
4. red – red 8.
web – web
Answers:
One finger is raised for pairs 1, 2, 3, 4, 5, 8, and 10 and two fingers for
pairs 6, 7, and 9.
Assess the pupils’ ability to discriminate one speech sound from
another through a Same-Different Exercise.
Say: I am going to say two words. If they are the same, raise one finger.
If they are different, raise two fingers.
1. pen – pen 5.
gem – gym 9. met – met
2. Ben – bin 6.
pit – pet 10. let – let
3. ten – ten 7.
Ned – need
4. den – den 8.
feed – fed
This test can also be responded to in writing. The pupils write S if the
words are the same and D if they are different.
Answers:
S for 1, 3, 4, 9, and 10; D for 2, 5, 6, 7, and 8.

Unit II: Around You and Me  |  77


B. SPEAKING (Say It Right)
Pronouncing Words Listened to
Direct the pupils to Say It Right on page 179. Tell the pupils to listen as you read the words
in the box. Point out that the letter e can be pronounced in several ways, for example, like
the e in egg and the e in eat. The e in egg is called the short e and the e in eat is called the
long e. Point out that the letter e can stand for the sound of the letters ee. The letters ee and
ea can stand for the sound of long e. Draw their attention to the words in the box.
Have the pupils read the words in groups and individually.
Direct the pupils to the exercise. Say the name for each picture. Give the pupils
enough time to write the word after you have said it. Check the pupils’ work immediately.
(sea, tent, feet, seat, hen, teeth). Have the pupils read the list of words on page 179.

C. GRAMMAR
Using 's to Show Ownership
Direct the pupils to the pictures on page 180. Ask: What does the (boy/man/girl/woman)
have? Cue the pupils to use the form: The ______ has a _____. Point out that the sentence
The _____ has a _____ . tells who owns something. Explain to the class that there is
another way of saying that someone owns something. Have the class read the sentences
beside the pictures on page 180. Point out that the sound s is added to the name word for
the owner. Call their attention to the written form (’s).
Conduct a question and answer pattern drill. Gather some of the pupils’ belongings.
Use the following patterns in the drill: Whose (noun) is this? That is (possessive
noun) book.
Whose (book) is this? That is (Nina’s) book.
Direct the pupils to Exercise A on pages 181-182. Say the phrase for each picture
then have the pupils add ’s to each name word. Have the pupils rewrite the answers on
the board. Point out that ’s must be written close to the name word. Have the pupils read
the phrases on the board. This activity will help the pupils visualize and say the possessive
form of nouns.
Direct the pupils to Exercise B on page 182. Call on volunteers to read one sentence
each.
Then, call on other pupils to rewrite one sentence each on the board. This activity
will help pupils visualize the possessive form of nouns. It will also demonstrate the pupils’
ability to copy book print.

A. 1. baby’s 4. farmer’s
2. sister’s 5. Miss Villa's
3. Jamie’s
B. Rita’s, Rita’s, father’s, mother’s, Rita’s, brother’s

78  |  Rainbows in English • Grade 1


Using His, Her, and Hers
It is important to note that his and her are possessive determiners. Both are obligatorily
followed by nouns. Hers and its masculine counterpart, his, are possessive pronouns. They
are used in place of a noun phrase. (His can be a possessive determiner and a possessive
pronoun.) Note the uses of the underlined words.
This is Pete’s book. This is Lina’s dress. (possessive nouns)
His book is new. Her dress is pink. (possessive determiners)
This old book is his, too. The red dress is hers, too. (possessive pronouns)

Direct the pupils to page 183. Have the pupils look at the pictures, and read the
sentences.
Explain the rules in the Remember box on page 184.
Conduct a simple substitution drill. Tell each pupil to get a partner. One of the pair
gives two things to his or her partner. The second of the pair tells about the things of his
or her partner. Guide them in using the following patterns:

This is (possessive noun) (noun). This is (her/his) (noun), too.


This is (Ann’s/Ben’s) pencil. This is (her/his) book, too.

Take up Exercises A, B, C, and D on pages 184–189 in class. You may ask the pupils
to answer the items first and then have the discussion on each item.

A. 1. her 5. his
2. her 6. her
3. his 7. his
4. her 8. her
B. 1. his 3. her
2. her 4. his
3. his
C. 1. hers 3. his
2. his 4. her
3. her
D. 1. her; his 3. his; his
2. his; his 4. hers; her; her

D. READING (Read)
"Fishing with Father"
1. Motivation
Ask the pupils if they ever had a sea experience like traveling by boat, swimming in
the sea, or watching fishermen going out to the sea to fish. Have the pupils tell about
their experiences.

Unit II: Around You and Me  |  79


2. Word Study
Place the word cards for heavy, light, shore, large, heat, slow in a pocket chart. Have
the pupils apply the strategy for decoding irregularly spelled words as presented in
Lesson 3.

3. Reading for Fluency


Direct the pupils to the story "Fishing with Father" on pages 190–191. Tell the pupils
that they will have more practice in reading the sentences in a story. Have them apply
the strategy for passage sight-reading as presented in Lesson 1.

Informal Assessment

Assess the pupils’ ability to sight-read words and sentences by having


individual pupils reread the story, "Fishing with Father" on pp. 190–191,
TX out loud. Take note of pupils who make a lot of regressions. Apply
remedial measures as needed.

4. Comprehension Check (Think It Over)


Ask the comprehension questions on page 192 during the course of sentence reading
by individual pupils. Call on volunteers to read the specific sentence that answers a
question. Then, have them answer the questions in their own words.

1. ✓ Father and Pete 5. ✓ yes


2. ✓ a sunny day 6. ✓ no
3. ✓ a hat 7. ✓ no
4. ✓ pull the net 8. ✓ no

5. Skill Building (Build Your Reading Skills)


Making Word Connections
Call on individual pupils to read the word cards in the pocket chart. Point to the cards
at random. Note who among the pupils are unable to decode each word within three
seconds.
Direct the pupils to the exercise on page 193. Have the pupils read the items. Have
them apply the strategy for passage sight-reading as presented in Lesson 1. Then,
have them answer each item. Note that the pupils must be familiar with both the
target word and the options in order to make the right connections or collocations.
Have the pupils explain their answers.

1. heavy – big rock 4. large – a tub


2. light – a small fish 5. heat – on a playground
3. shore – near the sea 6. slow – rowboat

80  |  Rainbows in English • Grade 1


More on Recognizing Words with Opposite Meanings
Direct the pupils to page 194. Have them look at the pictures and read the phrase
beneath each picture. Call on volunteers to read the sentences that follow. Recall what
antonyms are. Have the pupils work on Exercise A on page 195. Then, have the pupils
use the antonyms in sentences that show contrast, e.g., Fire is hot. Ice is cold.
Direct the pupils to Exercise B on page 195 and Exercise C on page 196. You may
ask the class to work on the exercises in groups.
Explain the directions.
Have the pupils give the antonyms of the synonymous words and a synonym for
each word in the pair of antonyms.

A. hot – cold up – down


slow – fast smooth – rough
soft – hard
B. 1. 4 3. 4 5. 8 7.
4
2. 8 4.
8 6. 4 8.
4
C 1. (man and woman) stout – thin
2. (two men) tall – short
3. (two garbage cans) dirty – clean
4. (bus and car) big - small, fast – slow
5. (airplane and kite) high – low
6. (two brown buildings) tall – low
7. (old man and boy) young – old
8. (two trees) big – small
9. (two houses) big – small
10. (main street and side street) wide – narrow

E. WRITING (Write It Down)


Spelling Words with Opposite Meanings
Work on the exercise with the whole class. Then, tell the pupils to learn to spell the words
using the steps taught to them in Lesson 4. Demonstrate the steps again if necessary. You
may ask the pupils to work on the activity in dyads.

Answers may vary. Possible answers are:


1. no 6. low
2. go 7. poor
3. quiet 8. dirty
4. slow 9. kind
5. rough

Unit II: Around You and Me  |  81


Copying Rhymes
Direct the pupils to the exercise on page 198. Have them read the rhymes. Then, tell them
to copy the sentences in their notebooks. They use the Zaner-Bloser manuscript form.
Recall the following conventions in sentence writing:
1. Begin each sentence with a capital letter.
2. Place the correct punctuation mark at the end of each sentence.
3. Provide enough space between the letters in a word, between words, and between
sentences.
4. Use the correct letter forms.
5. Spell all words correctly.
Point out that the names of the months of the year and of holidays begin with capital
letters.
Examine the pupils’ notebooks for purposes of handwriting assessment.

F. VIEWING (View It)


Fun Things at Sea or on a Beach
Direct the pupils to page 199. Tell them to look at each picture carefully. Ask: Which
of these fun things have you experienced? Compare your experience with what you see in
the pictures.

G. TEST YOURSELF
Direct the pupils to Test Yourself on pages 200–201. This test assesses the pupils’ ability
to use the possessive determiners his and her and the possessive pronouns his and hers.

1. his 3. his 5. hers


2. hers 4. his

H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: How can we enjoy the
world around us? Who are the people who help us enjoy the world around us? Write the
pupils’ answers on the board. They may be asked to read their sentences later.

82  |  Rainbows in English • Grade 1


Lesson 12 Under the Blue Sky
Time Allotment: 8 days
Pages 202–223 BIG IDEA
We can get along well with others
at work and at play.

I. Objectives
A. Listening
• Recall important details in a rhyme listened to.
• Compare the sound [i] as in kit to the sound [Ī] as in kite.

B. Speaking
Correctly pronounce words with the sound [i] as in kit and [Ī] as in kite.

C. Grammar
• Use my, our, their, and your as possessive determiners.
• Use mine, ours, theirs, and yours as possessive pronouns.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Point out important details in a text read.
• Connect written words to objects in real world.
• Identify more words with nearly the same meanings.

E. Writing
• Correctly spell words with double consonants.
• Write sentences with words with the same meaning.

F. Viewing
List things in the sky as shown in pictures.

II. Subject Matter


A. Listening
• Listening to a rhyme: "Kites"
• Listening to words with i as in kit and kite

B. Speaking
Pronouncing words listened to

C. Grammar
• Using my, mine, your, and yours
• Using our, ours, their, and theirs

Unit II: Around You and Me  |  83


D. Reading
• Reading selection: "Good Boys and Girls"
• Making word connections
• More on recognizing words with the same meaning

E. Writing
• Spelling words with double consonants
• Writing sentences using words with the same meaning

F. Viewing
The Sky at Day or Night

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Phrase Cards: summer, shari, wise, smart, joy, happiness

IV. Learning Plan


Invite the pupils to tell what they usually see in the sky when the weather is fine. Ask if they
have ever watched a kite-flying competition or a hot air balloon festival or an air show. Have
them tell about their experiences.

A. LISTENING (Listen)
Listening to a Rhyme
Direct the pupils to page 202. Ask: What are the children in the picture doing? What kind
of day is it? Tell the pupils to listen to a rhyme as they scan the picture using a smartphone
or a tablet. Tell them to find out what the kites are like.

Kites
Like sailing ships Except that we
Our kites all fly Down here below,
To and fro Stand on the
Against the sky. Shining harbor sands
What foreign places And hold their anchors
They may go, In our hands.

You may write the rhyme on the board and have the pupils read it. Encourage them
to memorize the verse.

84  |  Rainbows in English • Grade 1


Listening to Words with i as in kit and kite
Direct the pupils to page 203. Tell them to listen as you read the words in the first box.
Ask: What is the vowel sound in the words in Box A? What is the middle sound in the
words in Box B? Point out that in these words, the letter i stands for the middle sound. The
letter i in these words come between two other sounds. The middle sound in the words
in Box A is also called short i and the middle sound in the words in Box B is also called
long i.
Direct the pupils to the second box. Tell them to follow in their books as you read the
pairs of words.

Informal Assessment

Conduct an auditory discrimination exercise. Say: I am going to say two


words. If they are the same, raise one finger. If they are different, raise
two fingers.
1. kit – kit 6. bill – bile
2. kit – kite 7. bed – bead
3. pin – pin 8. fib – five
4. pine – pine 9. rid – rid
5. pin – pine 10. ride – ride
Answers: One finger is raised for pairs 1, 3, 4, 9, and 10 and two fingers for
pairs 2, 5, 6, 7, and 8.

B. SPEAKING (Say It Right)


Pronouncing Words Listened To
Direct the pupils to page 203. Tell the pupils to read the words in the boxes. Point out that
the letter i can be pronounced in several ways, for example, like the i in kit and the i in
kite. The i in kit is called the short i and the i in kite is called the long i.
Have the pupils read the words in groups and individually.
Direct the pupils to Exercise B on page 205. Have them say the name for each picture
and read the words that follow. They select the word in the box that stands for the picture.
They then say the right phrase for the picture.

B. king; a wise king ride; a plane ride


bike; a small bike fire; light the fire
tie; a long tie

Unit II: Around You and Me  |  85


C. GRAMMAR
Using My, Mine, Your, and Yours
It is important to note that my and your are possessive determiners. Both are obligatorily
followed by nouns. Mine and yours are possessive pronouns. They are used in place of
noun phrases. Note the uses of the underlined words.
My book is new. Your book is old.
(possessive determiners)

This other book is mine, too. That other book is yours, too.
(possessive pronouns)

Direct the pupils to page 206. Have them look at the pictures and read the dialogues.
Explain the rules in the Remember box.
Conduct a simple substitution drill. Tell each pupil to get two of their school things.
Guide them in using the following patterns:
This is my (noun). This (noun) is mine, too.
This is my (pencil). This (ruler) is mine, too.
Conduct a simple substitution drill. Tell each pupil to get a partner. One of the pair
shows two things to his/her partner. Guide them in using the following patterns:
Is this your (noun)?
Is this your pencil? (Yes, it is. / No, it isn’t.)
Is this (noun) yours, too?
Is this ruler yours, too? (Yes, it is. / No, it isn’t.)
Take up Exercises A, B, and C on pages 207–210 in class. You may ask the pupils to
answer the items first and then have the discussion on each item.

A. 1. my 3. your 5. your
2. your 4. my 6. my
B. 1. mine 4. mine 7. mine
2. yours 5. yours 8. yours
3. yours 6. mine
C. 1. my; mine 2. your; yours 3. my; mine

Using Our, Ours, Their, and Theirs


It is important to note that our and their are possessive determiners. Both are obligatorily
followed by nouns. Ours and theirs are possessive pronouns. They are used in place of
noun phrases. Note the uses of the underlined words.
Our books are new. Their books are old.
(possessive determiners)

These books are ours, too. Those books are theirs, too.
(possessive pronouns)

86  |  Rainbows in English • Grade 1


Direct the pupils to page 211. Have the pupils look at the pictures and read the
sentences that go with each picture. Explain the rules in the Remember box.
Conduct a simple substitution drill. Group the pupils by threes. Tell them to show to
the class something they all have. Call on another group to say something about what the
other group is showing. Guide them in using the following patterns:
Those are their (noun). Those (noun) are theirs.
Those are their (pencils). Those (pencils) are theirs.
Take up the exercise on pages 212–213 in class. You may ask the pupils to answer the
items first and then have the discussion on each item.

1. our; ours 3. theirs 5. their


2. theirs 4. ours

D. READING (Read)
"Good Boys and Girls"
1. Motivation
Ask the pupils what they think good boys and girls do.

2. Word Study
Place the word cards for summer, share, wise, smart, joy, happiness in a pocket chart.
Have the pupils apply the strategy for decoding irregularly-spelled words as presented
in Lesson 3.

3. Reading for Fluency


Direct the pupils to the story "Good Boys and Girls" on pages 214–215. Tell the pupils
that they will have more practice in reading the sentences in a story. Have them apply
the strategy for passage sight-reading as presented in Lesson 1.

Informal Assessment

Assess the pupils' ability to sight-read words and sentences by having


individual pupils reread the poem, "Good Boys and Girls." Take note of
pupils who make a lot of regressions. Apply remedial measures as needed.

4. Comprehension Check (Think It Over)


Ask the comprehension questions on page 215 during the course of sentence reading
by individual pupils. Call on volunteers to read the specific sentence that answers a
question. Then, have them answer the questions in their own words.

Unit II: Around You and Me  |  87


5. Skill Building (Build Your Reading Skills)
Making Word Connections
Call on individual pupils to read the word cards in the pocket chart. Point to the cards
at random. Note which pupils are unable to decode each word within three seconds.
Direct the pupils to Exercise on page 216. Have the pupils read the items. Have
them apply the strategy for passage sight-reading as presented in Lesson 1. Then,
have them answer each item. Note that the pupils must be familiar with both the
target word and the options in order to make the right connections or collocations.
Have the pupils explain their answers.

1. good – wise 5. joy and happiness


2. see the sun – at daytime 6. quarrel – fight
3. give and take – sharing 7. fond – doing something you like
4. wise – clever

More on Recognizing Words with the Same Meaning


Direct the pupils to page 217. Have them look at the pictures and read the sentences
below the picture. Recall what synonyms are. Have the pupils work on Exercise A.
Then, have the pupils use the synonyms in sentences that show similarity, e.g., It
is a sunny day. It is a clear day.
Direct the pupils to Exercise B on page 219. Explain the directions.
Have the pupils give the antonyms of the synonymous words and a synonym for
each word in the pair of antonyms.
For example: hard, difficult – easy; dark – dim, bright – shining

A. 1. sunny – clear 4. boy – lad


2. big – large 5. happy – gay
3. little – small 6. frightened – afraid
B. 1. S 6. S 11. A
2. A 7. A 12. A
3. S 8. A 13. S
4. S 9. S 14. A
5. S 10. S

E. WRITING (Write It Down)


Spelling Words with Double Consonants
Direct the pupils to page 220. Call their attention to the words in the box. Have the pupils
spell each word. Ask what consonant letters are repeated in each word. Explain to the
pupils that many English words have two identical consonants written together. These are

88  |  Rainbows in English • Grade 1


called double consonants. Work with the whole class on the spelling words that follow. Tell
the pupils to listen carefully for the consonant sound, and then they write the letter that
stands for the sound.
Use the first item as an example:
Say: sunny
Ask: What is the sound for the missing letters? [n] What letter is it? (n).
Write the letter n twice on the blanks. (s u n n y)

A. 1. sunny 4. little 7. supper


2. pillow 5. tall 8. quarrel
3. rubber shoes 6. puppies

Direct the pupils to Exercise B. Explain the directions. Say the following words:
1. sitting 5. shopping 9. carrying
2. running 6. hopping 10. humming
3. setting 7. telling
4. calling 8. patting
Tell the pupils to learn to spell the words. They follow the steps they learned in
Lesson 4.

Informal Assessment

Conduct a Spelling Bee on the spelling words taken up in this unit. Divide
the class into several groups. Decide on the procedure to follow for the
Spelling Bee.

Writing Sentences Using Words with the Same Meaning


Recall what synonyms are. Have the pupils give pairs of synonyms. Direct the pupils to
the picture on page 221 and the synonyms in the box. Tell the pupils that they will give
sentences about the picture. They will use the words in the box in their sentences.
For example:
It is a warm day. The sun is hot. Have the pupils write their sentences on the
board. Tell them to follow the rules on writing sentences.

F. VIEWING (View It)


The Sky at Day or Night
Direct the pupils to page 222. Tell the pupils to look at each picture carefully. Tell them to
list down the things they see in the pictures. This activity may be done in groups. Check
the pupils’ spelling later.

Unit II: Around You and Me  |  89


G. TEST YOURSELF
Direct the pupils to Test Yourself on page 223. This test assesses the pupils’ ability to use
the possessive determiners my, our, and their and the possessive pronouns mine, yours,
and theirs.

1. my; mine 3. our; ours


2. your; yours 4. their; theirs

H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: Do you get along well with
your friends at play? Do you get along well with them at work? What do you do so you can
get along well together? Write the pupils’ answers on the board. They may be asked to read
their sentences later.

I. UNIT TEST
Direct the pupils to the Unit Test on pages 224–227. This paper-and-pencil test evaluates
pupil’s learning at the end of the unit.

A. 1. hit – hit 6. let – let


2. fin – fine 7. sit – seat
3. but – bat 8. fat – fate
4. neat – neat 9. put – pat
5. tile – tile 10. lake – lake
B. 1. John 4. apple
2. cows, farm 5. church
3. Manila, city 6. tables, chairs
C. 1. dog 4. house
2. butterfly 5. leaves
3. mice 6. child
D. 1. these 4. you
2. We 5. brother’s
3. They

90  |  Rainbows in English • Grade 1


UNIT III: I Am a Filipino

Content and Learning Activities Overview

Lesson Title Listening Speaking Grammar Reading Writing Viewing

Lesson 13 Listening to a Pronouncing Using the -s Story: Visiting Spelling Action How Busy
Happy to Be Short Story: Words Form of the Grandma Words Farm Animals
a Filipino A Fun Trip to Listened To Verb Getting the Writing Are
the Farm Talking about Using the Meaning of a Sentences
pp. 230–349
One’s Trip to a Simple Form Word Through
Big Idea: Farm of Action Context
I am happy to Words
think, speak, Classifying
Listening to Words
and write as
the Sounds
a little Filipino Pointing Out
of oo
citizen. Character
Traits

Lesson 14 Listening to a Pronouncing Using the -es Picture Essay: Spelling Words The Philippine
My Country Poem Words Form of Verbs The Symbols Beginning Flag, Our
Beginning of Our with b, v, f, National
pp. 250–269 with b, v, f, Country and p Symbol
Big Idea: and p Using Words Writing
The Philippines Reciting with the Same Sentences
Listening to
is my country. Rhymes Meaning with a Good
the Beginning
b, v, f, and p Giving Heading
Sounds Appropriate
Heading
for a Set of
Sentences

Unit III: I Am a Filipino  |  91


Lesson 15 Listening Pronouncing Forming Playlet: The Spelling th Following the
Kind Hearts to a Verse: Words with th Action Words Heart Tree Words Maya Bird
Samantha with -ing Using Words Writing
pp. 270–289 and Timothy Reciting a
Poem Using is/are with Opposite Sentences
Big Idea: with the -ing Meanings
Having a kind Form of the
heart is having Seeing
Verb Relationships
a loving heart.
Listening to
the th Sounds

92  |  Rainbows in English • Grade 1


Lesson 16 Listening to a Doing a Using the Story: Wa-ay’s Spelling -ed Hardwork and
Hardworking Dialogue Dialogue Simple Past Search for Words “Stairways to
People Asking Wh- Form of the Gold Writing a One- Heaven”
Questions with Verb Using Words paragraph
pp. 290–307
the Correct with the Same Story
Big Idea: Intonation Meaning
Recognizing
Filipinos are
Intonation in Telling What
hardworking
Wh-Questions Happened First
people.
. . ., Second . .
., Last . . .
Lesson 17 Listening to Pronouncing Using the Letter: A Spelling the A Star-shaped
Fun with Songs and Words that Past Form of Christmas Past Form of Lantern
Holidays Jingles Begin with s Irregular Verbs Letter More Action
and sh Words
pp. 308–325 Getting
Reciting Poems Meanings of Writing an
Big Idea:
with Correct Words Ending to a
Filipino Intonation and
Listening to Story
celebrations Giving Possible
Words that Stress
are fun and Endings
interesting. Begin with s
and sh

Lesson 18 Listening to a Pronouncing Asking and Passage: Spelling Words Many Filipino
Helping Each Short Story Words Ending Answering Bayanihan, a Ending in -ar, Heroes
Other in -ar, -er, and Did Questions Filipino Spirit -er, and -or
-or Understanding Completing a
pp. 326–345
Retelling a Word Short Story
Big Idea: Story Meanings
Listening to
Work becomes
Words Ending Telling What
easier if we
in -ar, -er, and Would Happen
put our hands
-or Next
together.

Unit III: I Am a Filipino  |  93


Unit III
BIG QUESTION

How can you show that you


are a Filipino?

I Am a Filipino
Direct pupils’ attention to the unit title, I Am A Filipino and to the picture
on pages 228–229. Ask: What does the picture show? Do you do the same
thing in the picture?
Read the big question and the verse to the class. Ask: In what other
ways can you show that you are a Filipino?
Point out that in doing those good things, one shows love for his or her
country, the Philippines.
Direct the pupils to the right-hand sidebar. Tell the class that in the
box is a list of the titles of the lessons found in the unit. Read the lesson
title to the class or ask the whole class to read them aloud. You may elicit
comments on the titles by asking: What title interests you most? Why?
The pupils may be directed to the page where each lesson begins and
have them comment on the pictures.

94  |  Rainbows in English • Grade 1


Lesson 13 Happy to Be a Filipino
Time Allotment: 8 days
Pages 230–249 BIG IDEA
I am happy to think, speak, and
write as a little Filipino citizen.

I. Objectives
A. Listening
• Point out important details in a short story listened to.
.
• Recognize words with the sound [u] as in good and [ü] as in cool.

B. Speaking
• Correctly pronounce words with oo as in cool and as in good.
• Talk about one’s experiences.

C. Grammar
• Use the -s form of an action word with one person.
• Use the simple form of an action word with two or more persons.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Point out important details in a text read.
• Identify the meaning of a word based on the surrounding words.
• Group words into proper headings.
• Match pictures with words for character traits.

E. Writing
• Spell action words as dictated.
• Write sentences using the correct manuscript letter forms.

F. Viewing
Make a list of things that animals do as shown in pictures.

II. Subject Matter


A. Listening
• Listening to a short story: “Fun Trip to the Farm”
• Listening to the sounds of oo

B. Speaking
• Pronouncing words listened to
• Talking about one’s trip to a farm

Unit III: I Am a Filipino  |  95


C. Grammar
• Using the -s form of the action word
• Using the simple form of action words

D. Reading
• Reading selection: “Visiting Grandma”
• Getting the meaning of a word through context
• Classifying words
• Pointing out character traits

E. Writing
• Spelling action words
• Writing sentences

F. Viewing
How Busy Farm Animals Are

G. Valuing
Pride in being a Filipino

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Word Cards: anahaw, great, national, travel, turkeys, fine
Pictures of farm animals

IV. Learning Plan


Draw the pupils’ attention to the lesson title and to the big idea icon. Have the pupils read
aloud the lesson title and the big idea. Elicit comments and expectations from the lesson.

A. LISTENING (Listen)
Listening to a Short Story
Focus pupils’ attention to the picture on page 230. Ask: What do you think the children
are doing? Do you think the children will enjoy? If you are with them, will you enjoy, too?
Tell them that they are going to listen to a short story and after listening, they should be
able to answer the questions on page 231. Scan the picture using a smartphone or a tablet.

A Fun Trip to the Farm

Miss Tan’s class will have a trip to a farm on Friday. They will visit Mang
Andoy’s Farm.
“You’ll all definitely enjoy there,” Miss Tan assures the Grade One class.
“You’ll see farm animals, lots of trees, and wide rice and corn fields. You will

96  |  Rainbows in English • Grade 1


do many things there, too. You can feed some animals, watch the birds, ride on
carts and even on horses. Mang Andoy has a big pond. You can do some fishing,
too. Guess where we’ll have our lunch. We’ll have it in a picnic style under the
trees. So who’s excited?” asks Ms. Tan.
All the children are very excited. They want to rush home to prepare.

Listening to the Sounds of oo


Have the pupils listen as you pronounce the name words for the things in Set A and Set B
on pages 231–232. Point out the difference between the vowel sounds of the words in the
two sets. Ask: What common vowel sound do you hear in the words for things in Set A?
in Set B?
Have the pupils listen to more pairs of words like those on pages 231–232. Give more
pairs of words for pupils to discriminate the two sounds of oo as same or different: hook
– cook, book – boot, goose – moose, etc.

Informal Assessment

Have the pupils listen to ten (10) words with the oo sounds as in good
and cool. If a word is pronounced correctly, let the pupils stand. If it is not
pronounced correctly, have them remain seated. For the target words,
refer to pages 231 and 232.

B. SPEAKING (Say It Right)


Pronouncing Words Listened To
Flash word cards of oo words and have the pupils repeat each word after you as you say
each. Then, have them work in pairs in pronouncing the word groups on page 233. Elicit
more word groups from the pupils and have these repeated by the class. Make sure that
the oo words are pronounced correctly.

Talking about One’s Trip to a Farm


Ask the pupils to say something about the short story they heard during the listening
lesson. Facilitate the activity and observe pupils’ fluency on expressing themselves orally
as they share their experiences.

C. GRAMMAR
Using the -s Form of the Verb
Ask: As a Filipino, how do you show your love to your country in many ways? After eliciting
some answers, direct pupils’ attention to pages 234–235 and find out who among the
pupils do the same things as the people do in the pictures.

Unit III: I Am a Filipino  |  97


Call on volunteers to read the picture captions. Ask: What do the underlined words
tell? Have the pupils note that action words ending in -s go with name words that is
singular in number. Reinforce this concept by allowing them to read the ideas in the
Remember box.

1. The boy writes on a paper. 5. The boy waters the plant.


2. The girl sings a song. 6. The man sells fish.
3. The girl sweeps the floor. 7. The boy drinks water/juice.
4. The girl reads a book. 8. The girl plays the ukulele.

Using the Simple Form of Action Words


Have the pupils read the sentences on page 238. Discuss how each action word ends and
the number of doers of the action in each sentence. Elicit more sentences from pupils
by talking about what their families do on Independence Day and on other Philippine
holidays or celebrations.
The exercises on pages 238–239 may be done by pupils orally or in writing.
To promote creative thinking, encourage the pupils to give alternative sentences
replacing the characters and actions in the sentences with their own visualization of the
pictures.

A. 1. play/enjoy 3. create/make
2. pray/worship 4. feed
B. 1. walk 5. finds 9. wants
2. see 6. buy 10. agrees
3. rush 7. reads 11. buy
4. goes 8. tells 12. enjoy

D. READING (Read)
“Visiting Grandma”
1. Motivation
Ask the pupils where their grandparents stay or live, if they have visited them lately,
and how they show respect to them.

2. Word Study
The words anahaw, turkeys, national as in national hero, fine as in fine weather may be
best unlocked through the use of pictures or illustrations, while travel and great may
be used in sentences to show context. Show the words in cards and have the pupils
read them several times.

98  |  Rainbows in English • Grade 1


3. Reading for Fluency
At this juncture, the pupils have acquired a certain level of ease in attacking words,
phrases, and sentences. Hence, oral reading of the story by the whole class is
encouraged. Usually, the standards for this mode of reading are reviewed.

4. Comprehension Check (Think It Over)


The questions on page 242 may be asked and answered periodically, i.e., after every page.

5. Skill Building (Build Your Reading Skills)


Getting the Meaning of a Word Through Context
The exercise tests pupils ability to get meaning of a word through context.

1. a 2.
c 3.
c 4.
a 5.
c

Classifying Words
The exercise allows pupils to classify things according to big headings or ideas. Before
directing pupils to work on this, have them look around the classroom and identify
things according to these headings: For Writing, For Cleaning, For Counting, etc.
Continue with things found outside the classroom like Canteen/Cafeteria, School
Grounds, School Garden, etc.

Expected answers: Fruits – mango, apple, orange;


Travel – suitcase, ticket, bus

Show a picture chart of words. Have the pupils choose the word (written in card)
that does not belong to the big idea as pictured. They may be asked to replace the
word with another one related.
Example:

Big Idea: house parts


Not Related: gate
Other Related Ideas: ceiling, floor, window

Pointing Out Character Traits


The exercise enables pupils to infer character traits as shown in pictures. Show pictures
or pantomime people who show respect for the flag, respect for elders, strong Filipino
family ties like praying together, eating together, playing Filipino games together, etc.
and have them point out the character traits shown by these situations. Target traits
are respect or politeness, love, hospitality, nationalism, helpfulness, and other Filipino
traits. What the pictures show may be discussed first before answers are elicited.

Unit III: I Am a Filipino  |  99


Answers may vary.

E. WRITING (Write It Down)


Spelling Action Words
Call on some volunteers to act out in class the target action words: walk, write, study,
wear, teach, respect, rush, agree, ride, and obey. Have the rest of the pupils guess each
action word and show the word card for it as they read the word. Administer a mastery
test by dictating and using each word in a sentence.

Writing Sentences
Direct pupils’ attention to the writing exercise on page 246. Elicit orally more sentences
similar to the example and give ample time for the pupils to write their own sentences.
Remind the following guidelines:
1. Begin the first word of each sentence with a capital letter.
2. End each sentence with a period.
3. Use the correct letter strokes.
4. Write neatly.

Informal Assessment

Examine pupils’ writing output in their notebooks. Specifically for this


task, the following rubrics may be used:

4 – Proficient
Uses correct spelling for all words in the sentences; Consistently uses period at the end of each
sentence and capital letters to begin sentences and proper nouns, if any; Uses grade-appropriate
vocabulary with fluency and accuracy; Uses complete sentences with accuracy

3 – Partially proficient
Uses correct spelling for commonly-used high frequency words with no significant errors;
Occasionally commits errors in using period and capital letters; Uses grade-appropriate
vocabulary with very few significant errors; Uses complete sentences with very few significant
errors

2 – Above novice
Uses correct spelling with many minor errors; Frequently commits errors in using the period and
capital letters; Uses grade-appropriate vocabulary with some difficulty and with significant/minor
errors; Uses some complete sentences with many significant errors

1 – Novice
Uses correct spelling with many significant errors; Always commit errors in using the period and
capital letters; Uses grade-appropriate vocabulary with much difficulty and with many significant
and minor errors; Uses very few complete sentences with many significant errors

100  |  Rainbows in English • Grade 1


F. VIEWING (View It)
How Busy Farm Animals Are
Sing the song “The Farmer in the Dell.” Say: Imagine that you are in a busy farm. Can you
describe some action that you see there? Show the pictures of some farm animals. Have the
pupils identify each and what it does. Have them note the appropriate action words like
plow, graze, lay (eggs), pull (carts and other farm loads), etc.

G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, p. 248–249

A. 1. loves 8. protect
2. shows 9. conserve
3. buys 10. uses
4. knows 11. turns off
5. respect 12. follow
6. kiss 13. plants
7. give 14. waters
B. 1. malls 6. spoon
2. carabaos 7. guava
3. streets 8. tortoise
4. chairs 9. grass
5. books 10. shark
C. excited

H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and big idea
again. Using a piece of bond paper or oslo paper and crayons, ask the pupils to draw
themselves garbed with any Filipino costume of their choice and doing something that
shows being a true Filipino. Have a show-and-tell activity afterwards.

Unit III: I Am a Filipino  |  101


Lesson 14 My Country
Time Allotment: 8 days BIG IDEA
Pages 250–269
The Philippines is my country.

I. Objectives
A. Listening
• Recall important details in a poem listened to.
• Recognize the difference between the sounds [b] and [v] and [f] and [p].

B. Speaking
• Correctly pronounce words that begin with the sounds [b], [v], [f], and [p].
• Use correct pronunciation in reciting rhymes.

C. Grammar
Use the -es form of an action word with one name word.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Point out important details in a text read.
• Use words with the same meaning.
• Give a good heading for a set of sentences.

E. Writing
• Spell words that begin with [b], [v], [f], and [p] sounds.
• Write sentences about Philippine symbols.

F. Viewing
Write sentences about a national symbol shown in picture.

II. Subject Matter


A. Listening
• Listening to a poem
• Listening to beginning [b], [v], [f], and [p] sounds

B. Speaking
• Pronouncing words beginning with b-v and f-p consonant sounds
• Reciting rhymes

C. Grammar
Using the -es form of the action word

102  |  Rainbows in English • Grade 1


D. Reading
• Reading selection: “The Symbols of Our Country”
• Using words with the same meaning
• Giving appropriate heading for a set of sentences

E. Writing
• Spelling words that begin with [b], [v], [f], and [p] sounds
• Writing sentences with a good heading

F. Viewing
The Philippine Flag, Our National Symbol

G. Valuing
Nationalism

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Realia: anahaw fan, mango fruit, sampaguita flowers or garland, the Filipino flag
Pictures: carabao, narra tree, milkfish or bangus
Word Cards: garlands, fragrant, national, endangered, striking, clearer

IV. LEARNING PLAN


Focus pupils’ attention to the title of the lesson and to the big idea. Elicit ideas or random
thoughts about the Philippines. They can write these on a piece of paper and have them post
on one board. Call on volunteers to read some. This task is aimed at finding out how much
they know about their country, the Philippines.

A. LISTENING (Listen)
Listening to a Poem
Direct the pupils to page 250. Invite them to listen to a poem as they scan the pictures
using a smartphone or a tablet.

Father went to the brook


Oh, he caught a big fish with his hook
Home, Father hurriedly walked
And Mother had the fish cooked.
“Hmm, that fish in the pan smells good!”
Vincent said about the yummy food.
“Help me set the table, Son,” Mother said
And dine with Father, Bess, and Fred.
“Thank you, Father, for the big fish,
Thank you, Mother, for the great dish.”

Unit III: I Am a Filipino  |  103


Ask: What is the poem about? Why is fish a healthy food? What kind of fish do you
usually eat? Aside from these questions, have pupils answer the questions on page 251
after reciting the poem for the second time.

Listening to the Beginning b, v, f, and p Sounds


As a recall of the poem the pupils had listened to, have them write on the board words
beginning with b, v, f, and p sounds in columns. You may elicit more words to add to
the four (4) lists. Have the pupils listen as you say the words in each column. Ask: What
consonant sound does the words in each column begin with? Facilitate Exercises A–C on
page 252 to ascertain their ability to identify the target speech sounds.

Informal Assessment

Implement the procedure below.


1. Divide the class into groups of ten.
2. Assign four pupils to serve as posts for words A, B, C, and D which
are pronounced by the teacher.
3. One group after the other, the members will queue behind the
post that stands for the word that is differently pronounced
among four words, as in fish, fins, pins, fist.
4. Take note of pupils who find difficulty in discriminating initial
consonant sounds of f-p and b-v.

B. SPEAKING (Say It Right)


Pronouncing Words Beginning with b-v and f-p Consonant Sounds
Have the pupils identify the pictures on page 253: puppy, fan, van, four, vest, bird. Let
them repeat each word after you. Call on some individual pupils to say the picture names
encouraging them to exaggerate the sound of the beginning consonants.
For more practice, have them read the lists of words previously written on the board.
Set the words as minimal pairs as in ban – van, best – vest, bat – vat, bet – vet, etc. and
fan – pan, far – part, fit – pit, fat – pat, pour – four, etc.

Reciting Rhymes
Facilitate the task on page 253. Elicit more rhymes that the pupils are familiar with and
help them cull out words beginning with the consonant sounds b, v, f, and p.

C. GRAMMAR
Using the -es Form of the Verb
Say: You learned that the carabao is considered as our national animal. What does it do?
Look at the picture on page 254.
Read the sentences on page 254 and ask the pupils what the underlined words are.
Then, focus their attention to the pairs of action words on page 255. Explain that when
one person or animal does the action, the -s or -es form of the action word is used. -es is

104  |  Rainbows in English • Grade 1


added to action words that end in -sh, -s, -z, -x, or one -o. When the action word ends in
-y, y is changed to i, then -es is added.
Exercises A and B on pages 255–256 will enable the pupils to apply the learned rules
of inflection. These may be done orally or in writing by pairs so interactively, two pupils
agree on the correct answers.
Exercises C and D on pages 257–259 will level up pupils’ ability to apply subject–verb
agreement. Collaborative work may be promoted through triads or groups of four(4).

A. 1. watches 6. passes
2. goes 7. rushes
3. catches 8. washes
4. does 9. teaches
5. mixes 10. watches
B. 1. hangs 4. fries
2. tries 5. studies
3. applies
C. 1. go 10. rides
2. belongs 11. pass
3. reports 12. stay
4. study 13. play
5. sketches 14. prepares
6. color 15. stands
7. hang 16. raise
8. work 17. waves
9. drives
D. 1. cares 10. grows
2. cooks 11. watch
3. takes 12. bears
4. keeps 13. make
5. takes 14. gives
6. waters 15. bears
7. bear 16. calms
8. smell 17. relaxes
9. makes

D. READING (Read)
“The Symbols of Our Country”
1. Motivation
Talk about symbols. Discuss with the class what these symbols stand for. Show the
real objects and the pictures. Say: A symbol may stand for anything. It may stand for

Unit III: I Am a Filipino  |  105


a person or for a country, just like the Philippines. Let the pupils cite other national
symbols of our country.

2. Word Study
As you present each word card, use the word in a sentence, then ask the pupils’
perceived meaning. Let them use the word in their own sentence. Repeat this
procedure with all the rest of the words.

3. Reading for Fluency


Invite the pupils to find out more about the symbols of the country by asking
individual pupils to read the descriptions on pages 261–262. For closure, ask the class
to read the selection by groups.

Informal Assessment

Have the class sight-read the following words and sentences posted on a
chart or written on the board: symbols, country, Philippines, island, Luzon,
Visayas, Mindanao, narra, bangus, sampaguita, anahaw, carabao
Sentences:
1. Symbols can stand for a country, like the Philippines.
2. The three stars in our flag stand for the three island groups,
namely Luzon, Visayas, and Mindanao.
3. The narra is our national tree.
4. The bangus is our national fish.
5. The sampaguita is our national flower.
6. The anahaw is our national leaf.
7. The carabao is our national animal.
Call on individual pupils to sight-read the words and sentences. Take
note of pupils who find difficulty in attacking some words and sentences.

4. Comprehension Check (Think It Over)


You may ask the Think It Over questions intermittently or as applied. Encourage
pupils to raise their questions about the selection or any related issue or topic.

5. Skill Building (Build Your Reading Skills)


Using Words with the Same Meaning
Review what synonyms are. Then, direct the pupils to Exercise on page 263. Ask the
class to read the underlined words. Have them answer the exercise. Tell them to read
carefully the sentence to be able to get the meaning of the underlined word.

106  |  Rainbows in English • Grade 1


1. country
2. sweet
3. necklaces
4. in danger
5. brighter
6. hits
7. save
Note who among the pupils were unable to get the correct answers.
Show photos that illustrate each word. Then, ask each pupil to use
the word in a sentence.

Giving Appropriate Heading for a Set of Sentences


Direct pupils’ attention to the set of sentences on page 264. Ask: What do the sentences
tell about? Can you suggest a good heading or title for these sentences?
As follow up, take up Exercise A either orally or in writing.
Exercise B may be assigned as a homework.

A. 1. A Nipa Hut
2. A Monkey-eating Eagle
3. An Underground River
4. A Big Animal
5. A Fish Named Bangus
B. 1. Our National Flower
2. My Family
3. The Jeepney
4. How Far My School Is

E. WRITING (Write It Down)


Spelling Words that Begin with [b], [v], [f], and [p] Sounds
Have the pupils work on the task on page 267. Pupils’ answers may vary. You may refer
to the lists of words on page 251, to the rhymes on page 253, and to the reading selection
on pages 261–262.

Writing Sentences with a Good Heading


Let them recall the writing task they had in Lesson 13. Then, facilitate a short brainstorming
on the descriptions of the symbols of the Philippines. Point out that in coming up with
a good heading for their sentences, they should think about the main topic or idea
expressed or developed by the sentences. The task on page 267 should be done on a piece
of bond paper.

Unit III: I Am a Filipino  |  107


Informal Assessment

Evaluate pupils’ writing task output according to the rubrics applied in


Lesson 13. Add a criterion on the formulation of a good heading: The title
or heading is what the sentences tell about.

F. VIEWING (View It)


The Philippine Flag, Our National Symbol
Have the pupils look closely at the picture on page 268. They have to think of details about
it, and write them on the spaces provided on this page.

G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 269 of the textbook

A. 1. brushes 4.
catches
2. buzzes 5. kisses
3. cries 6. carries
B. 1. brushes
2. buzz
3. kisses
4. carry
C. 1. Nipa Huts
2. Where My Family Lives

H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and the big idea
again. Ask what they have learned about our country, the Philippines, and what they are
proud of about it. Have them write their random ideas or thoughts on a blown up map of
the Philippines on a large manila paper. Let the class read what they have written.

108  |  Rainbows in English • Grade 1


Lesson 15 Kind Hearts
Time Allotment: 8 days BIG IDEA
Pages 270–289
Having a kind heart is having a
loving heart.

I. Objectives
A. Listening
• Point out important details in a verse listened to.
• Recognize the sounds of th as in thin and as in then.

B. Speaking
• Correctly pronounce words with the sound of th as in thin and as in then.
• Use correct pronunciation in reciting rhymes

C. Grammar
• Use is and are with the -ing form of action words in sentences.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Identify and describe the characters in the story read.
• Identify the meaning of a word based on the surrounding words.
• Use words with opposite meanings.
• Point out how an object is related to another object.

E. Writing
• Spell words with th as in thin and as in then.
• Write sentences about the story,“The Heart Tree.”

F. Viewing
Show on a picture directions given.

II. Subject Matter


A. Listening
• Listening to a verse: “Samantha and Timothy”
• Listening to the sounds of th

B. Speaking
• Pronouncing words with th
• Reciting a poem

C. Grammar
• Forming action words with -ing
• Using is or are with the -ing form of action words

Unit III: I Am a Filipino  |  109


D. Reading
• Reading selection: “The Heart Tree”
• Using words with opposite meanings
• Seeing relationships

E. Writing and Spelling


• Spelling th words
• Writing sentences

F. Viewing
• Following the Maya Bird

G. Valuing
• Kindness

III. Instructional Materials/Resources


Textbook, Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Realia: a mango fruit, a santol fruit
Pictures: mango tree, santol tree, narra tree
Word Cards and Chart: village, santol, distant, share, cold, tiny
Crayons and bond paper

IV. Learning Plan


Direct pupils’ attention to the lesson title and elicit random thoughts on the big idea. Ask if
they agree or not with it. Prod them to justify their answers.

A. LISTENING (Listen)
Listening to a Verse
Direct pupils’ attention to the picture on page 270. Ask what is happening in it. Have
them listen to the following verse as they scan the picture with a smartphone or a tablet.

Samantha and Timothy


Good friends, Samantha and Timothy
Both love to read books in the library.
Samantha says, “I like to read this thick book.”
Timothy says, “I like to read that thin book.”
So the two children sat in a nook
Each one so eager to read a book.

110  |  Rainbows in English • Grade 1


Discuss with the pupils the answers to the questions that follow and determine
whether their predictions on the books the children will read are possible or not. The
thick book that Samantha will read is an encyclopedia, a science book, etc. The thin book
which Timothy will probably read is a story book, a how-to-do book, a comic book, etc.
Validate pupils’ responses by bringing the pupils to the library to check books which are
thick and thin.

Listening to the Sounds of th


Have the pupils listen intently for th words as you recite the listening text again. Ask:
What words spelled with th that sounds th as in thin? (Samantha, Timothy, thin, thick,
both) As in then? (None) At this point, continue with the activities on page 272. The
responses in B include the following:
1. Thin – thick, thorn, thumb; Then – there
2. Thin – three; Then – grandfather, brothers
3. Thin – thirsty; Then – this, weather
4. Thin – through, thick, thin; then – none
5. Thin – Theodore, birthday, Matthew, health; Then – none
6. Thin – Theodore’s, thumb, thick; Then – none
7. Thin – Math; Then – brother’s
8. Thin – booths; Then – these
9. Thin – Martha; Then – that, there
10. Thin – Thursday; Then – Mother, Father

Informal Assessment

Say ten words with the th spelling. If the word has the [th] sound as in
thin, let the pupils raise a green card. If it has the [th] sound as in then, let
the pupils raise a yellow card. The suggested words are brother, smooth,
thank, breathe, breath, clothes, broth, weather, panther, themselves.

B. SPEAKING (Say It Right)


Pronouncing Words with th
Have the pupils repeat each word on page 273 after you. Exaggerate the voiceless sound of
th as in thin and the voiced sound of th as in then as you pronounce the words. Then, ask
them to get partners and pronounce the words themselves.

Reciting a Poem
As homework, tell the pupils to memorize the poem on page 273 and have them recite in
class by groups or individually. Stress the importance of pronouncing the words with the
th correctly and clearly.

Unit III: I Am a Filipino  |  111


C. GRAMMAR
Forming Action Words with -ing
This part focuses on action words that end in -e as in erase and a few action words that
double the last letter when -ing is added. Direct pupils’ attention to the pictures on page
274 and ask what the children are doing. Elicit rules or generalizations as to the change of
spelling in action words ending in -e and having c-v-c structure when -ing is added. Have
them work on Exercise B to test understanding of the rules and Exercise A for correct usage.
Pair work may be done here to promote collaborative learning/communicative approach.
Give pupils ample time to work on this. Note use of correct subject-verb agreement
in pupils’ questions and responses.
Divide the class into two (2) groups. One group will act out an action word flashed in
a card by the teacher. The other group asks: What are you doing? That group answers: We
are . The two groups exchange roles after five (5) action words.
Call on individual or small group volunteers to do an action in front of the class. The
teacher asks: What is doing? A pupil answers: /
is/are .

A. 1. reciting 5. jogging 9. drawing


2. dancing 6. teaching 10. sitting
3. clapping 7. checking
4. writing 8. making
B. 1. am studying 5. is studying 9. is preparing
2. are dancing 6. is staying 10. is cooking
3. are playing 7. is reading
4. are writing 8. are watching

Using is/are with the -ing Form of the Verb


Direct pupils’ attention to the picture on page 277. Let them read the sentences that go
with it and have them note the underlined words. Ask the questions below the picture
and description. Then, direct the pupils to page 278. Have them read the words in bold
and the sets of words in column. Point out that these words are another group of action
words that answer what one is doing or what many are doing. Discuss the concepts in
the Remember box then proceed with the exercises that follow. Exercise A is done orally
while Exercises B and C in writing.
Pupils’ responses for Exercise C vary. However, accuracy should be checked against
their correct use of is/am + action word-ing with singular and plural nouns both orally
and in writing.

1. Sweeping 5.
Hurrying 9. Jumping
2. Singing 6. Reading 10. Eating
3. Walking 7. Playing
4. Studying 8.
Praying

112  |  Rainbows in English • Grade 1


D. READING (Read)
“The Heart Tree”
1. Motivation
Ask the questions found before the beginning of the selection. As a follow-up
question, ask: Why do you think is the mango tree called the “heart” tree? Entertain a
few inferences.

2. Word Study
Display the word cards on the board or chart. Ask: Which of these words means the
opposite of hot? (The water from the shower is hot.)(cold) Which is the opposite of big
or huge? (The elephant is a huge animal. It is so heavy that even ten persons could not
carry it.)(tiny) Which is the opposite of near? (My house is near the school. I walk to
school.)(distant) Which is the opposite of city? (My uncle lives in a busy city in Metro
Manila.)(village) To familiarize the pupils with the santol fruit, show one, and say:
How can I share with you this only one santol fruit? Welcome possibilities that the
pupils suggest to solve the problem.

3. Reading for Fluency


Since this is a mini-play, assign pupils to take up roles for oral reading. Remind the
readers to read their lines with the correct expression. Let them initially go over their
lines before the actual reading. Assign at least two sets of readers.

Informal Assessment

Write these utterances on strips:


1. Narra Tree, Narra Tree! May I stay? I am wet and cold.
2. No, you cannot. My fruits will fall. Go see Mango Tree.
3. Come, Maya Bird. Stay with me. I have leaves where you can take
shelter.
4. Thank you, Mango Tree. You are really kind.
5. Look! What do I have? Green fruits, green hearts!
6. Mango Tree, you have a big heart, you know how to share.
Call on the pupils individually, in pairs, or in small groups to read
each utterance. Take note of their ability to decode words accurately
in text (decoding accuracy), ability to decode words with minimal use
of attentional resources (automaticity), and ability to appropriately use
phrasing and expression (prosody). Give instant feedback. The following
rubric may be used to assess each group’s performance.

4. Comprehension Check (Think It Over)


To note some important details, let the pupils answer the questions at the end of
the selection. You may encourage the pupils to ask more questions about the story
beginning with how and why. Call on other pupils to answer.

Unit III: I Am a Filipino  |  113


5. Skill Building (Build Your Reading Skills)
Using Words with Opposite Meanings
As an offshoot of the Word Study, have the pupils do the exercise on page 283 after
a review game on antonyms called the Antonym Relay. In this game, each group of
pupils pits a player to give the antonym of each word the teacher gives. All players will
stand side by side at the rear part of the classroom assigned as the starting point. Each
time a player gives a correct answer first, he or she makes a step forward but makes
a backward step if the answer is wrong. The first player to reach the finish line wins.
Two or three sets of players may be allowed to play the game.
Expected answers:
A. hot B. big C. keeps D. near E. leave

Seeing Relationships
Ask: Where do flowers come from? Where do fruits come from?
Point out that trees and other plants bear flowers that become fruits. Therefore,
trees are the source of flowers and fruits and some other things. Show a pencil and a
piece of paper. Ask: Why do these two things go together? (Both are used for writing.
We use the pencil to write on the paper.) Proceed with other classroom things that
possibly can go together or have a relationship. Facilitate Exercises A, B, and C on
pages 284–286 to give the pupils more practice on seeing or perceiving relationships.

A. Numbers 1, 2, 4, 8, 9, and 10
B. 2. Oil can come from coconuts.
3. Juice comes from fruits.
4. Paper comes from trees.
5. Milk comes from cows.
C. 1. b 3. d 5. c 7. e
2. a 4. g 6. f 8. h

E. WRITING (Write It Down)


Spelling th Words
Ask a few pupils to write on the board words spelled with th that they encountered in the
lesson. As each pupil writes a word, let the class say the word and spell out loud and say
the word again. Erase the words later. Then, have them write those words that you dictate.
Have them check their own paper after posting the words on the board or a chart. Note
frequently misspelled words and reteach.

Writing Sentences
Facilitate the writing task discussed on page 287.

114  |  Rainbows in English • Grade 1


F. VIEWING (View It)
Following the Maya Bird
This activity tests pupils’ skill to sequence events in the selection read and to visualize
what happened after a major event by illustrating it. Observe the correct details being
shown in each pupil’s work. The first arrow should be from the first tree on the right
labeled as narra, then arrow goes to the santol tree in the middle, and finally to the mango
tree on the left. Pupils’ drawing should show the mango tree laden with yellow heart-
shaped fruits. Post the drawings on the class bulletin board. You may play some music
while the class is doing this task. Ask how they feel while they were drawing.

G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 289 of the textbook

A. 1. are sweeping 4. are swimming


2. is cooking 5. are jogging
3. is crying
B. 1. railway 4. hand
2. clothes 5. forest
3. flower
C. 1. She is teaching.
2. They are studying.

H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and the big idea
again. Post four to five sheets of white cartolina on the board or on any wall part of the
classroom. On each sheet, draw with a red crayon a big heart. Row by row, one by one,
and using crayons, ask each pupil to write his/her name outside the heart and a kind act
or deed done today inside the heart. End up by saying or writing under each heart the
caption This is the heart of every true Filipino child.

Unit III: I Am a Filipino  |  115


Lesson 16 Hardworking
People BIG IDEA
Time Allotment: 8 days
Pages 290–307 Filipinos are hardworking
people.

I. Objectives
A. Listening
• Recall important details in a dialogue listened to.
• Recognizing rising and falling intonations in questions.

B. Speaking
• Use the correct intonation in a dialogue being acted out.
• Ask Wh- questions with correct intonation.

C. Grammar
Use the past form of action words in sentences.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Identify words with the same meaning in sentences.
• Arrange pictures of events in correct order.

E. Writing
• Spell -ed action words as dictated.
• Write a short one-paragraph story based on a series of pictures.

F. Viewing
Make guesses based on images shown.

II. Subject Matter


A. Listening
• Listening to a dialogue: “A Dialogue Between Two Friends”
• Recognizing intonation in questions

B. Speaking
• Doing a dialogue
• Asking Wh- questions with the correct intonation

C. Grammar
Using the simple past form of action words

116  |  Rainbows in English • Grade 1


D. Reading
• Reading selection: “Wa-ay’s Search for Gold”
• Using words with the same meaning
• Telling what happened first, second, . . . last

E. Writing and Spelling


• Spelling -ed words
• Writing a one-paragraph story

F. Viewing
Hardwork and “Stairways to Heaven”

G. Valuing
Hardwork and patience

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Word Cards/Word Chart: upset, heeded, command, woods, appeared
Pictures/Slides: About Mountain Province and its people, Filipinos at work

IV. Learning Plan


Have the pupils read the lesson title and the big idea. Elicit comments. Ask: What do you
think is the lesson about? Do you agree that the Filipinos are hardworking people? Support your
answer. Do you believe then that you are also a hardworking person? How do you show this at
home? in school? in your community?

A. LISTENING (Listen)
Listening to a Dialogue
Ask: Have you ever introduced a friend to your parents? How did you do it? How did you
feel? How did your friend feel? How did your parents feel?
Direct pupils’ attention to the picture and ask for comments or questions they would
like to know about it. Before the pupils listen to the dialogue, have them read the questions
on page 291 that they are expected to answer afterwards. Then, ask them to scan the
image using a smartphone or a tablet to listen to a dialogue.

Allen: Mother, meet Ulmay, my new friend. He’s the nephew of Mrs. Mina,
our neighbor. He’s in the city for a visit.
Mother: Glad to meet you, Ulmay. From where are you?
Ulmay: It’s nice to meet you, too, Mrs. Santos. I am from La Trinidad Valley
in Benguet Province.
Mother: When did you arrive here?

Unit III: I Am a Filipino  |  117


Ulmay: Three days ago, Ma’am.
Allen: You can tell Mother that you have been around the city.
Mother: Really? Where have you been, so far?
Ulmay: My aunt and I have been to the museum and to the Ocean Park in
Luneta. I have met new friends too like Allen.
Allen: I will be happy to bring you to my school and see it for yourself.
Mother: That will be great. Why don’t you, boys come inside and take
something for snacks?
Ulmay: Thank you, Mrs. Santos.

Allow ample time for the pupils to answer the questions about the dialogue. Have
them infer the feelings or traits of the characters as in: Ulmay feels happy because he
enjoys his visit to some interesting places in the city; Allen is proud of his new friend
Ulmay.

Recognizing Intonation in wh- Questions


Have them listen to you as you read the three questions on page 291. Let them observe
your voice at the end of each question. Stress that when asking a wh- question, one’s voice
goes down at the end, unlike a yes-no question in which the voice goes up. Facilitate the
engagement activity on page 292. Say Questions 1, 3, 4, 7, 9, and 10 correctly and the rest
incorrectly. Let the pupils check their own work. Discuss the reasons for the errors.

Informal Assessment

Divide the class into two groups. One group will ask wh- questions about a
given picture showing Filipino people at work as farmers, fishers, miners,
construction workers, teachers, factory workers, etc. The other group
will listen as to how each question is said with the correct intonation.
The groups then shift roles. Pay particular attention to the judgment
of the listening group. Take note of pupils who do not use the correct
intonation. They may be required to repeat the question until they get
correct intonation.

B. SPEAKING (Say It Right)


Doing a Dialogue/Asking wh- Questions with the Correct Intonation
Assign two pupils to model the dialogue before the pupils work on it in pairs. Ask them
to shift roles. Encourage peer-check.
Let the pupils spend time to look closely at the picture on page 293. Then, call on
volunteers to raise their wh- questions. The rest can answer the questions. Check on the
accuracy of both questions raised and answers given.

118  |  Rainbows in English • Grade 1


C. GRAMMAR
Using the Simple Past Form of the Action Word
Ask: Do you remember some of the good things you did yesterday?
Be sure that at least fifty percent of the pupils will be called to answer the question.
As each pupil gives a response, write the action word on the board or better yet let him/
her do it to determine what they already know. Elicit concepts on their output by asking:
What do these words tell? When did these actions happen? How did you know? (use of
signal words such as last Saturday, last Sunday, last weekend) How does each word end?
You may pick up the action words on page 294.
Focus the pupils’ attention to more sentences to study on page 295. Ask them to read
the ideas in the Remember box. To ensure mastery, assist the class to access the link to the
exercise on the simple past form of action words using available Internet connection and
device in the classroom. Otherwise, this activity may be assigned as a home task.
Proceed with the following exercises. Exercise A increases pupils’ vocabulary of
action words indicating past tense, as well as Exercise B without cues on the meaning of
the target words.
Exercise C levels up pupils’ ability to use appropriate action words in two contexts.

A. 1. brushed 4. planted 7. worked


2. washed 5. prayed 8. helped
3. watered 6. cooked
B. 1. showed 5. promised 9. watched
2. visited 6. played 10. remembered
3. walked 7. combed
4. talked 8. pulled
C. 1. visited 5. promised 9. remembered
2. talked 6. watched 10. pulled
3. walked 7. played
4. showed 8. combed

D. READING (Read)
“Wa-ay’s Search for Gold”
1. Motivation
Ask: Who wants to be rich someday? Why? If you want to live a better life, what should
you do? Have the pupils comment on the picture and story title on pages 298–299. Let
them raise their own questions about what they want to find out in the story. Record
the questions on the board.

2. Word Study
Present the word cards containing the Word Power words. Say each word and let the
class repeat the word. Ask which words the pupils are not familiar with and use them
in sentences to contextualize. Elicit words with the same meaning as the target words.

Unit III: I Am a Filipino  |  119


3. Reading for Fluency
Assign pupils to read the story aloud page by page. Ask relevant questions about
what happened after each page—page 298: What does this page tell about the main
character? Page 299: Why did Wa-ay’s mother feel sad? What did he plan to do? How
did Wa-ay’s wish come true? Page 300: What did the guardian-of-the-woods tell Wa-ay
to do so he could find gold? What lesson did he learn?

4. Comprehension Check (Think It Over)


Have the pupils go over the questions they raised and were written on the board. Let
them check what have been answered already. Facilitate the discussion of the answers
to the questions not yet answered. The questions in the Think It Over portion may
also be reviewed. Stress the value of hardwork and patience in achieving one’s dream
for a better life.

5. Skill Building (Build Your Reading Skills)


Using Words with the Same Meaning
The exercise determines pupils’ ability to use the right synonyms for the words in the
Word Power portion.

A. forest B. told C. showed up D. obeyed

Telling What Happened First, Second, . . . Last


Direct pupils’ attention to the picture on page 302. Ask: What is the picture about?
Where did you learn the story about how a seed grows into a plant?
Tell the pupils that the following sets of pictures tell also about the life stages of
other animals. Let them work on Exercise A on page 302.
Exercise B allows the pupils to recall the events in Wa-ay’s story. The pupils may
do this exercise in pairs so they can agree on common answers.

A. 3, 2, 1, 4, 5 3, 1, 4, 5, 2
B. 3, 2, 5, 4, 1

E. WRITING (Write It Down)


Spelling -ed Words
Have the pupils go over the selection they have read and pick out -ed words of action. Let
them write on the board and read. Allow them ample time to study the words and their
spelling before proceeding to the task. Target words include lived, worked, announced,
answered, called, looked, walked, happened, asked, said.

Writing a One-paragraph Story


Explain what a paragraph is by showing a model using the summary of the story of Wa-ay.

120  |  Rainbows in English • Grade 1


Wa-ay and his mother worked hard in the farm every day. One day, he stopped
working and went to the woods. He asked the guardian-of-the-woods for some gold. The
guardian told him to work to find gold among the trees. Wa-ay looked for gold all day
long but he did not find any. He walked home tired and upset. He told his mother about
the lesson he learned from the guardian-of-the-woods.

Direct pupils’ attention to the pictures on page 304 and ask what happened in each
picture. Then following the model, the pupils attempt to write a one-paragraph story on a
piece of paper about the pictures.

Informal Assessment

Examine the pupils’ paragraphs and take note how they perform on the
following aspects:
1. Correct sequence of events 4. Indention
2. Capitalization and punctuation 5. Sentence structure
3. Spelling

F. VIEWING (View It)


Hardwork and “Stairways to Heaven”
The task enables the pupils to infer the traits of people by looking closely at the picture
showing fruits of their labor. Help the pupils do the task by explaining further why the rice
terraces are called the “stairways to heaven.” Stress that through hardwork and patience
the farmers in this place were able to build the terraces where they plant rice for their
food. These terraces look like stairways to heaven because they have been built on the
sides of high mountains that even touch the clouds.

G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, pages 306–307 of the textbook

B. Pupils’ answers may vary.


C. 1. cooked 3. cleaned 5. washed
2. played 4. counted
D. 5, 1, 2, 3, 4

H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and the big idea
again. Elicit little lessons learned or insights gained. Ask: Do you believe that Filipinos like
you and I are hardworking people? Why do you say so? Invite pupils to write or illustrate
their proofs on the board. Then, write the caption “Filipinos are truly hardworking
people.” Have the pupils read what they have done on the board and the caption.

Unit III: I Am a Filipino  |  121


Lesson 17 Fun with Holidays
Time Allotment: 8 days
BIG IDEA
Pages 308–325
Filipino celebrations are fun
and interesting.

I. Objectives
A. Listening
• Recall details about songs and jingles listened to.
• Recognize the difference between the sound [s] and [sh] in a words.

B. Speaking
• Correctly pronounce words that begin with [s] and [sh].
• Use the correct intonation and stress in reciting a poem.

C. Grammar
• Recognize the past form of irregular action words.
• Use the past form of irregular action words in sentences.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Give the meanings of unfamiliar words through pictures.
• Give possible story endings.

E. Writing
• Spell action words correctly.
• Write a possible ending to a story.

F. Viewing
Make inferences about an image shown.

II. Subject Matter


A. Listening
• Listening to songs and jingles
• Listening to words that begin with s and sh

B. Speaking
• Pronouncing words that begin with s and sh
• Reciting a poem with correct intonation and stress

C. Grammar
Using the past form of irregular action words

122  |  Rainbows in English • Grade 1


D. Reading
• Reading selection: “A Christmas Letter”
• Getting meanings of words
• Giving possible endings

E. Writing and Spelling


• Spelling the past form of more action words
• Writing an ending to a story

F. Viewing
A Star-shaped Lantern

G. Valuing
Appreciation of Filipino tradition

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Pictures/Slides: Filipino holidays and celebrations
Realia: Christmas symbols
Word Cards/Word Chart: suman, tour, videocam, holiday, thrilled, e-mail,
balikbayan, misa de gallo, noche buena

IV. Learning Plan


Ask: What comes to your mind if you hear the word holidays?
Focus pupils’ attention to the lesson title and the big idea. Open the table for discussion
of the different holidays and celebrations in the Philippines. Better yet, show slides or pictures
depicting them. End the session by asking the pupils: Why are holidays fun?

A. LISTENING (Listen)
Listening to Songs and Jingles
Have the pupils sing some songs and jingles they have learned. Let them tell what each is
about. Then, using a smartphone or a tablet, ask them to scan the picture to listen to the
following song:

I have two hands


The left and the right
Hold them up high
So clean and bright.
Clap them softly
One, two, three,
Clean little hands
Are good to see.

Unit III: I Am a Filipino  |  123


Direct the pupils’ attention to the picture on page 308. Have them match the
approppriate song/jingle with the picture and identify the main idea that goes with it.
Have them memorize it and the other songs/jingles, and ask them to sing or recite with
action in class.

Listening to Words that Begin with s and sh


Have the pupils listen as you pronounce each pair of words on page 309. Let them note
that the two words in a pair have different beginning sounds.

Informal Assessment

Have them discriminate ten words listened to by falling in line under the s
post or sh post. Going to the wrong post sends a pupil out. End up with as
many winners—the more winners, the better the performance.

B. SPEAKING (Say It Right)


Pronouncing Words that Begin with s and sh
Have the pupils repeat the nursery rhyme on page 310 after you. Stress the production of
the s and sh sounds in the words. Then, facilitate the pair work.

Reciting a Poem with Correct Intonation and Stress


Recite the poem on page 310. Have them listen intently and note the correct phrasing,
stress, and expression. After your turn, tell the pupils to read the poem all together. Watch
their phrasing, stress on key words, and appropriate expression. Have the pupils answer
the question about the poem. Let them continue with the pair work.

C. GRAMMAR
Using the Past Form of Irregular Action Words
Tell the pupils to look closely at the picture on page 311. Ask: What does the picture show?
Why is this tradition important?
Request a pupil to read the paragraph about the picture, and ask others to answer
the questions that follow. You may write the answers on the board for sentence analysis.
Have the pupils identify the action word in each of the two sentences—went and brought.
Explain that these action words come from the simple form of the action words, go and
bring. Ask: What do these action words express about the time these took place? What can
you say about their form compared with the –ed past form?
Let the pupils spend ample time to study more of these action words on pages 312
and 313. Have them note the changes in spelling and form of each word. Elicit the rule in
form change for each group of action words and have closure by motioning the pupils to
read the Remember box.
As drill for mastery on the form of irregular verbs, have the pupils work on Exercise A
and Exercise B.

124  |  Rainbows in English • Grade 1


As additional oral exercise, let each pupil choose two related action words in their
past form and use them in related sentences. Encourage them to include past time signals.
For example: This morning, I drank a glass of milk. I ate rice with fried fish for breakfast.

A. 1. said 10. wrote 19. went 28. swam


2. told 11. cut 20. threw 29. took
3. ate 12. tried 21. beat 30. began
4. drank 13. flew 22. came 31. chose
5. set 14. sang 23. let 32. drew
6. sold 15. gave 24. sat 33. felt
7. saw 16. fed 25. ran 34. got
8. heard 17. met 26. made 35. hid
9. thought 18. cost 27. grew 36. put
B. 1. spent 4. bought 8. lit
2. went 5. made 9. sat
3. prepared 6–7. brought, beat 10. slept

D. READING (Read)
“A Christmas Letter”
1. Motivation
Ask: When do you think is the merriest time of the year? Why do you say so? Do you
have balikbayan relatives or friends during the Christmas Season? What do you do to
make them enjoy their visit? To better activate schema and prior knowledge, have
them read the question on top of page 316.

2. Word Study
Using pictures with the word cards, take up the words in the Word Power box by
playing a matching game. Display the pictures on the board or chart and have pupils
place a word card under the right picture. The class can instantly feedback on the
accuracy of responses. Facilitate some discussion on problematic items if needed.

3. Reading for Fluency


Have the pupils open their books on page 316. Ask: What do you think is the boy
doing? Is the boy Nico or Vincent?
Read to the class the selection title and the introductory paragraph. Then, ask the
whole class to read the letter aloud.

4. Comprehension Check (Think It Over)


The members of each group agree on the answers to the Think It Over questions. After
ten minutes, facilitate a feedback session for each group to report the answers.

Unit III: I Am a Filipino  |  125


5. Skill Building (Build Your Reading Skills)
Getting Meanings of Words
This exercise promotes full understanding of the meanings of vocabulary words in
this lesson.

Giving Possible Endings


Direct pupils’ attention to the picture frames on page 320. Ask what is happening in
each picture frame. Point out that the frames tell a story, except that the last or fourth
frame is left out for the story ending which will be elicited from the pupils. Possible
endings vary from Father and Son boarding the plane to any city or place to Father
and Son at the boarding area or Father and Son arriving at a certain destination.
All possibilities should be accepted as long as they are logical or relevant. For more
practice, have the pupils work on Exercise on page 320–321.

1. (The girl may be shown giving the card to her mother.)


2. (The children may be shown distributing the gifts to the poor.)
3. (The children may be shown getting off the bus, looking tired
from the fieldtrip.)

E. WRITING (Write It Down)


Spelling the Past Form of More Action Words
Choose ten words for pupils to spell and write the words on their notebooks:
1. My grandmother taught in the grade school when she was a young lady.
2. Grandfather sang folksongs for her.
3. On weekends they took their children to the river.
4. Father and his brothers swam the whole day.
5. They all studied at the school where Granny was a teacher.
6. Every night, Granny wrote her lesson plans.
7. Grandpa drew pictures for her pupils.
8. One day, Granny carried a basketful of pandesal for her pupils.
9. They ate breakfast together in the classroom.
10. She gave this treat because it was her birthday.

Writing an Ending to a Story


Retell the events in the selection. Say: Nico sent a Christmas card to his cousin in Canada.
Vincent received the greeting card through the e-mail. Then, he wrote Nico back. Then in
May, Nico visited Vincent. Vincent toured Nico around Metro Manila.
Ask: How do you think did the story end?
Facilitate the writing task.

126  |  Rainbows in English • Grade 1


Informal Assessment

Examine the pupils’ penmanship and the relevance or effectiveness of


story ending.

F. VIEWING (View It)


A Star-shaped Lantern
Ask: Among the symbols for Christmas, what do you like most? Why?
Have them look closely at a Christmas lantern. Then, on a piece of paper, have them
write random thoughts on the lantern, like light, bright, star, window, on top of a Christmas
tree, candle, electric bulb, etc. Then, call on some pupils to read their thoughts in class.

G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, pages 324–325 of the textbook

A. (Pupils’ use of past time signals vary.)


1. I ate a ripe mango, too.
2. Mother fried some fish.
3. Father took a cup of coffee.
4. Then I saw him hurried out.
5. “Bye, Father!” I said.
B. 1. d 4. f
2. a 5. e
3. b 6. c
C. Possible answers:
They went home tired but happy.
They had dinner and slept in the cottage.
They watched the sun set until dark.
They waited to get dark and they built a bonfire.

H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson and the big idea
again. Have them share what they have learned in terms of the five (5) macroskills. Then
ask: Among the different Filipino holidays and celebrations, which do you enjoy most? Why?
Which do you think is the most important? Why? With a calendar on hand, recall these
Filipino holidays and celebrations by month and cite the significance of each.

Unit III: I Am a Filipino  |  127


Lesson 18 Helping Each Other
Time Allotment: 8 days
Pages 326–341 BIG IDEA
Work becomes easier if we put
our hands together.

I. Objectives
A. Listening
• Point out important details in a text listened to.
• Recognize words with -ar, -er, and -or.

B. Speaking
• Correctly pronounce words that end with the sounds [ar], [er], and [or].
• Retell a short story listened to.

C. Grammar
• Ask questions that begin with Did.
• Use Yes, did or No, did not in questions that begin with Did.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Use correct words to complete sentences.
• Tell what would happen next based on a series of events shown in pictures.

E. Writing
• Spell words ending in -ar, -er, and -or.
• Complete a short story with a possible ending.

F. Viewing
Write important details about national heroes.

II. Subject Matter


A. Listening
• Listening to a short story
• Listening to words ending in -ar, -er, and -or

B. Speaking
• Pronouncing words ending in -ar, -er, and -or
• Retelling a story

C. Grammar
Asking and answering Did questions

128  |  Rainbows in English • Grade 1


D. Reading
• Reading selection: “Bayanihan, a Filipino Spirit”
• Understanding word meanings
• Telling what would happen next

E. Writing and Spelling


• Spelling words ending with -ar, -er, and -or
• Completing a short story

F. Viewing
Many Filipino Heroes

G. Valuing
Teamwork, unity, and cooperation

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Pictures/Slides: Filipino Heroes, Calamities shown in newspapers
Video clip of a landslide
Word Cards/Word Chart: victims, landslide, saved, spirit, suspended

IV. Learning Plan


Have the pupils read the lesson title and the big idea. Elicit comments on the meaning of
the big idea. Ask: What do we mean by putting our hands together in work? (It is helping one
another. It is doing things as a group or team.) When do we show teamwork or cooperation at
home? In school? In the neighborhood?

A. LISTENING (Listen)
Listening to a Short Story
Draw the pupils’ attention to the picture on page 326. Ask: What do these pictures show?
Who is Dr. Jose Rizal? What do you know about him?
Have them scan the group of images using a smartphone or a tablet to listen to a story
about Jose Rizal. Afterwards, facilitate the pair work.

On June 19, 1861 in Calamba, Laguna, Dr. Jose P. Rizal was born. During
those times, our country was ruled by the Spaniards. They treated our ancestors
like slaves.
At a very young age, Pepe (Jose’s nickname), showed extraordinary talent.
He always wanted to study. He became an A–1 pupil with very high grades.
When he grew up, he became a scholar, scientist, painter, sculptor, doctor,
and writer. As an eye doctor, he operated on his mother’s eyes. As a writer, he
wrote two famous books, more than fifty essays, and about forty poems. He also

Unit III: I Am a Filipino  |  129


wrote hundreds of letters. Here, he talked about the cruelty of the Spaniards to
the Filipinos. Jose Rizal fought for the rights of his countrymen through his pen.
Because of his writings, he was shot and died on December 30, 1896 at
Bagumbayan, now known as Luneta or Rizal Park.

Informal Assessment

Have pupils listen as you read the selection that follows.

Jose and the Moths


One evening, Jose’s mother was reading a story to him, but
Jose did not listen well. He just watched the moths flying around
the oil lamp. He saw the moths dive into the flames. They died one
after the other.
His mother saw Jose watching the moths closely. So she warned
him, saying, “Did you see those young moths? They died because
they did not obey their mother.”
“But they died bravely. They died looking for light,” Jose told
his mother.
In pairs, have them answer these questions on a piece of paper.
1. What is the story about?
2. Why do you think did Jose not listen well?
3. What kind of boy was he?
4. What kind of mother was Jose’s mother?
5. What lesson did Jose learn from the moths?

The answers to Questions 3 and 4 reflect the ability of the pupils to infer the kind of
hero Rizal was. Point out that Rizal was a quiet hero because he did not fight his enemies
with guns but with his pen. He was a hero of action or deeds because he worked hard to
help his countrymen improve their lives. He was a multitalented man because he was a
doctor, scientist, sculptor, and writer.

Listening to Words Ending in -ar, -er, and -or


Have the pupils listen as you pronounce these words in word cards. Except for burglar,
the words refer to the versatility of Jose Rizal: scholar, painter, writer, sculptor, doctor.
Exaggerate the controlled -r ending of each word which sounds like in the word fur. For
more practice, have the pupils listen as you pronounce more words ending in -ar, -er, and
-or. They will identify the words with mispronunciation. Target words are banker, trainer
(e pronounced e as in pen), adaptor (o pronounced o as in pole), cleaner, barber, decorator,
paper (e pronounced e as in pen), scholar, pointer, doctor.

130  |  Rainbows in English • Grade 1


Informal Assessment

Have the pupils listen as you say each phrase that follows. If the phrase
does not have any mispronounced -ar, -er, or -or word, tell them to remain
seated; if there is, tell them to stand up and point that word out. Take note
of pupils who cannot discriminate between correct and incorrect sounds.
A ball catcher, a pitcher, and a goal keeper
The cleaner, also the sweeper, and the garbage collector
Your sister, the baker, the cashier, and the store owner
The burglar, the stealer of rice cooker and coffee maker
The giver, the helper, the bayanihan members
Say the second and last phrases with errors in the pronunciation of the
-er with short e as in pen and the -or with the o as in pole.

B. SPEAKING (Say It Right)


Pronouncing Words Ending in -ar, -er, and -or
Have the pupils pronounce correctly the words, phrases, and sentences in the boxes.
Then, facilitate the task on page 328.

Retelling a Story
Present the wh- chart for the story before asking the pupils to retell it. Have them
brainstorm on the details as they are recorded in the chart. In this manner, the pupils find
it easier and more meaningful to retell the story with a guide or prompt.

A Story of Jose Rizal

WHO WHAT WHEN WHERE WHY


Dr. Jose Rizal birthday June 19, 1861 Calamba, Laguna
Pepe nickname

You may ask the pupils if they have heard other stories about Jose Rizal. Have them
share in class.

C. GRAMMAR
Asking and Answering did Questions
Structural Analysis. Point out the structure of a positive or negative rejoinder used to
respond to a did question. Page 329 illustrations will be helpful as well as the sample
sentences beside them.
Exercise A on page 330 may initially be done orally. If done in writing, stress the
use of a comma after YES or NO in the responses and short form of DID NOT which is
DIDN’T. Expected answer to all questions is “Yes, I did.” or “No, I didn’t.” depending on
the truthfulness of a pupil.

Unit III: I Am a Filipino  |  131


Exercise B on page 331 requires the learner to level up, calling for his/her
comprehension on the statement before the question. Point out the use of HE and SHE to
replace the names of people in the responses.

A. Answers will vary.


B. 1. Yes, he did. 4. No, she didn’t. 7. Yes, he did.
2. No, he didn’t. 5. Yes, he did. 8. No, he didn’t.
3. Yes, she did. 6. No, he didn’t.

Have the pupils answer the Set A questions honestly with Yes, I did or No, I didn’t.
Let them do this on a sheet of paper. Then, ask five other classmates to answer Set B
questions. Study the examples.

Set A Set B
Example: Did you drink milk last night? Example: Did (name) eat fruits this
No, I didn’t. morning?
Yes, she/he did.
1. Did you walk home yesterday? 1. Did help his/her mother
2. Did you read a story last night? cook dinner?
3. Did you do your homework alone? 2. Did swim last Saturday?
3. Did sleep well last night?

D. READING (Read)
“Bayanihan, a Filipino Spirit”
1. Motivation
Post the word bayanihan on the board and create a semantic web. Elicit pupils’ ideas
and put them in the web.

moving a house together

Doing a task together sharing with each other


BAYANIHAN

Helping each other working as a group or team


Being a hero to others

Ask: How do you show bayanihan here in the classroom? In the school? At home? In
your community? Show any available video clip on a disaster especially on landslides
or flashfloods. Discuss the importance of bayanihan in times of calamities.

2. Word Study
Present each word from the Word Power box in a word card. Have pupils read the
word and you use it in a sentence or have them see the picture on page 333 or show
other related pictures from magazines. You may also play a video clip.

132  |  Rainbows in English • Grade 1


3. Reading for Fluency
Directed Reading: Call on volunteers to read the selection paragraph by paragraph.

4. Comprehension Check (Think It Over)


Ask monitor comprehension questions after each paragraph that is read. Refer to the
questions in the Think It Over portion. Throw Question 5 at the end of the selection.

5. Skill Building (Building Your Reading Skills)


Understanding Word Meanings
Exercises on page 335 enable the pupils to understand the meaning of words through
context. Expected answers:

A. 1. suspended 2. saved 3. crush


B. Answers will vary.

Telling What Would Happen Next


Picture Study: Have pupils describe the happening in each picture frame on page
336. Then, elicit their predictions for the last frame. Have them check their answers
against the list at the bottom of the page.
Exercise A may be done in pairs. When pupils give their feedback, let them justify
their answers. Exercise B further provides the pupils opportunity to hone their ability
to predict.

A. 1. upper photo 2. lower photo


B. 1. a 2. b 3. a 4. c

E. WRITING (Write It Down)


Spelling Words Ending with -ar, -er, and -or
Call on volunteers to write on the board words of this structure that the pupils have
learned in the lesson. You may start with the words that identify who Jose Rizal was as a
multi-talented person. Encourage peer check. Then, administer the mastery test. Target
words: scholar, sculptor, painter, writer, cleaner, pitcher, operator, announcer, decorator,
trainer

Completing a Short Story


Present a sample story. Discuss how a short story is written, focusing on the main idea
and its support details. Point out the rules on indention, capitalization, and punctuation.
Stress correctness of strokes, legibility, and neatness. Facilitate the writing task on
page 339.

Unit III: I Am a Filipino  |  133


Informal Assessment

Evaluate the pupils’ writing output using the writing rubric on composition
writing with special emphasis on the effectivity of the last one or two sentences.

F. VIEWING (View It)


Many Filipino Heroes
Have pupils identify the heroes/heroine shown on page 340. Help them when needed.
Ask comments or what they know about each. Assign this task as a homework. Important
details to complete the chart include the heroes’/heroines’ names or other names, what
they had been famous for, their birthdays and birthplaces, etc.

G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 341 of the textbook

A. 1. Yes, she did. 3. No, he didn’t.


2. No, he didn’t. 4. Yes, she did.
B. When we returned home, I found my plant already dry and dying.

H. WRAP UP
Once more, focus pupils’ attention to the lesson opener, and have them read the title and
the big idea. To determine how much they have learned about bayanihan and how much
more they would like to learn about it, encourage them to raise questions and write these
on the board. The questions may be answered by the pupils themselves.

I. UNIT TEST
Direct the pupils to the Unit Test on pages 342–345. This paper-and-pencil test evaluates
student’s learning at the end of the unit.

A. 1. a 2. b 3. b 4. a 5. b 6. b
B. 1. bark 6. read 11. teaching 16. water
2. sails 7. cleaned 12. singing 17. harvested
3. cooks 8. counted 13. sang
4. bake 9. visited 14. planted
5. plays 10. marching 15. collects
C. 1. national symbols 3. animal pets 5. days of the week
2. wild animals 4. months of the year 6. transportation
D. 1. blackboard 3. song 5. listen
2. elephant 4. city

134  |  Rainbows in English • Grade 1


UNIT IV: My Wonderful World
Content and Learning Activities Overview

Lesson Title Listening Speaking Grammar Reading Writing Viewing

Lesson 19 Listening to Pronouncing Using Words Story: Spelling ch Books


My World of a Story: The ch Words that Describe Hercules and Words Around Us
Books Blue Book the Old Man
Retelling a Writing
pp. 348–363 Story Using Words Describing
with the Same Sentences
Big Idea:
Meaning
There
are many Listening to ch Identifying
interesting Words Common
books to read Printed
and to learn Materials
from.

Lesson 20 Listening to an Saying Words Comparing Story: The Spelling Words The Wheel
It’s a Colorful Informational Beginning with with Rainbow Beginning with of Colors
World Text Two or Three Describing (An Indian Two or Three
Consonants Words Legend) Consonants
pp. 364–381
Talking about Getting Word Writing
Big Idea:
a Rainbow and Meanings Sentences
Colors make
Listening Its Colors Inferring the
things around
us wonderful. to Words Feelings and
Beginning Traits of
with Two to Characters
Three
Consonants

Unit IV: My Wonderful World  |  135


Lesson 21 Listening to Pronouncing Using Words Story: In the Spelling Words Windmills
In a Faraway a Bible Story: Words Ending that Tell How Land of Giant Ending with
Land Noah and His with Two Pumps Two to Three
Ark or Three Consonants
pp. 382–399 Understanding
Consonants
Meaning of Writing
Big Idea:
Retelling a Phrases Sentences
There is a lot
Story that Tell How
to learn from Guessing
other places Listening What One
and their to Words Will Do
Ending with

136  |  Rainbows in English • Grade 1


people.
Two or Three
Consonants

Lesson 22 Listening to a Saying Phrases Using Story: The Spelling Long About an
The Magic of Story: Jaboti with Correct Prepositions Touch of Prepositions Orchestra
Music and His Flute Blending Correctly Music Writing
Understanding Lessons
pp. 400–417
Word Learned from
Big Idea: Meanings Experiences
Music makes
Listening to Guessing
us come
Phrases with What
together.
the Smooth Happened
Blending of Before or After
Words
Lesson 23 Listening to Pronouncing Using Simple Story: Two Spelling Words What Will
No Place Like a Story: How Words with Sentences Lost Children Used in the I Do?
Home Books Came Silent Letters l Using Words Lesson
to Be and b with the Same Writing Simple
pp. 418–431
Retelling a Meaning Sentences
Big Idea: Story
We feel very Identifying
good if we are the Parts of a
Listening to Book
in our own
Words with
home—sweet
the Silent
home.
Letters l and b

Lesson 24 Listening to a Pronouncing Using the Story: The Spelling Words True or
My World of Folktale Words with Different Kinds Greedy Dog with the Silent Fantasy
Fantasy the Silent gh of Sentences Getting the gh

pp. 432–445 Expressing Meanings of Rewriting a


Emotions and Words Fable
Big Idea: Traits
Listening to Following
Make-believe Words with Directions
stories teach the Silent gh
us good
lessons in life.

Unit IV: My Wonderful World  |  137


Unit IV
BIG QUESTION

What makes my world


wonderful?

My Wonderful World
Draw pupils’ attention to the unit title, My Wonderful World, and the pic-
ture on pages 346–347. Ask: What does the title talk about? What kind of
world?
Have the pupils listen as you read the poem and then the contents of
the unit. Ask: What makes up your “wonderful world”? Pupils’ responses
answer the big question on page 347.
Direct the pupils to the right-hand sidebar. Tell the class that in the
box is a list of the titles found in the unit. Ask the whole class to read aloud
the lesson titles. Elicit comments or expectations. You may ask the pupils
to turn to the page where each lesson begins. Let them comment on the
pictures at the beginning of the lesson.

138  |  Rainbows in English • Grade 1


Lesson 19 My World of Books
Time Allotment: 8 days BIG IDEA
Pages 348–363
There are many interesting books
to read and to learn from.

I. Objectives
A. Listening
• Describe the elements of a short story listened to.
• Recognize the sound [ch] in words listened to.

B. Speaking
• Correctly pronounce words that have the sound [ch] as in chat.
• Retell the story “The Blue Book.”

C. Grammar
• Recognize describing words.
• Use the correct describing words to describe people, places, and things.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Use the correct synonyms.
• Name common printed materials.

E. Writing
• Spell words with ch.
• Write describing sentences.

F. Viewing
Give opinions about a picture.

II. Subject Matter


A. Listening
• Listening to a story: The Blue Book
• Listening to ch words

B. Speaking
• Pronouncing ch words
• Retelling a story

C. Grammar
Using words that describe

Unit IV: My Wonderful World  |  139


D. Reading
• Reading selection: “Hercules and the Old Man”
• Using words with the same meaning
• Identifying common printed materials

E. Writing and Spelling


• Spelling ch words
• Writing describing sentences

F. Viewing
Books Around

G. Valuing
Love for reading; Charity

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Realia: Samples of the types of printed materials found in the library, a sample story book
Pictures: a pair of red doll shoes, door, computer monitor/screen, tall tree, basketball, sun,
an old farm cart, a busy street, a muddy road
Word Cards/Word Chart: vendor, mighty, wagon, lazy, screamed, confident, Greece, Greek

IV. Learning Plan


Read the lesson title and the big idea to the pupils. Tell them that in this lesson, they will
discover that there are many kinds of interesting books which they can read and learn from.

A. LISTENING (Listen)
Listening to a Story
Have the pupils scan the image using a smartphone or a tablet to listen a story about a
book.

The Blue Book


Once there was a little book. It was left unread in the school library for
many years.
This blue book was a collection of heart-warming stories. It was placed on
the lowest shelf at the back of the library. There was a small tear on its cover.
Very few children went to the library. Not one of them touched the blue
book with a half-torn cover.
One day, a small girl visited the library. She would borrow a book. She loved
to read. She carefully looked at each shelf. Then, she reached the back of the
library. She saw many dusty books. They had not been read for a long time.

140  |  Rainbows in English • Grade 1


Well, the blue book caught her attention. She opened it and turned the
pages. “What lovely stories!” she said.
It was the book she wanted to read. The little blue book was lonely no more.
Someone was finally going to read its stories and poems.

Have the pupils work in pairs to agree on the correct answers to the questions on page
349. Discuss the answers. Have each pair check its own answers. Find out the extent of
accuracy by show of hands for every number.

Listening to ch Words
Have the pupils listen intently as you pronounce each ch word in the box on page 349.
Ask: What common sound did you hear in all the words? (ch sound)

Informal Assessment

Have the pupils listen as the teacher pronounces and flashes cards with
words spelled with ch. If the ch in the word has the sound ch as in chat,
the pupils will repeat the word. If it does not have that sound, the pupils
zip their lips. Watch for pupils who will commit the mistake of repeating
the wrong words. Suggested words:
1. cheese (Yes) 6. chirping (Yes)
2. character (No) 7. touch (Yes)
3. scratch (Yes) 8. moustache/mustache (No)
4. parachute (No) 9. cheap (Yes)
5. Christmas (No) 10. exchange (Yes)

B. SPEAKING (Say It Right)


Pronouncing ch Words
Have the pupils recall words with ch in the story they have listened to, like children, each,
reached. Say the word chat in a word card. Have the pupils say the word after you. Then
go to the words and sentences on page 350. Call on individual pupils to recite them. Note
pupils who find difficulty in producing the ch sound.

Retelling a Story
Recall the story “The Blue Book” and its elements by asking the pupils to identify the
setting (library), the characters (a small girl, the animated blue book), and the events
(A torn blue book was left unread for many years. A small girl visited the library. She
carefully looked at each shelf. Then, she reached the back of the library. She found the
lonely blue book and opened it. She was happy to find the book she wanted to read.)
Facilitate the storytelling session in groups. Remind the pupils that each of them will
share a five-sentence story that he or she has read from a book in the library.

Unit IV: My Wonderful World  |  141


C. GRAMMAR
Using Words that Describe
Show a story book. Ask pupils to look at it closely and say a word to describe it, pointing
out its color, size, shape, number, kind, and other characteristics. Write the responses on
the board then eliminate the irrelevant ones. Expected words might include blue, big,
rectangular, heavy, etc. Tell them that the words they have just given are describing words.
For further discussion, let the pupils open their books on page 351 and read the Remember
box on page 352.
Exercise A on page 352 may be done individually. Ask the pupils to list down at least
five to describe. (Example: curtains – green) Encourage peer check.
Exercise B on page 353 develops pupils’ ability to recognize describing words, noting
the appropriateness of use.

big, brown, yellow, green, leafy, fresh, long, round, juicy, bitter, sweet,
sour, sweet-smelling

Exercises C and D on pages 354 and 355 hone pupils’ ability to use appropriate
describing words.

C. 1. clear and blue sky 4. small, round table


2. fragrant, little sampaguita 5. bright and hot flame
3. young and happy girl 6. old, haunted house
D. 1. green, long, sweet, nutritious
2. big, large, white
3. cold, thick, zig-zag

This activity helps pupils with limited vocabulary widen their grasp for describing
words and at the same time hones their ability to order such words. Display the pictures
on the board. Call on volunteers to pick out a picture, give a phrase to describe the object
in the picture, and use the phrase in a sentence. For example:

picture: a pair of pretty red shoes • pretty red shoes


Anna is wearing a pair of pretty red shoes.

D. READING (Read)
“Hercules and the Old Man”
1. Motivation
Ask: If you hear the name Hercules, what comes to your mind? If you were the strongest
man on earth, what would you do? Tell the pupils that the story they are about to read
is a fable written by Aesop, a Greek writer.
Draw the pupils’ attention to the picture on pages 356–357. Elicit inferences on
the events in the story.

142  |  Rainbows in English • Grade 1


2. Word Study
Ask the pupils to read after you the words for study. Display the word cards on the
board or chart. Ask them these questions to unlock meanings:
a. Which of these words is another name for peddler or seller?
b. Which is a name of a country? How do we call the people of Greece? Let us
find Greece on the globe or map.
c. Which is another word for mighty as in mighty giants?
d. Which word means cart?
e. If you are a lazy person, do you work hard?
f. If a frightened child shouted, did he or she scream?
g. If you studied hard for a test, would you be sure to pass it?

3. Independent Reading
Since the pupils have shared their predictions, they may read the story silently.

4. Comprehension Check (Think It Over)


When the pupils have finished reading silently, they can join a group to share their
responses to the questions. Give each group ample time to give its answers through
an assigned member.

5. Skill Building (Build Your Reading Skills)


Using Words with the Same Meaning
Have a matching game on synonymous describing words. Remind them that
synonyms are words that have the same or almost the same meaning. Give examples
and elicit the same from the pupils.
The exercise on page 359 is on matching synonymous words.

1. c 2.
b 3.
e 4. a 5. d

Identifying Common Printed Materials


Have a trip to the school library. Before this, ask: How many have gone to the library
lately? What did you read? Aside from books, what other things do you find in the library?
Tell the pupils to prepare a list of these materials and share them in class. In the
library, the school librarian may be requested to give the orientation or refresh the
pupils on the different reading materials and their uses.
The exercise on page 360 is a simple check on the use of reading materials.
Have the pupils identify each before they work on this activity which may be done
individually.

1. story book 2. newspaper 3. dictionary

Unit IV: My Wonderful World  |  143


E. WRITING (Write It Down)
Spelling ch Words
Have the pupils answer each question with a ch word they have encountered in this lesson.
Let them write each word on the board for spelling check by the whole class.
1. What ch word is the opposite of expensive or costly? (cheap)
2. What ch word means the same as happy? (cheerful)
3. What ch word means almost the same as beautiful? (charming)
4. What ch word names a person from China? (Chinese)
5. What ch word tells what bells do? (chime)
6. What ch word means very cold? (chilly)
7. What ch word means to come from an egg? (hatch)
8. What ch word is the opposite of throw? (catch)
9. What ch word is the opposite of poor? (rich)
10. What ch word tells what teachers do? (teach)

Informal Assessment

This tool tests the ability of pupils to decode ch words.


Have the pupils read the following sentences silently and list down the
words with the ch sound as in chat.
1. The little child walked into an enchanted garden. (child, enchanted)
2. A charming Chinese lady on a cart appeared. (charming, Chinese)
3. “Watch those chipmunks play!” chanted the lady. (watch,
chipmunks, chanted)
4. There is a ball of cheese underneath the Christmas tree. (cheese)
5. Is Charlie a cartoon character? (Charlie)

For mastery, have pupils write down ten (10) spelling words that the teacher dictates
and uses in sentences.

Writing a Describing Sentences


Discuss again the elements of a paragraph—indention, capitalization, spelling, and
punctuation. Then facilitate the writing task on page 361, stressing the use of describing
words.

Informal Assessment

Examine the pupils’ output in describing a favorite book in a paragraph


made up of three, four, or five sentences. Pay attention to how they make
use of indention, capitalization, punctuation, and appropriate describing
words.

144  |  Rainbows in English • Grade 1


F. VIEWING (View It)
Books Around Us
Ask the pupils to imagine themselves as the children in the picture on page 362. Allow
them to share their ideas or opinions in response to the question. Tell them that there is
no right or wrong answer and one’s choice and interest must be respected as long as these
do not harm others.

G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 363 of the textbook

A. 1. hot 4. juicy
2. tall 5. fragrant
3. kind 6. stout
B. 1. S 3. S 5. S
2. X 4. X 6. S
C. 1. storybooks
2. dictionary
3. magazine

H. WRAP UP
Bring the pupils to the library and spend about 15–20 minutes there. Tell them that they
will go there to pick out any reading material that interests them, scan it, and think about
the reason of their choice. Back in the classroom, let them share their thoughts.

Unit IV: My Wonderful World  |  145


Lesson 20 It’s a Colorful World
Time Allotment: 8 days BIG IDEA
Pages 364–381
Colors make things around
us wonderful.

I. Objectives
A. Listening
• Arrange in correct order the details in an informational text listened to.
• Recognize beginning consonant blends in words listened to.

B. Speaking
• Correctly pronounce words that begin with consonant blends.
• Talk about the colors of a rainbow.

C. Grammar
• Recognize the -er form of describing words.
• Use the -er form of describing words in making comparisons.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recognize the speaking parts of characters in a play.
• Identify the meaning of a word based on the surrounding words.
• Identify feelings and traits of characters.

E. Writing
• Spell words beginning with consonant blends as dictated.
• Write sentences using describing words.

F. Viewing
Name the colors in a color wheel.

II. Subject Matter


A. Listening
• Listening to an informational text
• Listening to words beginning with two to three consonants

B. Speaking
• Saying words beginning with two or three consonants
• Talking about a rainbow and its colors

C. Grammar
Comparing with describing words

146  |  Rainbows in English • Grade 1


D. Reading
• Reading selection: “The Rainbow (An Indian Legend)”
• Getting word meanings
• Inferring the feelings and traits of characters

E. Writing and Spelling


• Spelling words beginning with two or three consonants
• Writing sentences

F. Viewing
The Wheel of Colors

G. Valuing
Respect

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Song: “Somewhere Over the Rainbow”
Realia: crayons
Pictures/Slides: rainbow, color wheel
Word Cards/Word Chart: meadows, gaiety, scarce, precious, passion, harmony

IV. Learning Plan


Have the pupils read aloud the lesson title and then the big idea. Elicit comments. Let them
close their eyes and imagine the things around them without colors. Ask: Why do you think
colors are important? What difference do they make in this world we live in?

A. LISTENING (Listen)
Listening to an Informative Text
Ask: How many times have you seen a rainbow in the sky? How do you feel when you see a
rainbow? Why? Have them listen to any song related to rainbows like “Somewhere Over
the Rainbow.” Find out what the song is about. Then, ask them to scan the picture using
a smartphone or a tablet to listen to an informational text on how rainbows are formed.
They should pay attention to the sequence of events.

What colors make up a rainbow? These colors are formed by sunlight


shining on drops of rain. A rainbow appears right after a shower. The clouds
break up and the sunlight goes through. The sun’s rays strike the raindrops. Each
drop acts as a mirror or prism that splits the light into colors, from red to violet.
The lower the sun is, the higher the rainbow. Its curved arch is fuller.

Discuss step by step how a rainbow is formed before asking the pupils to do the
listening task by themselves. Expected sequence is 2, 1, 4, 3, 5.

Unit IV: My Wonderful World  |  147


Listening to Words Beginning with Two to Three Consonants
Have the pupils listen as you pronounce the words in the chart on page 365. Have them pay
attention to the sounds of the consonants that begin each word. Elongate the production of
the blended sounds of the consonants. Ask the two or more consonants that begin each word.
Let the pupils listen once more as you read the article on rainbows and have them
point out the words that begin with two or more consonants (drops, clouds, break, through,
strike, prism, splits, from).

Informal Assessment

Have the pupils listen as the teacher pronounces words with initial two
or more consonants and with final two or more consonants. If the word
listened to has the consonant blend/cluster at the beginning of the word,
the pupils raise a flaglet/lollipop that shows a cat’s head; if at the end of
the word, the pupils raise a flaglet/lollipop that shows a cat’s tail; and
if the word has a blend/cluster both at the beginning and at the end,
the pupils raise a flaglet/lollipop that shows the picture of the whole cat.
Suggested words to be pronounced are:
1. bright (head) 6. farm (tail)
2. smart (cat) 7. consonant (tail)
3. greener (head) 8. different (tail)
4. world (tail) 9. clean (head)
5. stronger (head) 10. start (cat)

B. SPEAKING (Say It Right)


Saying Words Beginning with Two or Three Consonants
Have the pupils repeat after a model the words that they have just listened to. Provide
additional words written in cards like green, spring, scroll, friend, Creator, plead, problems,
flames, three, primary, scratch, etc. Then in pairs, have the pupils do the exercise on page
366. Remind them to check each other’s production of the initial consonant clusters.

Talking about a Rainbow and Its Colors


For oral language fluency, facilitate the task. Pupils may be asked to make a choice between
Task A and Task B. Provide ample time for pupils to talk about their output in class.

Informal Assessment

To test pupils’ ability to express themselves with the proper emotions, have
the pupils form small groups to dramatize or role-play the story. Observe
their facial expression, voice, and delivery of lines. You may encourage
them to use their own words as long as the essence of the story is not lost.
Choose the best presentation.

148  |  Rainbows in English • Grade 1


C. GRAMMAR
Comparing with Describing Words
Direct pupils’ attention to the pictures on page 367. Ask: What word describes both the kite
and the plane? Both Jerry and Timmy? How is the plane different from the kite looking from
the place where they are? How do you compare Timmy’s size with Jerry’s size? The pupils
make more comparisons with the objects and animals on page 368. Elicit general rules
on comparison similar to those in the Remember box. Proceed discussing the changes in
form of describing words ending in -e and in -y, and of one-syllable describing words.
Answers in Exercise A on page 370 may vary in terms of sentences that pupils form.
Possible answers are given in the answer key.

A. 1. colorful, awesome, high, low, short


2. bright, hot, high, low, yellow, orange, round
3. big, fast
4. beautiful, blue, calm, cool
5. windy, stormy, rainy, cold
6. high, huge, far
B. 1. nicer 5. quicker 9. dirtier
2. longer 6. lovelier 10. tastier
3. clearer 7. earlier
4. wiser 8. tinier
C. 1. smaller 3. hotter 5. warmer
2. nearer 4. cooler
D. Though answers vary, some expected responses are:
1. The plane is bigger than the helicopter. The plane is faster than
the helicopter.
2. The train is longer than the bus. The bus is smaller than the train.

D. READING (Read)
“The Rainbow (An Indian Legend)”
1. Motivation
Elicit responses to the motive questions on page 372. Have the pupils look closely at the
picture, read the title of the story, and make comments or inferences about the story.

2. Word Study
Say each vocabulary word as you display the word card. Have the pupils say the word
after you. Then, use the word in a sentence and ask them to give the meaning they are
able to perceive. Suggested sentences are as follows:
a. We’ll have a picnic in the meadow on Saturday.
b. Our family bonding is full of gaiety.
c. Trees are now scarce in the city.

Unit IV: My Wonderful World  |  149


d. Trees provide us clean air, food, shelter, and protection. They are precious. So
we must plant trees.
e. My mom is a great cook. Cooking is her passion.
f. There is peace in harmony. Let us live in harmony.

3. Directed Reading
Assign readers for the different roles in this play and use monitor questions for every
episode to help pupils decode words and understand the text. Suggested questions are:
• Introduction (page 373): Why were the colors quarreling?
• Green (page 373): Why is Green claiming that he/she is the most important?;
Why is Green the sign of life and hope?; In our surroundings, where do we find
Green?
• Blue (page 373): (If the sky is clear of clouds, you may let the class look at it
and ask:) What is the color of the sky?; When you look at it, how do you feel?;
How about the sea? What color is the sea?; Do you think Blue has also the right
to claim that he/she is the most important? Why?
• Yellow (page 374): How does Yellow make the world smile?; Every morning,
when the sun is up, are you excited to get up?; Who/What make the night
bright? Do you like the moon and the stars at night?; Can you give more things
that are yellow?
• Orange (page 374): What fruits and vegetables are orange? Which do you eat?
Do you know how much vitamins do you get from these foods?; Do you also
love to gaze at the sky when the sun begins to shine and sets?; Do you agree that
Orange is the most important? Why?
• Red (page 374): Why did Red say he/she is the ruler of all the colors?; What
do you think the world looks like if Red wii be absent?; Do you have a garden
at home? What red flowers do you have?; Can you say that Red is the most
important? Why?
• Purple (page 374): Why is Purple the color of royalty and power?; Why is
Purple the sign of authority and wisdom?; How do kings or chiefs serve their
people?; What values and characteristics do you think a leader should possess
to be a great one?; Do you agree that Purple is the most important?
• Indigo (page 375): Where do you see Indigo?; Do you pray? Why do you pray?
How do you feel when you are praying? after praying?; Why is Indigo the most
important?
• Conclusion (page 375): After all the colors had said their reasons why they are
the most important, what happened next?; What did Rain say to the colors?;
Who made the colors?; How did the colors realize that each of them is very
important to God?; How does God show His love after every rain?
Have another set of readers read the play aloud. Remind them to read with the
correct expression or feelings.

4. Comprehension Check (Think It Over)


Break the pupils into small groups and have them work on their answers to the
questions on page 375. Give ample time for each group to report their answers in
class through an assigned reporter.

150  |  Rainbows in English • Grade 1


5. Skill Building (Build Your Reading Skills)
Getting Word Meanings
The exercise on page 376 allows pupils to get word meaning through context or
situation given.

1. grassland 3. very few 5. yes


2. yes 4. merriment

Inferring the Feelings and Traits of Characters


Discuss the introduction to the exercise on page 377. Emphasize the value of respect
towards the feelings of others in times of trouble.
To help pupils who have difficulty in reading at sight commonly used but
irregularly spelled words, have them practice reading in pairs, the following words
until mastery is gained: could, brightness, troublesome, certainly, peace, settle, solution,
within, burst, different, important, primary, suspicious, midst, simply, realized.

1. proud 3. confident 5. peace-giving


2. fiery 4. afraid

E. WRITING (Write It Down)


Spelling Words Beginning with Two or Three Consonants
Draw out from the pupils words beginning with two or three consonants from the
Listening and Speaking portions and from the story read. Let them write these words on
the board. Have the class check the spelling of each word. Then for mastery, have them
spell these words: created, flames, plane, bright, strong, street, smart, strike, blue, prism.

Writing Sentences
Present three sentence strips using the describing words cool, polite, and jealous in
sentences. Have them identify the describing word in each sentence and give another
sentence using the same word. Remind them what makes up a sentence, what to capitalize,
and what to use at the end of each sentence. Then have them work on the writing task on
page 378.

Informal Assessment

As writing task, the pupils have been asked to write sentences using
describing six (6) describing words. When pupils are done, let them exchange
work and evaluate each other’s sentences based on the following checklist
answerable by Yes or No.
1. Does the first word of the sentence begin with capital letter?
2. Does the sentence end with the correct punctuation mark?

Unit IV: My Wonderful World  |  151


3. Are all the words in the sentence correctly spelled?
4. Is the describing word used meaningfully in the sentence?
5. Is the sentence legibly written?
Make sure that each pupil’s output scores at least three (3) YES answers
and 75% of the pupils score perfect five (5) YES answers.

F. VIEWING (View It)


The Wheel of Colors
Have pupils find out the different colors in a color wheel. You may refer to the picture on
page 379 or show a real color wheel. Let them identify the different colors and classify
them as primary and intermediate colors. Point out that the original or primary colors are
red, blue, and yellow. All the other colors are intermediate colors.

G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 380 of the textbook

A. 1. brighter 5. tasty 9. longer


2. clear 6. tastier 10. tiny
3. cooler 7. big
4. higher 8. larger
B. 1. envious 2. yes 3. no
C. 1. amazed 3. surprised 5. grateful
2. satisfied 4. sad

H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and the big idea.
Have pupils close their eyes for some moments. Ask: What do you see? Can you imagine
the things around us without colors? What would the world be like if there were no colors?
Elicit the importance of colors in the everyday life of people.

152  |  Rainbows in English • Grade 1


Lesson 21 In a Faraway Land
Time Allotment: 8 days
Pages 382–399 BIG IDEA
There is a lot to learn from other
places and their people.

I. Objectives
A. Listening
• Recall the details in a Bible story listened to.
• Recognize the final consonant blends in words listened to.

B. Speaking
• Correctly pronounce words that have final consonant letters.
• Retell the story, “Noah and His Ark.”

C. Grammar
• Point out words that tell how.
• Use the correct words to describe actions.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Identify meaning of phrases through surrounding words.
• Identify what one will do next.

E. Writing
• Spell words ending in two or three consonants.
• Write sentences using words that tell how.

F. Viewing
Tell about the uses of objects shown in pictures.

II. Subject Matter


A. Listening
• Listening to a Bible story: “Noah and His Ark”
• Listening to words ending with two or three consonants

B. Speaking
• Pronouncing words ending with two or three consonants
• Retelling a story

C. Grammar
Using words that tell How

Unit IV: My Wonderful World  |  153


D. Reading
• Reading selection: “In the Land of Giant Pumps”
• Understanding meaning of phrases
• Guessing what one will do

E. Writing and Spelling


• Spelling words ending with two to three consonants
• Writing sentences that tell how

F. Viewing
Windmills

G. Valuing
Obedience and patience

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Realia: Philippine map, Globe
Pictures/Slides: Kinds of windmills
Phrase Cards/Phrase Chart: windmill operator, awakened by the storm, sucked out of the land,
prevent a great flood

IV. Learning Plan


Focus pupils’ attention to the lesson title and to the big idea by reading these aloud. Draw out
comments about the title and the idea. Have them share things that they have learned from
faraway lands they have been to or visited. Ask what they expect to learn from the lesson.

A. LISTENING (Listen)
Listening to a Bible Story
Ask: Which do you prefer, sunny days or rainy days? Why? How do you feel when it rains
the whole day?
Tell the pupils to listen to a story from the Bible as they scan the picture using a
smartphone or a tablet. Have them note the important details and afterwards, they should
be able to act out with a partner the part of the story they like best.

Noah and His Ark


God told Noah to build an ark. The rains were coming and the land would
be flooded. God wanted Noah to save the animals. Noah had never seen an ark
before, but God told him how to build it. So Noah and his three sons worked
hard. Soon the ark was ready.
God told Noah to find two of each kind of animal and bring them into the
ark, together with plenty of food for them all to eat on the journey.

154  |  Rainbows in English • Grade 1


Then, it started to rain. It rained day after day until the whole earth was
flooded. Noah, his family, and all the animals were safe inside the ark. They were
afloat for many weeks until the ark came to rest on dry land at last. After 40 days
and nights, it stopped raining, and God sent a wind to dry up the water. Then,
Noah and his family led the animals out of the ark. They were all safe as well.

For pupils to note story details, have them answer the following questios:
1. Why did God ask Noah to build an ark?
2. What did Noah bring onto the ark after it was built?
3. What happened after 40 days?
Allow the pupils ample time to act out the part of the story they like best.

Listening to Words Ending with Two or Three Consonants


Have the pupils listen as you pronounce the words on page 383. Stress the sounds of the
final consonants and have them identify these letters. Pronounce more words and do the
same: champ, ramp, grand, wind, work, giant, learn, start, harm, world.

Informal Assessment

Ask the pupils to listen as you pronounce sets of three (3) words ending
with two or more consonant letters/blend or cluster sequenced as 1, 2,
and 3. On their paper, the pupils write 1 if the first word in the set has a
different sound, 2 if second word, and 3 if third. Sample items:
1. build, cold, land (3)
2. humps, hands, bumps (2)
3. born, storm, worm (1)
4. ark, bark, task (3)
5. wind, think, mend (2)

B. SPEAKING (Say It Right)


Pronouncing Words Ending with Two or Three Consonants
Have the pupils work on the task on page 384. The answer to the riddle is teeth. Ask them
to share more riddles, answer them, and give words ending in two or three consonants
from the riddles.

Retelling a Story
Recall the sequence of the story “Noah and His Ark,” then ask some volunteers to retell
the story in their own words. Have the class give comments on the stories retold. Facilitate
the task in B, page 384.

Unit IV: My Wonderful World  |  155


Informal Assessment

Retelling the story, “In the Land of Giant Pumps”: Using the following
guide questions, ask the pupils to retell the story in their own words:
1. How did Oliver and Peter learn the ways of the winds?
2. What did the two brothers do when a storm came one day?
3. What did they decide to do when floodwaters began to rise?
4. What did the other windmill operators do to prevent a great flood?
5. How did the two brothers’ father feel about what they did?

C. GRAMMAR
Using Words that Tell How
Post on the board the two sentences on page 385. Then ask: How did Noah build the ark?
How did Noah and his sons work?
Stress that patiently and happily are words that tell how and that most of these words
end in -ly. In the case of these two words, -ly is added to the describing words, patient
and happy.
Draw the pupils’ attention to the two pictures on page 385 and ask what each child
does. Then ask: How do you think does the girl write? How does the boy walk? Accept varied
answers as long as they are -ly appropriate. Elicit more words that may be familiar to the
pupils. Ask them to use these in sentences for meaning.
Exercise A is on recognition of words that tell how.
Exercises B and C are on meaning or using the appropriate -ly word to complete the
sentence meaningfully.

A. 1. merrily 4. suddenly
2. excitedly 5. happily
3. curiously
B. beautifully, proudly, sweetly, noiselessly, quietly, gently,
brightly, warmly
C. 1. properly, quietly 4. clearly
2. attentively, quietly 5. nicely, quietly
3. correctly

D. READING (Read)
“In the Land of Giant Pumps”
1. Motivation
Ask: How does a windmill look like? Why are windmills important? Do you know of
some places where we can find windmills? Say: In the Philippines, we find windmills in
the north or in the Ilocos Region. There are also a lot of windmills in the Netherlands.
Show the places on a map or using a globe.

156  |  Rainbows in English • Grade 1


2. Word Study
Using the Word Power phrase cards, present each phrase by reading it and having the
pupils repeat it. Have them share what they understand about each phrase. Elaborate
meanings through context or illustrations or demonstrations.

3. Guided Reading
Facilitate guided reading page by page or part by part. Call on volunteers to read
aloud and use these monitor comprehension questions and suggestions to help
readers decode words and understand the text.
Page 389: What does the family of Peter and Oliver do to make sure that their
country is safe and dry from sea waters? How do the windmills work in their country?
Why do you think do the boys need to learn the ways of the windmills?
Page 390: Why did the little boys’ family need the help of other windmills? What
happened one day? What did the two boys do to help?
Page 391: Why did the two brothers not wake up their father? Why did they have
to ring the bell? What were the boys sorry about? What did their father say?
To provide an opportunity to demonstrate fluency in reading extended texts
orally, call on pupils who show difficulty to read “All About Kites” on individual
copies given them.

All about Kites


Kites are unique playthings. Boys and girls as well as grown-ups fly them. Some
of the best and strongest kites belong to adults. They fly them at contests and festivals.
Little boys fly a boca-boca, a small piece of square paper tied to a strong string.
When they get older, they try the chapi-chapi, the familiar pointed kite that people
all over the world fly.
In the Philippines, it takes a man to fly a gurion. A gurion is a fighting kite that
sails the high winds.
In India, the great Sankranti Festival brings out the most beautiful kites. The
celebration recalls the early kings who made kite-flying an art in India.
In Thailand and Malaysia, decorating kites is considered an art. Most of the kites
look like pairs of crescent moons. They are called moon kites.
The most beautiful and imaginative kites come from China, where the kite was
invented more than 5,000 years ago. There, kites are artfully shaped and painted to
look like bugs, butterflies, birds, and great dragons.
In Japan, the greatest tournaments of kites are held each year. Grown men design
the kites. Usually, they are large sheets of silk on a bamboo frame tied with strings.
For as long as anyone can remember, Asians, young and old, have been flying
kites. Watching a kite high in the sky lifts people’s hearts. It makes them feel they are
also flying with their dreams.

4. Comprehension Check (Think It Over)


Discuss the answers to the questions as closure or summary.

Unit IV: My Wonderful World  |  157


5. Skill Building (Build Your Reading Skills)
Understanding Meaning of Phrases
The exercise on page 392 further hones pupils’ skill in understanding meaning of
phrases through context.

1. Yes 6. Yes
2. No 7. Yes
3. No 8. Yes
4. Yes 9. No
5. No 10. Yes

Guessing What One Will Do


Draw pupils’ attention to the sets of pictures on page 393. Based on pupils’ observations
on the first picture, let them comment on what the boy or girl will do. Have them
work on the exercises on pages 394 and 395.

A. 1. The man goes fishing.


2. The girl borrows and reads books at home.
3. The boy prays before he sleeps.
B. 1. Peter will go camping or will go on a trip or hiking.
2. Bea will draw and color.
3. She will cook spaghetti.

E. WRITING (Write It Down)


Spelling Words Ending with Two or Three Consonants
Before the task, ask the members of each row to write on the board (in columns) words
ending in two or more consonants that they have come across in this lesson. Let them
check the spelling of their own words. Then choose ten words for the mastery test.

Writing Sentences that Tell How


Have a Q&A session wherein pupils answer in -ly words. Sample questions should cover
the stories read in this lesson and some questions about daily chores or activities. Let
them do the mill-around activity wherein the pupils are free to approach anyone, asks a
how-question, and notes down the answer on a piece of paper. After three minutes, have
the pupils settle down and give feedback in class. Then have them work on the writing
task.

158  |  Rainbows in English • Grade 1


F. VIEWING (View It)
Windmills
Have pupils comment on the kinds of windmills pictured on page 397. Discuss the
answers to the questions. Let the pupils share the ideas they have learned about windmills.

G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, p. 398 of the textbook

A. 1. gracefully 4. slowly
2. quietly 5. slowly
3. smartly
B. 1. bravely 6. angrily
2. carefully 7. luckily
3. honestly 8. gently
4. hungry 9. happily
5. selfishly 10. lazily
C. 1. 8 3. 4 5. 8
2. 4 4. 4 6. 4
D. 1. a
2. b
3. a

H. WRAP UP
Direct the pupils to the lesson opener and have them read again the lesson title and the
big idea. Initiate a sharing (in pairs) on the farthest places from their homes that they
have been to. Let them talk about the things they have learned from visiting such places.
Call on some volunteers to share in class what their partners shared them. End up by
repeating the big idea.

Unit IV: My Wonderful World  |  159


Lesson 22 The Magic of Music
Time Allotment: 8 days BIG IDEA
Pages 400–417
Music makes us come together.

I. Objectives
A. Listening
• Recall the details in a story listened to.
• Recognize the blending of sounds in phrases listened to.

B. Speaking
Say words and phrases with proper blending.

C. Grammar
Use the correct space prepositions in describing the location of objects.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled words.
• Recall important details in a text read.
• Give the meaning of words based on surrounding words.
• Identify what happened before or after a given event.

E. Writing
• Spell long prepositions.
• Write sentences telling lessons learned from stories.

F. Viewing
Tell about the uses of the objects shown in a picture.

II. Subject Matter


A. Listening
• Listening to a story: “Jaboti and His Flute”
• Listening to phrases with the smooth blending of words

B. Speaking
Saying phrases with correct blending

C. Grammar
Using prepositions correctly

D. Reading
• Reading selection: “The Touch of Music”

160  |  Rainbows in English • Grade 1


• Understanding word meanings
• Guessing what happened before or after

E. Writing and Spelling


• Spelling long prepositions
• Writing lessons learned from experiences

F. Viewing
• About an Orchestra

G. Valuing
• Love for music

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Realia: Some musical instruments in an orchestra, baton, flute
Pictures/Slides: More musical instruments in an orchestra
Word Cards/Word Chart: theater, panic, bitterly, conductor, baton
Phrase Cards: (see performance assessment)
Sentence Strips: (see performance assessment)
Graphic Organizer: Story board

IV. Learning Plan


Have the pupils read aloud the lesson title and the big idea.
Elicit comments. Ask: Why does music make us come together? In what ways? You may play
some music, preferably Philippine folk music, and let them express how they feel listening to it.

A. LISTENING (Listen)
Listening to a Story
Show a flute. Ask someone who can play it to do some music. Then, draw pupils’ attention
to the picture on page 400 and to the questions that follow on page 401. Ask them to scan
the picture using a smartphone or a tablet to listen to a story.

Jaboti and His Flute


Jaboti, a tortoise, lived in the jungle. He played a flute. All the other animals
wanted his instrument but he never gave it to anybody.
One day, Jaboti met Suasu, the deer, in the forest. “Where did you get that
flute?” asked the deer. “I killed a jaguar and made the flute from its bone,” Jaboti said.
“You killed a jaguar? I don’t believe it!” said Suasu.” You couldn’t even kill a
fly. Everyone in the jungle knows that!”
“You think that I am weak. You are wrong,” said Jaboti. “Tell me, what can
you do best of all?”

Unit IV: My Wonderful World  |  161


“I can run,” answered Suasu.
Jaboti challenged Suasu to a race. They agreed to have the race the next day.
Jaboti would run near the edge of the jungle. Suasu would run in the clearing.
“The winner of the race gets your flute,” the deer said. This scared Jaboti.
What if he lost his flute? But he couldn’t say no now.
“Okay,” said Jaboti bravely but scared.
That night, Jaboti met his family and friends and told them about the race.
“That’s foolish!” said his comrades. “Jaboti is crazy. He can’t run a race with
a deer! We must do something, or he will get us all in trouble!”
Jaboti quietly told them about his plan. They all listened.
The next day, Suasu came to the clearing. She was surprised to hear Jaboti’s
voice in the jungle. So the race began. Suasu thought that she would win the race
easily. But every time she called out, a voice answered from ahead of her. Suasu
ran faster and faster until she could not run anymore. She was too tired.
Jaboti found her lying on the ground. Suasu’s tongue was hanging out.
“Well,” Jaboti said. “A tortoise can win a race against a deer! You thought
that you can get my flute. But look at you! You are too tired to move.”
Jaboti was very happy. His plan worked. His family and friends helped him.
Each tortoise took a place in the jungle near the clearing. Whenever Suasu called
Jaboti, a tortoise ahead of her answered.
Jaboti took his flute and went away. He played a happy song for everyone to
hear while he walked.

Facilitate the discussion on the answers to the questions on page 401.

Listening to Phrases with the Smooth Blending of Words


Have the pupils listen as you read phrases from the story. The phrases should be read
from phrase strips or cards. Have them note the smooth blending of the letter sounds as
you repeat each phrase. For example, in the phrase the other animals, the sound of e in the
blends with o in the word other, and r with a in the word animals. Do the same procedure
with the other phrases.

Informal Assessment

Have the pupils say the following phrases with the proper blending of
consonant and vowel sounds of words:
1. in the middle of the show
2. in front of the stage
3. full of people
4. promised each other
5. at the end of each number

162  |  Rainbows in English • Grade 1


B. SPEAKING (Say It Right)
Saying Phrases with Correct Blending
Have the pupils listen once more as you read the phrases in the listening task. Let them
repeat each phrase stressing the smooth blending of the vowel and consonant sounds.
Then facilitate Exercises A and B tasks on page 402. Observe how the pupils do the
smooth blending. Model again if necessary.

C. GRAMMAR
Using Prepositions Correctly
Draw pupils’ attention to the picture on page 403. Ask what they see and where things are.
Note down their answers. Have them look closely at the picture on page 404. Let them
identify the musical instruments they see. Ask: Where is the triangle? Where is the drum?
Where is the baton? Where is the guitar?
Explain that the words they used in indicating location or space like in, on, inside,
between, under, and beside are called prepositions. Discuss further the ideas in the
Remember box. Stress the meaning of each preposition, long or short.
Ask pupils to look around the classroom and point out where different things are.
Have a Q&A session. Start by asking “Where is the clock?” Call a pupil who will answer it
and then takes turn to ask a where-question.
To promote mastery on the use of prepositions and prepositional phrases, have them
work on the exercises on pages 405–407. Exercise B on page 405 is done orally while the
rest on page 405–407 are in writing, either seatwork or homework.

A. 1. in 4. below 7. under
2. inside 5.
between 8. inside
3. on 6. behind
B. Possible answers: in the park, under the tree, on the stage, on the
benches, behind the lamp post, in front of the stage, etc.
C. 1. under 3.
behind 5. in
2. on 4. between
D. 1. in 5. on 9. inside
2. under 6. between 10. on
3. out 7. under 11. to
4. inside 8. beside 12. in

D. READING (Read)
“The Touch of Music”
1. Motivation
Show available musical instruments preferably those used in an orchestra. Have the
children identify each. You may call some volunteers who know how to play the
instruments to demonstrate how these are played.

Unit IV: My Wonderful World  |  163


2. Word Study
Present the word cards with the Word Power words. As you present each, pronounce
the word, have the pupils repeat, show a picture or a realia, and ask a question related
to the target word. Example: What do we do in a theater? (Show a picture of a theater,
inside and outside, if possible.)

3. Partner Reading
Instruct pupils to get a partner. Partners take turns in reading one page at a time.
Remind them to help one another sound out words. The following words may be
displayed for decoding before the partner reading: enjoyable, musicians, instruments,
terrible, piano, complaining, violin, tonight’s, excited, pianist, pressed, quarrel, panicked,
realized, conductor, wondrously, and successfully. Pronounce these words and have the
whole class repeat after you. You may call on volunteers to read the words aloud.

4. Comprehension Check (Think It Over)


As pair work, suggest to the partners that after they have read the story, they should
agree on the answers to the comprehension questions on page 410. Have a feedback
session on the partners’ responses.

5. Skill Building (Build Your Reading Skills)


Understanding Word Meanings
As recall, display again the Word Power cards and have each word used in a sentence
before asking the pupils to work on the exercise on page 411.

1. a 2. b 3. c 4. b

Guessing What Happened Before or After


Have the pupils remember the story they just read by putting up a story map. You may
begin by writing the details for the setting and characters. The class will complete it.

Setting

Characters

What happened one night

What happened the next morning

What happened the next night

How the story ended

Ask: What happened before the night the musical instruments had to play music?
How did you know? Stress that what happened before can be inferred based on what
happened after and what happened after can be inferred based on what happened
before. One’s experiences can also help in making inferences.

164  |  Rainbows in English • Grade 1


Exercise A on page 412 again is a pair task. Based on the story, the expected
answer for Question 1 is that music in the theater was good and enjoyable; the musicians
played well. The expected answer to Question 2 is that music in the theater was very
good and enjoyable again; the instruments were tired but happy.
Exercises B and C on pages 412–413 calls for the pupils’ experiences to help them
answer the items.
This graphic organizer, story board, helps pupils to tell events in order, exploring
and discussing strong structure (beginning, middle, and end) in pairs, small groups,
or with the teacher in a reading conference. Using it, have pupils draw or write the
events of the story “The Touch of Music” and record them in the correct order. You
may reproduce the organizer in several sheets of bond paper.

Title:
Story Board

1 3 5

2 4 6

B. 1. a 2. a 3. b
C. 1. c 2. a 3. b

Informal Assessment

For reading fluency, have the following passages written on sentence


strips and have the pupils in triads or groups of four to read. Note pupils
who still read word by word, and those who process in meaningful units
or phrases.
1. In a quiet little town, there was a small theater called Music Corner.
2. One night, the musical instruments had a quarrel.
3. They were terribly mad at each other.
4. The musicians hurriedly stopped the show and left.
5. The instruments began to realize their mistake.
6. Then music wondrously floated in the theater and into the streets.

Unit IV: My Wonderful World  |  165


E. WRITING (Write It Down)
Spelling Long Prepositions
Display in word cards the prepositions learned in this lesson. Have the pupils study the
spelling of these long words: above, behind, below, outside, toward, across, between, inside,
through, and under. Using classroom setting, ask the pupils to use each preposition in a
sentence. Then have them take the mastery test.

Writing Lessons Learned from Experiences


Facilitate the writing task. Call on some pupils to write on the board their sentences. Have
the others comment/evaluate based on a writing rubric that emphasizes the correct use of
capitalization, punctuation, letter strokes, and sentence sense.

F. VIEWING (View It)


About an Orchestra
Direct pupils’ attention to the picture on page 416. The picture may be blown up for
better visualization or projection of the details. Facilitate the activity. Remind the pupils
that in making observations, they use their different senses, especially seeing, hearing,
and feeling in this situation. You may start with an example like The musicians play their
instruments together. Call on some pupils to read in class their observations.

G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 417 of the textbook

A. 1. 4 5. 4
2. 4 6. 4
3. 8 7. 8
4. 4
B. 1. B, A
2. A, B
3. B, A

H. WRAP UP
Draw pupils’ attention to the lesson opener and have them read again the lesson title
and the big idea. Elicit little ideas or concepts they have learned in the lesson. Ask: What
song always brings us together every morning here in school? (Philippine National Anthem,
school song) Lead the pupils in finding the connection between this question and the
big idea in the lesson. Have them cite other instances when music makes people come
together and enjoy.

166  |  Rainbows in English • Grade 1


Lesson 23 No Place Like Home
Time Allotment: 8 days BIG IDEA
Pages 418–431
We feel very good if we are in our
own home—sweet home.

I. Objectives
A. Listening
• Recall the details in a story listened to.
• Recognize the silent letters in words listened to.

B. Speaking
• Correctly pronounce words with the silent letters l and b.
• Retell the story “How Books Came to Be.”

C. Grammar
• Recognize simple sentences.
• Recognize the subject and the predicate in simple sentences.

C. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Note details in a text read.
• Give the synonyms of unfamiliar words.
• Identify the parts of a book.

D. Writing
• Spell words learned in the lesson.
• Write simple sentence about taking care of books.

E. Viewing
Tell about one’s feelings in a situation shown in a picture.

II. Subject Matter


A. Listening
• Listening to a story: “How Books Came to Be”
• Listening to words with the silent letters l and b

B. Speaking
• Pronouncing words with the silent letters l and b
• Retelling a story

C. Grammar
Using simple sentences

Unit IV: My Wonderful World  |  167


D. Reading
• Reading selection: “Two Lost Children”
• Using words with the same meaning
• Identifying the parts of a book

E. Writing and Spelling


• Spelling words used in the lesson
• Writing simple sentences

F. Viewing
What Will I Do

G. Valuing
Love for family

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Realia: Sample Books
Pictures/Slides: Cave men, Aetas, people making pictures on rocks, people writing on leaves,
people inventing the paper, people having lots of books
Word Cards/Word Chart: creep, meadow, perched, shrill, hare, walk, chalk, talk, could, would,
should, numb, thumb, womb, plumber, crumbs, bomb
Reproduced copies of the story “Why Fireflies Carry Light”

IV. Learning Plan


Draw pupils’ attention to the lesson title. Have them read the title and the big idea.
Ask: What does the word PLACE in the title refer to? Pupils’ responses may vary: the house
where we live, the village or community where our family lives, our country the Philippines,
or any place where we can stay comfortably and happily. Ask the pupils how they feel about
their own homes.

A. LISTENING (Listen)
Listening to a Story
Show the pupils pictures of cave men or early Filipino ancestors like the Aetas. Ask: How
do you think these early people write when paper and pen were not yet invented?
Invite them to listen to the story “How Books Came to Be” as they scan the images
using a smartphone or a tablet.

How Books Came to Be


Long, long time ago, people did not have books. They drew pictures on the
wall of the caves they lived in. They also wrote on moist clay or mud tablets.
They dried these tablets, but these tablets were heavy to carry. Then, they figured

168  |  Rainbows in English • Grade 1


out that they could write on the plant leaves using pointed sticks. They put these
leaves together as their books.
Later, people were able to invent paper out of plant leaves called papyrus.
They made scrolls of several sheets pasted together. They used sharp stems of
grass and bird feathers to write and draw.
As time went by, books were made better and better. Now, you can read as
many good books as you can. You can even read an electronic book or e-book.

Discuss with the children the answers to Questions 1–3. To address Question 4, show
pictures about the story, which the pupils can arrange in the proper order of events

Listening to Words with the Silent Letters l and b


Flash the word cards containing the words on page 419. Have the pupils listen carefully
as you pronounce each word. Then, ask: What do the words have in common? What letter
is not sounded in each word?
Have the pupils listen to more words and identify the silent letter in each word: write,
stalk, calm, balm, tomb, palm, climb.

Informal Assessment

Have pupils listen to pairs of words. On their paper, ask them to draw a
happy face if both words have the silent letter l or b and a sad face if not.
Sample items:
1. talk – walk (happy) 6. would – could (happy)
2. climb – plumber (happy) 7. should – shoulder (sad)
3. crumbs – crabs (sad) 8. numb – number (sad)
4. thumbs – bumps (sad) 9. chalk – stalk (happy)
5. bomber – amber (sad) 10. palm – calm (happy)

B. SPEAKING (Say It Right)


Pronouncing Words with Silent Letters l and b
Have the pupils repeat after the teacher the words in Listen, then pronounce the words by
themselves. Elicit more words from the pupils, write them on the board, then have them
pronounce these words. Note how each word with a silent letter is pronounced. Facilitate
Exercise B.

Retelling a Story
Using the pictures about the story “How Books Came to Be,” call on some volunteers to
retell the story in their own words. The pupils may also do the retelling in their own words
even without the picture.

Unit IV: My Wonderful World  |  169


C. GRAMMAR
Using Simple Sentences
Draw pupils’ attention to the groups of words on page 421. Ask: Which of the word groups
gives a complete idea or makes sense? Why?
Go through a discussion analyzing the two sentences that show the subject part and
the predicate part. Stress the concepts on sentence and its parts in the Remember box.
For simple sentence recognition, have pupils work on Exercise A on pages 422–423.
Exercise B on page 423 tests the ability of the pupils to recognize the subject and the
predicate of a simple sentence.

A. 1. a 3. a 5. b 7. b
2. b 4. a 6. a 8. a

B. 1. We eat on paper plates


2. Children write on paper
3. Mother uses paper bags
4. Trees give us shade
5. People plant trees because of their many uses
6. People found out how to make paper
7. They wrote on plant leaves
8. The books tell us what happened in the past

To deepen pupils’ sentence sense, have them use the following subject parts or
predicate parts in complete sentences, orally, or in writing:
1. many children 5. Kyle and Ella 9. grow in the forest
2. live in a fishing village 6. climb a tall tree 10. noisy frogs
3. played in the meadow 7. cooked dinner
4. a big butterfly 8. horses and cows

D. READING (Read)
“Two Lost Children”
1. Motivation
Ask: Have you ever experienced being far away from home? Or being lost in a place and
you could not find your parents or companions? How did you feel?

2. Word Study
Display the Word Power cards using the word chart. Have the pupils listen as you
pronounce each word and use it in a sentence. Then have them define each word
based on sentence meaning.

170  |  Rainbows in English • Grade 1


3. Directed or Guided Oral Reading
Call on volunteers to read aloud the selection part by part and with the correct
phrasing and expression. Ask the rest of the class to follow silently after which the
pupils read each page in chorus.

Informal Assessment

To test pupils’ reading fluency, reproduce copies of the story, “Why


Fireflies Carry Lights” and distribute. Assign roles to pupils and have them
read the lines. Observe pupils’ transition from focusing on decoding only,
to focusing on comprehension only, and to being able to accomplish both.

Why Fireflies Carry Lights


(A Philippine Legend, ABLA 1, K-12 Ed)

Storyteller: Once upon a time, there was a datu named Datu Abdul. He was
very sad because he lost his ring.
Datu Abdul: Go, look for my ring!
Storyteller: Everyone looked for the ring. Men, women, and children looked
for the ring. Birds, bees, and butterflies looked for it, too. But no
one found it! One day, the datu sat on his big chair. He was so
sad, he began to cry. A little fly came flying by. It flew close to the
datu’s ear and said:
Fly: Don’t cry, Datu Abdul. I have found your ring.
Datu Abdul: Where is it? Where is my ring?
Fly: It’s there on your headdress.
Storyteller: Datu Abdul found his ring on his headdress. He was very happy.
Datu Abdul: Thank you, little fly, thank you. What do you want me to give you?
Fly: Please give me light, my datu. I need light to fly about at night.
Datu Abdul: A light you shall have, little fly.
Storyteller: And at once, the little fly had a pretty light. The light looked like
a little fire in the night. People called the little fly with a little fire,
firefly.

4. Comprehension Check
Ask the comprehension questions as they come relevantly in the part read orally by
individual pupils.

5. Skill Building (Build Your Reading Skills)


Using Words with the Same Meaning
Remind the pupils that synonyms are words that mean exactly the same or almost the
same thing. Ask the pupils to work on Exercise on page 427.

Unit IV: My Wonderful World  |  171


1. rabbit 5. crawl
2. meadow 6. big
3. perch 7. flew
4. high-pitched

Identifying the Parts of a Book


Show different types of books and have the pupils identify—story book, textbook,
dictionary, encyclopedia, etc. Get a particular book and have them identify the parts
(capitalizing prior knowledge). If they are able to, ask the pupils what each part
contains or shows. Have them work on Exercise on page 428.

Sample descriptions:
1. It is the part which shows the title of the book.
2. They are the ones which we turn to read the lessons or stories.
3. It is the part which shows the list of things that we are going to
read in the book.
4. It is the part which protects the pages of the book.
5. Some books have this which shows a list of words and their
meanings.

E. WRITING (Write It Down)


Spelling Words Used in the Lesson
The spelling words are words with the silent letters l and b. The target words are: chalk,
could, would, should, thumb, womb, numb, plumber, crumbs, climb.

Writing Simple Sentences


Ask: Why are books important? Why do we need to take care of our books?
Have the pupils work on the writing task. You may elicit sentences that tell how they
take care of their books.

F. VIEWING (View It)


Have the pupils look very closely at the picture on page 430 and pay particular attention
to the facial expression of the boy. Let them answer the questions and share their
observations in class.

172  |  Rainbows in English • Grade 1


G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 431 of the textbook

A. 1. 3.

2. 4.
B. 1. Two children walked into the forest
2. They played there
3. Butterflies circled them
4. Father searched for the kids
C. 1. pages
2. cover/title page
3. table of contents
4. cover

H. WRAP UP
Direct the pupils to the lesson opener and have them read the lesson title and the big idea
once again. Post a K–W–L chart on the board and have the pupils fill this up with ideas
related to this lesson. Ask: As a member of the family, what should we do so that we always
feel very good when we are in our own home? Pupils’ responses summarize the different
values, especially Filipino values.

Unit IV: My Wonderful World  |  173


Lesson 24 My World of Fantasy
Time Allotment: 8 days
Pages 432–445
BIG IDEA
Make-believe stories teach us good
lessons in life.

I. Objectives
A. Listening
• Recall the details in a folktale listened to.
• Recognize the silent letters in words listened to.

B. Speaking
• Correctly pronounce words with the silent gh.
• Express the proper emotions or traits when talking to someone.

C. Grammar
• Recognize the different kinds of sentences.
• Construct different kinds of sentences.
• Use the proper end punctuation mark for each kind of sentence.

D. Reading
• Correctly read regularly spelled words.
• Correctly read commonly used but irregularly spelled sight words.
• Recall important details in a text read.
• Identify the meanings of words based on surrounding words.
• Follow written directions.

E. Writing
• Spell words with the silent letters gh.
• Rewrite a fable.

F. Viewing
Tell whether a picture viewed shows fantasy or reality.

II. Subject Matter


A. Listening
• Listening to a folktale: “The Tale of Krisha”
• Listening to words with the silent gh

B. Speaking
• Pronouncing words with the silent gh
• Expressing emotions and traits

174  |  Rainbows in English • Grade 1


C. Grammar
Using the different kinds of sentences

D. Reading
• Reading selection: “The Greedy Dog”
• Getting the meanings of words
• Following directions

E. Writing and Spelling


• Spelling words with the silent gh
• Rewriting a fable

F. Viewing
True or Fantasy?

G. Valuing
Kindness

III. Instructional Materials/Resources


Textbook: Rainbows in English, Grade 1
Augmented Reality: smartphone or tablet
Realia: animal pets (if allowable)
Pictures/Slides: animal pets
Word Cards/Chart: roaming, snarled, scent, greedy, growled, creek

IV. Learning Plan


Have the pupils read aloud the lesson title and the big idea. Elicit comments. Ask: What are
make-believe stories? What make-believe stories have you heard or read? Why do you like this
kind of stories? What lessons do they teach us?

A. LISTENING (Listen)
Listening to a Folktale
Point out that a folktale is a story that is being shared or told orally among people over
time in any place. Usually, folktales are make-believe stories. Events or happenings are
imaginary.
Have the pupils listen attentively to a folktale about a girl named Krisha. Ask them
to scan the picture using a smartphone or a tabletLet them read aloud the questions they
have to answer after listening.

Once upon a time, there lived a mother with a beautiful daughter named Krisha.
One day, while Krisha was getting water, she fell head first into the well
Down, down, down she went. And the next thing she knew, she was in a beautiful
garden. She walked along the path with pretty flowers.

Unit IV: My Wonderful World  |  175


Soon she came to a house where an ugly woman lived. Seeing her, the
beautiful daughter started to run away.
“Don’t be afraid,” the ugly woman said in a pleasant voice. “I am Mother
Hulda. Come into my house and we’ll talk. You may work for me. If you work
well, I will treat you as my own daughter.”
The girl decided to stay with the good old woman. Each morning, she shook
the pillows as she was told. The old woman was so pleased. She loved and treated
the girl as her own.
One day, the girl told Mother Hulda, “You have been very kind to me, but I
miss my mother and sister. Please let me go home.”
“Yes, my dear. You may go now,” Mother Hulda said. She led the girl to a
door. As the girl went through the door, gold coins poured down. The coins
stuck to her from head to toe.
“That is the reward you earned for being so helpful,” Mother Hulda said.

Have the pupils work in pairs and agree on the answers to the questions. Call on
volunteers to share their answers. Take note of the veracity of answers by asking pupils to
validate by show of hands. Ask: Do you share the same answer? Why?

Listening to Words with the Silent gh


Draw pupils’ attention to the list of words on page 433. Invite them to listen carefully as
you pronounce each word clearly. Ask: What letters are not sounded in each word?
Stress that in most words that are spelled with the letters gh, these are said to be silent.
Have them note some clues in the environment of gh in the words. Point out that
these silent letters are usually preceded by letters i, ou, and au.

B. SPEAKING (Say It Right)


Pronouncing Words with the Silent gh
Have pupils repeat after you the target words in Listen and then pronounce the words
by themselves in pairs. You may ask them to memorize the poem in Exercise B and have
volunteers to recite the poem in class.

Expressing Emotions and Traits


Recall the events in the story of Krisha by giving guide questions. Then ask:
1. How do you think Krisha felt while she was falling down into the well head first?
If she were screaming, what did she say?
2. When she got to the beautiful garden, how do you think she felt? (Ask the pupils
to demonstrate or act out.)
3. However, when an ugly woman appeared, how did she react?
4. What kind of a woman was Mother Hulda when she spoke to Krisha?
5. How would you describe Krisha who worked for Mother Hulda for some time?
6. Did Krisha love her family? How did she show it?

176  |  Rainbows in English • Grade 1


The pupils can now work on the task of expressing emotions and traits. Call a pair or
two to model or sample one emotion or trait in the list on page 434.

Informal Assessment

Give the following situations in which pupils will react with proper
emotion or expression and say something using the different kinds of
sentences according to use.
1. You see an angry big dog coming your way.
2. When you wake up early in the morning, you smell the aroma of
hotcake and chocolate from your kitchen.
3. You have just received a copy of a storybook. You see the different
stories you would love to read.
4. You have a difficult problem to solve in your math homework.
5. You learn from the television that classes are suspended.

C. GRAMMAR
Using the Different Kinds of Sentences
Write the sentences on page 435 on the board. Have the pupils read them aloud with
correct phrasing and expression.
Ask: What do these sentences tell about? Does each sentence give a complete idea?
Which sentence tells about something? gives a command? asks? shows strong feeling?
Have them note the end mark of each sentence. Point out that the four sentences show
the different kinds of sentences that we use to express our ideas, thoughts, and feelings.
Draw pupils’ attention to the picture on page 435. Tell them to create the different
kinds of sentences based on what they observe on Krisha and Mother Hulda.
For closure, let the whole class read the notes in the Remember box.
Ask pupils to do Exercise A orally. Their answers may vary. Exercises B and C on page
437 are done in writing as seatwork or homework.

B. 1. Q 2. T 3. Q 4. T 5. Q
C. 1. C 2. E 3. E 4. C 5. C

D. READING (Read)
1. Motivation
Talk about the pupils’ animal pets. Have a show-and-tell activity. As homework,
pupils will bring pictures/drawings of their animal pets if there are any. If they don’t
have, they may talk about a pet they would like to have.

Unit IV: My Wonderful World  |  177


2. Word Study
As you show each word card, say the word, and let pupils repeat it. Then, use the word
in a sentence and ask pupils to define the word according to context. You may have
them demonstrate the words snarled and growled.

3. Independent Reading
Have the children share their predictions on the story and then read it silently. When
finished, each pupil gets a partner, share their responses, and both read aloud.

4. Comprehension Check (Think It Over)


Ask the pupils to work with the same partner in responding to the questions on page
440. Give them ample time and a proper place to do the task. Elicit feedback from a
few pairs.

5. Skill Building (Build Your Reading Skills)


Getting the Meanings of Words
The exercise on page 441 checks on pupils’ full understanding of the meanings of the
words for study.

1. selfish 4. growled
2. moving 5. stream
3. odor 6. made an angry sound

Following Directions
Stress that it is important to follow directions, particularly on how things are done.
Each direction must be read carefully. Do the example on page 442 with the pupils.
Then, have them do the exercise on page 442. To evaluate pupils’ work, have them
check their own responses as you tackle and explain each item. Pupils’ responses may
differ for the items 1 and 2.

E. WRITING (Write It Down)


Spelling Words with the Silent gh
As a spelling practice, ask pupils to write on the board as many words with the silent gh as
they can remember. Have them check the spelling of each word by themselves. Then, on
page 443, have them study the words in the box.

Rewriting a Fable
Before carrying out this task, ask the pupils to go to the library to read other fables or just
to be ready with a fable to share. Then, talk about the fables which the pupils have heard or
read about aside from the story they have read and studied. Provide a model for the pupils
to follow, as in:

178  |  Rainbows in English • Grade 1


There was a greedy dog. He frightened a puppy with a meaty bone. Poor
puppy dropped the bone and the greedy dog took it away. Where did the greedy
dog go? Afraid that a bigger dog might get the bone, he ran to the bridge. There
he thought he saw another dog with a bone. So he opened his mouth and barked.
Alas, the bone fell into the creek! He was very sorry for what he did.

Give the pupils ample time to make drafts of their stories. Let them work in pairs so
that partners can check each other’s draft and final copy that will be submitted.

Informal Assessment

Go over the pupils’ writing output, retold fables. You may use the writing
rubric particularly used for this purpose.

F. VIEWING (View It)


True or Fantasy
Draw pupils’ attention to the two pictures on page 444. Have them describe what is
happening in each. Ask which could really happen and which could not. Let them justify
their answers. Elicit more examples of stories that are make-believe or just imaginary and
stories that are realistic.

G. TEST YOURSELF
Paper-and-pencil test, Test Yourself, page 445 of the textbook

A. 1. TS 3. ES 5. AS 7. TS
2. CS 4. AS 6. CS 8. ES
B. 1. (.) 2. (?) 3. (.) 4. (?) 5. (!)

H. WRAP UP
Direct the pupils to the lesson opener. Recall the big idea. Ask: When do you say that
one is living in the world of fantasy? Is it also good to live in an imaginary or make-believe
world? Why? Have the pupils write on the board the titles of stories of fantasy that they
have heard or read and share the storylines and lessons learned from them.

Unit IV: My Wonderful World  |  179


I. UNIT TEST
Direct the pupils to the Unit Test on pages 446–447. This paper-and-pencil test evaluates
pupil’s learning at the end of the unit.

A. 1. f 6. e 11. ee
2. v 7. u 12. ak
3. o 8. e 13. ea
4. l 9. m 14. an
5. e 10. ai 15. un
B. 1. biggest 4. prettiest
2. taller 5. tinier
3. small
C. 1. higher 6. beautifully
2. large 7. more gracefully
3. biggest 8. favorite
4. more beautiful 9. faster
5. most delicious 10. the biggest
D. 1. in
2. in
3. under

180  |  Rainbows in English • Grade 1


P A R T

2
RESOURCE
MATERIALS
learning tools

Zaner-Bloser Handwriting Model

Aa Bb Cc Dd
Ee Ff Gg Hh
Ii Jj Kk Ll
Mm Nn Oo Pp
Qq Rr Ss Tt
Uu Vv Ww Xx
Yy Zz
182  |  Rainbows in English • Grade 1
Dolch Word List

Arranged alphabetically by grade level

Pre-primer Primer Grade One Grade Two Grade Three

a look all out after let always or about laugh


and make am please again live around pull better light
away me are pretty an may because read bring long
big my at ran any of been right carry much
blue not ate ride ask old before sing clean myself
can one be saw as once best sit cut never
come play black say by open both sleep done only
down red brown she could over buy tell draw own
find run but so every put call their drink pick
for said came soon fly round cold these eight seven
funny see did that from some does those fall shall
go the do there give stop don’t upon far show
help three eat they going take fast us full six
here to four this had thank first use got small
I two get too has them five very grow start
in up good under her then found wash hold ten
is we have want him think gave which hot today
it where he was his walk goes why hurt together
jump yellow into well how were green wish if try
little you like went just when its work keep warm
must what know made would kind
new white many write
no who off your
now will
on with
our yes

Resource Materials  |  183


Pronunciation key

Symbol Key Words Symbol Key Words

a apple, man b bee, bat

ā ape, cake d deer, dog

ä cot, car f fall

e egg, elf g give

ē ear h help, ham

i ink, kit j jam, gel

ī ice, kite k kiss, call

ō go, bone l leg, leaf

ô law, for, oar m meat, mat

σı· oil, boil n nose, nest

good, book p put, peas

cool, food r rain, red

σu out, cow s sell, snail

u up, cup t tea, top

u fur, shirt v van, vine

ə a in ago w wish, wall

e in agent y yarn, yoyo

i in pencil z zebra, zero

o in atom ch chat, arch

u in circus ŋ sing, drink

sh push, shell

th thin, truth

th then, father

zh measure

184  |  Rainbows in English • Grade 1


assessment tools

RHYME DETECTION ASSESSMENT

Name ________________________ Age _____ Date _____________ Score ________

SAY: Listen as I read the word in the first column. Let Then I will say the words in the second
column. Circle the word that rhymes with the word in the first column.

Sample: mop top tub soap

1. pan van vat pin

2. hen bell pen egg

3. cat bag man mat

4. rock pot sock log

5. king ring wig bib

6. fish milk nest dish

7. twig log mug pig

8. truck duck sack neck

9. moon spoon broom gown

10. corn star clown horn

11. bone coin stone crown

12. pine bird worm vine

13. rug bug cart dog

14. moth mouth clam cloth

15. hill bell quail bill

To the teacher/parent: Give a copy of this test to the child. Read the directions in your copy. Give
several examples of rhyming words to make sure the child knows what rhyming words are. In the cell
before each number, mark the pupil’s response with a 4 or an 8. Write your comments in the last cell.

Resource Materials  |  185


INITIAL/FINAL SOUND COMPARISON ASSESSMENT

Name ________________________ Age _____ Date _____________ Score ______

SAY: I will say the word in the first box. Listen very well for the first sound of the word. Then I will say
the words in the big box. Circle the word whose first sound is the same as the first sound of the word
in the first box. Let us work on the word in the first row.

Sample: tub bat top cup

1. bug pot dog bed

2. nut nest milk cot

3. fish dish fire peas

4. vine lime vase pine

5. kite gate kid mouse

SAY: I will say the word in the first box. Listen very well for the last sound of the word. Then I will say
the words in the big box. Circle the word whose last sound is the same as the last sound of the word in
the first box. Let us work on the word in the first row.

Sample: goat soap coat tube

1. man rat pan bud

2. sack boat frog rock

3. lamp stamp shell lamb

4. elf top leaf duck

5. moon star sun spoon

To the teacher/parent: Give a copy of this test to the child. Read the directions in your copy. Give
several examples to make sure the child knows what first and last sounds are. In the third column, mark
the pupil’s response with a 4 or an 8.

186  |  Rainbows in English • Grade 1


RHYME PRODUCTION ASSESSMENT

Name ________________________ Age _____ Date _____________ Score ________

SAY: I will say the word after each number. Give a word that rhymes with that word. Let us work on
the first word.

Response Comments

Sample: hat bat/cat/fat/mat

1. dig

2. cat

3. Ben

4. tell

5. bite

6. soon

7. sand

8. meet

9. red

10. Jill

To the teacher/parent: Read the directions to the child. Give several examples of rhyming words to
make sure the child knows what rhyming words are. In the cell before each number, mark the pupil’s
response with a 4 or an 8. Write your comments in the last cell.

Resource Materials  |  187


PHONEME SEGMENTATION ASSESSMENT

Name ____________________________________ Age _______ Date _____________

SAY: I’m going to say a word. I want you to break down the word into sounds. For example, if I say cat,
you say [k] [a] [t]. Let’s try a few words together (man, help, jam).

Begin here:

1. ban [b] [a] [n] 16. arm [ä] [r] [m]

2. pet [p] [e] [t] 17. egg [e] [g]

3. dot [d] [ä] [t] 18. ink [i] [˜] [k]

4. kid [k] [i] [d] 19. help [h] [e] [l] [p]

5. gate [g] [ā] [t] 20. yard [y] [ä] [r] [d]

6. jump [j] [u] [m] [p] 21. lip [l] [i] [p]

7. chick [ch] [i] [k] 22. zip [z] [i] [p]

8. moon [m] [ ] [n] 23. shell [sh] [e] [l]

9. nest [n] [e] [s] [t] 24. van [v] [a] [n]

10. sing [s] [i] [ŋ] 25. thin [th] [i] [n]

11. ran [r] [a] [n] 26. that [th] [a] [t]

12. cake [k] [ā] [k] 27. pool [p] [ ] [l]

13. one [w] [u] [n] 28. out [ou] [t]

14. fire [f] [ı ]¤ [r] 29. boil [b] [oi] [l]

15. oak [ō] [k] 30. ago [\] [g] [o]

188  |  Rainbows in English • Grade 1


ASSESSMENT OF INVENTED SPELLING

Name ____________________________________ Age _______ Date _____________

Date: Date: Date: Date:


Words _________________ _________________ _________________ _________________
Response pt. Response pt. Response pt. Response pt.
1. at
2. be

3. met

4. pat

5. clip

6. stop

7. belt

8. milk

9. went

10. help

11. make

12. pole

13. star

14. short

15. hers

Score: Score: Score: Score:

To the teacher: Provide the child with a sheet of paper numbered from 1 to 15. Tell the child to write
down the sounds he or she hears in each word you call out. Take the paper and record the child’s re-
sponses. Write down exactly what the child wrote in the column marked Response. You can devise a
point system for the children’s answers. On the child’s paper, make notations on the types of errors he
or she makes. Attach his/her paper to this record sheet. Assess the child periodically, possibly every nine
weeks. Compare the phonemic development between assessment periods.

Resource Materials  |  189


Multidimensional Fluency Scale for Reading Prosody

PACE 1 Reads slowly and laboriously.


2 Reads moderately slow.
3 Reads with an uneven mixture of fast and slow pace.
4 Consistently reads at a conversational pace; appropriate rate
throughout reading.

SMOOTHNESS 1 Makes frequent extended pauses, hesitations, false starts, sound outs,
repetitions, and/or multiple attempts.
2 Experiences several “rough spots” in text where extended pauses or
hesitations are more frequent and disruptive.
3 Occasionally breaks smooth rhythm because of difficulties with specific
words and/or structures.
4 Generally reads smoothly with some breaks, but resolves word and
structure difficulties quickly, usually through self-correction.

PHRASING 1 Reads in monotone with little sense of phrase boundaries; frequently


reads word-by-word.
2 Frequently reads in two- and three-word phrases, giving the
impression of choppy reading; improper stress and intonation fail to
mark ends of sentences and clauses.
3 Reads with a mixture of run-ons, mid-sentence pauses for breath, and
some choppiness, reasonable stress and intonation.
4 Generally reads with good phrasing, mostly in clause and sentence
units, with adequate attention to expression.

EXPRESSION
1 Reads as if just trying to “get words out.” Little sense of trying to
AND VOLUME
make text sound like natural language. Tends to read in a quiet voice.
2 Begins to use voice to make text sound like natural language in some
areas but not in others. Focus remains largely on pronouncing words.
3 Makes text sound like natural language throughout the better part
of the passage. Occasionally slips into expressionless reading. Voice
volume is generally appropriate throughout the text.
4 Reads with good expression and enthusiasm throughout the text.
Varies expression and volume to match his or her interpretation of
the passage.

Usually a score below 8 indicates that fluency/prosody may be a concern.

Adapted from Zutell & Rasinski, 1991

190  |  Rainbows in English • Grade 1


Grade one Dolch Sight Word List assessment

Name ______________________________________________________________________________________
pre-test Date ____________ Correct _____%
test Date ____________ Correct _____%
test Date ____________ Correct _____%
test Date ____________ Correct _____%

after give live thank


again going may them
an had of then
any has old think
as her once walk
ask him open were
by his over when
could how put
every just round
fly know some
from let stop
Instructions
Use page 344 of the pupil’s textbook for this test. Have the pupil read each word. On
your copy, circle each word that is not read correctly. Recommended testing times are
June, August, October, December, and February. Aim for 100% correct by the last test
date! Record the number of words the child can read on each test date.

Resource Materials  |  191


PRINT AWARENESS ASSESSMENT

Name _____________________________________________________  Age _________  Date _____________

Performance
Items Remarks
4 8
Identifies the parts of a book – Say: Show me the front of the
book.
Uses correct book handling skills – Say: Go ahead and turn the
pages of the book.
Displays left-to-right directionality – Say: Show me with your
finger how you should go when you read.
Displays top-bottom directionality – Say: Show me with your
finger how you should go when you get to the end of the line.
Distinguishes letters, words, and sentences – Show a letter
card, a word card, and a sentence card.
Say: Which one has a letter on it?
Distinguishes letters, words, and sentences – Show a letter
card, a word card, and a sentence card.
Say: Which one has a word on it?
Distinguishes letters, words, and sentences – Show a letter
card, a word card, and a sentence card.
Say: Which one has a sentence on it?
Distinguishes small letters from capital letters – Show cards for
small letters and cards for capital letters.
Say: Which cards have small letters?
Distinguishes small letters from capital letters – Show cards for
small letters and cards for capital letters.
Say: Which cards have capital letters?
Tracks print – Read a sentence in a story. Say: Point to the words
as I read them.
Recognizes use of punctuation marks – Read a statement.
Point to the period.
Say: What should I do when I get to this mark?
Recognizes use of punctuation marks – Read a question. Point
to the question mark.
Say: What should I do when I get to this mark?
Reads print, not pictures – Show a page with print and
picture. Say: Where should I start to read?

To the teacher/parent:  Administer this test individually. Carry out the directions for each item. Mark
the pupil’s response with a 4 or an 8. Write your comments in the last column.

192  |  Rainbows in English • Grade 1


Handwriting Rubric

How well can you write in cursive? Read the questions below. Color the box of your answer to
each question.

Do you write from left to right? Yes No Not Always

Do you write from top to bottom? Yes No Not Always

Do you form the big letters correctly? Yes No Not Always

Do you form the small letters correctly? Yes No Not Always

Do all the letters sit on the baseline? Yes No Not Always

Do all the short letters start from the midpoint? Yes No Not Always

Are all letters straight up and down, not leaning to either side? Yes No Not Always

Are all the small but tall letters as tall as each other? Yes No Not Always

Are all the tall letters as tall as each other? Yes No Not Always

Are all the short letters as short as each other? Yes No Not Always

Are there even spaces between letters? Yes No Not Always

Are there even spaces between words? Yes No Not Always

Do all the numbers sit on the baseline? Yes No Not Always

Do all the numbers start from the top line? Yes No Not Always

Do you spell the words correctly? Yes No Not Always

I am ( ) with my handwriting.

Resource Materials  |  193


LANGUAGE SONGS, Poems, and Stories

A. Greetings Goodbye, Dear Teacher


Good Morning Goodbye, dear Teacher, goodbye,
Good morning, good morning, Goodbye, dear Teacher, goodbye.
Good morning, how are you? We’re going to leave you now,
Good morning, good morning, We’re going to leave you now,
I’m fine. Thank you. Goodbye, dear Teacher, goodbye.

Good Afternoon C. Attention Getters


Good afternoon, how are you? Teacher: Spongebob.
Good afternoon, how are you? Pupils: Squarepants.
Good afternoon, how are you? Teacher: 1-2-3 eyes on me.
I’m fine, thank you. Pupils: 1-2 eyes on you.

Good Morning to You Henry Hush


Good morning to you. (Tune: London Bridge Is Falling Down)
Good morning to you.
Henry Hush says
We are in our places,
“Please be quiet,
With sunshiny faces
Please be quiet,
Oh, this is the way
Please be quiet, ”
To start a new day.
Henry Hush says
Good Morning, Sky “Please be quiet.”
Good morning, Sky, Sh! Sh! Sh!
Good morning, Sun,
Stop That Noise
Good morning, Little Winds that run.
Teacher: Sh! Sh! Stop that noise!
Good morning, Birds,
Good morning, Trees, and Creeping Grass, Chorus:
and Brownie Bees. Sh! Sh! Stop that noise!
How did you find out it was day? Sh! Sh! Stop that noise!
Who told you night has gone away?
I’m wide awake, I’m up now, too, Teacher: Come on girls,
I’ll be right out to play with you. tell all the boys!
Tell all the boys
to stop that noise!
B. LEAVE-TAKING
See You Tomorrow Girls: Please be quiet,
(tell pupils to turn to a classmate for the chant)
Stop that noise!
Please be quiet,
You were wonderful! Stop that noise!
You were great! Please be quiet,
See you tomorrow/next class! Stop that noise!
And don’t be late.

194  |  Rainbows in English • Grade 1


Teacher: Come on boys, How many days has my baby to play?
tell all the girls! Saturday, Sunday, Monday,
Tell all the girls Tuesday, Wednesday, Thursday, Friday,
to stop that noise! Saturday, Sunday, Monday.

Boys: Please be quiet,


Stop that noise! E. Alphabet Chant
Please be quiet, (children repeat each line after the teacher)
Stop that noise! Teacher: A B C D E F G
Please be quiet, Pupils: ABCDEFG
Teacher: School is so much fun to me.
Stop that noise! Pupils: School is so much fun to me.
Teacher: Come on girls, Teacher: H I J K L M N
come on boys! Pupils: HIJKLMN
Tell everybody Teacher: Learn and play with all my friends.
to stop that noise! Pupils: Learn and play with all my friends.
Teacher: O P Q R S and T
Chorus: Pupils: O P Q R S and T
Sh! Sh! Stop that noise! Teacher: We’re the best as you can see.
Sh! Sh! Stop that noise! Pupils: We’re the best as you can see.
Sh! Sh! Stop that noise! Teacher: U V W X Y Z
Pupils: UVWXYZ
(From: Jazz Chants for Children by Carolyn Graham)
Teacher: Now it’s time to stop and FREEZE!
Criss-Cross Applesause Pupils: Now it’s time to stop and FREEZE!
Criss-cross applesauce
(When children freeze, quietly give the
Give a little clap. (clap hands) directions for the next activity.)
Criss-cross, applesauce,
Put them on your lap. (put hands on lap)
F. Weather Song
Criss-cross applesauce (Tune: Clementine)
Quiet as can be. What’s the weather?
Criss-cross applesauce, What’s the weather?
Eyes on me. (point to self ) What’s the weather like today?
Tell us (pupil’s name)
What’s the weather?
D. Days of the Week Chant
What’s the weather like today?
Sunday, Monday, clap, clap, clap (clap 3 times)
Tuesday, Wednesday, snap, snap, snap Is it sunny? (hold arms over head in a circle)
(snap 3 times)
Is it cloudy? (cover eyes with hands)
Thursday, hop (hop)
Is it rainy out today? (flutter fingers downward)
Friday stop (hold hand up)
Is it windy? (sway arms to right and left)
Saturday spin around like a top (spin around)
Is it stormy? (sway arms to right and left,
Seven days are in a week (hold up seven flutter fingers downward vigorously)
fingers)
What’s the weather like today?
Now sit down and take a seat. (sit down
quietly)

Resource Materials  |  195


G. Number Song I play with the fleeting clouds.
I rise with the wind and I don’t fail.
One, Two, Buckle My Shoe
It makes my friend feel proud;
One, Two, buckle my shoe,
especially when I wave my tail.
Three, Four, open the door,
What am I?
Five, Six, pick up sticks,
Seven, Eight, lay them straight, Riddle 3
Nine, Ten, a good fat hen, We will go to any land,
Eleven, Twelve, I hope you’re well, while I stay in your hand.
Thirteen, Fourteen, draw the curtain, You will enjoy the trip,
Fifteen, Sixteen, the maid’s in the kitchen, with your closed lip.
Seventeen, Eighteen, she’s in waiting,
I have full of facts and fantasies.
Nineteen, Twenty, my stomach’s empty.
Ask your granny who agrees.
Engine, Engine, Number Nine So pick me up and open me;
Engine, engine number nine, Inside me is a real beauty.
Going down Chicago line. What am I?
If the train falls off the track,
Do you want your money back? I. Poems

(The person you land on would say “yes” The Lion


or “no.” by Vachel Lindsay
You continue spelling out yes or no) The Lion is a kingly beast.
He likes a Hindu for a feast.
N.O. spells no,
And if no Hindu he can get,
You don’t get your money back. OR
The lion-family is upset.
Y.E.S. spells yes,
You shall get your money back. He cuffs his wife and bites her ears
Till she is nearly moved to tears.
H. Riddles Then some explorer finds the den
And all is family peace again.
Riddle 1
My sparkle is always free; Holding Hands
you don’t need any cent. by Lenore M. Link
I don’t need a bulb or battery
Elephants walking
because my light is permanent.
Along the trails
I am always in the sky, Are holding hands
when a new day begins. By holding tails
And when I say goodbye, Trunks and tails
You will see the moon that grins. Are handy things
What am I? When elephants walk
In circus rings.
Riddle 2
Elephants work
I sail above the tallest trees,
And elephants play
but I’m not a boat in the sky.
And elephants walk
I fly but I’m not a bird that’s free;
And feel so gay
even though I can soar up high.

196  |  Rainbows in English • Grade 1


And when they walk— Surprise
It never fails
Out in the barn,
They’re holding hands In a nest of hay,
By holding tails Six warm eggs
Are tucked away.
Slide-Swim-Fly
Snake slide slip slither With five little pecks,
Over hard dry clay. And five little picks,
Snake slide slip slither
Five crack open
Hot hot day.
And five little chicks
Fish wish swim sway
Hop out—all yellow,
Through the murky way.
With wobbly legs.
Fish wish swim sway
Deep deep bay. Then pick and pick,
The last of the eggs
Bird fly flutter flit
Through the open sky Cracks open, too—
Bird fly flutter flit And what do you think?
Blue blue sky.
Out comes a chick
As black as ink!
The End
by A.A. Milne
The O’ clock
When I was One
One o’ clock, two o’ clock,
I had just begun.
Three o’ clock, clap.
When I was Two
Four o’ clock, five o’ clock,
I was nearly new.
Six o’ clock, tap.
When I was Three
Seven o’ clock, eight o’ clock,
I was hardly me.
None o’ clock, ten.
When I was Four
Eleven o’ clock, twelve o’ clock,
I was not much more.
Let’s start again!
When I was Five
I was just alive.

But now I’m Six, I’m clever as clever.


So I think I’ll be six now forever and ever.

Resource Materials  |  197


J. READ ALOUD STORIES
Pandora’s Box
Once upon a time, a long time ago, Zeus ordered Hephaestus to make him a daughter. Hephaestus
made a woman out of clay. She was a beautiful woman. Hephaestus named her Pandora.
Zeus sent his new daughter, Pandora, down to earth so that she could marry a gentle, lonely
man named Epimetheus. Zeus was not being kind. He was getting even. Zeus was mad at the
brothers, Epimetheus and Prometheus, for giving people fire without asking Zeus first.
Zeus gave Pandora a little box with a big heavy lock on it. He made her promise never to
open the box. He gave the key to Pandora’s husband and told him to never open the box. Zeus
was certain that one of the brothers would be curious and would open the box.
But it was Pandora who was curious. She wanted to see what was inside the box, but
Epimetheus said no. Better not. “You know your father,” Epimetheus sighed, referring to Zeus.
“He’s a tricky one.”
One day, when Epimetheus lay sleeping, Pandora stole the key and opened the box.
Out flew every kind of disease and sickness, hate and envy, and all the bad things that
people had never experienced before. Pandora slammed the lid closed, but it was too late. All
the bad things were already out of the box. They flew away, out into the world.
Epimetheus woke up at the sound of her sobbing. “I opened the box and all these ugly
things flew out,” she cried. “I tried to catch them, but they all got out.” Pandora opened the
box to show him how empty it was. The box was not quite empty. One tiny bug flew quickly out
before Pandora could slam the lid shut again.
“Hello, Pandora,” said the bug, hovering just out of reach. “My name is Hope.” With a nod
of thanks for being set free, Hope flew out into the world, a world that now held Envy, Crime,
Hate, and Disease—and Hope.

Comprehension Questions

1. Who were the characters in the story?


2. What caused Zeus to get angry with Epimetheus and Prometheus?
3. What did Zeus plan to do with Epimetheus and Prometheus?
4. Why did Pandora open the box even though she was told not to do it?
5. What happened when Pandora opened the box?
6. What do you think the world needs and why?

The Mice Wedding


The mouse parents were surprised because they did not expect that the most powerful one
could be someone like . . .
Characters:
Daddy Mouse, Mommy Mouse, Lassie Mouse, Lad Mouse, Blabby Mouse 1, Blabby Mouse
2, Mr. Sun, Mr. Cloud, Mr. Wind, Mr. Wall
Blabby Mouse 1: I heard that the daughter of Mr. and Mrs. Mouse is so beautiful.
Blabby Mouse 2: Her name is Lassie Mouse, and she is the prettiest girl in the whole wide world!
Blabby Mouse 1: I know that every single mouse on earth wishes to marry her. But still she looks sad.
Blabby Mouse 2:That’s true. She is sad because her parents are the ones choosing for the best
boy mouse. They won’t let her choose on her own. And they don’t like any of the boy mice
they met.

198  |  Rainbows in English • Grade 1


Mommy Mouse: We should make Lassie Mouse happy. We should get the best one, the most
powerful in the world.
Daddy Mouse: I know! Mr. Sun is the most powerful!
Mommy Mouse: (pleading) Mr. Sun, our daughter is the prettiest girl in the whole wide world.
You deserve her because you are the most powerful!
Daddy Mouse: Please marry her! We want you for Lassie Mouse!
Mr. Sun: That’s so nice of you but I am not the most powerful. Mr. Cloud is.
Daddy Mouse and Mommy Mouse: . . . Mr. Cloud?!?
Mr. Sun: Yes, he is! Mr. Cloud can cover me.
Daddy Mouse: Hi Mr. Cloud! We know that you feel alone that we saw you cry many times
already.
Mommy Mouse: Our daughter is the prettiest girl in the whole wide world. You won’t feel alone
anymore if you marry her.
Mr. Cloud: Hahaha! I cry because I am happy. When I cry, I help the plants grow and that makes
me happy.
Daddy Mouse: But you are the most powerful . . .
Mommy Mouse: . . . and you deserve her.
Daddy Mouse and Mommy Mouse: Please marry her! We want you for Lassie Mouse!
Mr. Cloud: Thank you! But Mr. Wind is the most powerful not me.
Daddy Mouse and Mommy Mouse: . . . Mr. Wind?!?
Mr. Cloud: Yes, he is! Mr. Wind blows me away.
Daddy Mouse and Mommy Mouse: Mr. Wind! Mr. Wind! Please stop!
Mr. Wind: I am in a hurry! What do you need to tell me?
Daddy Mouse: Do you like to marry our beautiful daughter? She is the prettiest girl in the whole
wide world!
Mommy Mouse: You are the most powerful and you deserve her!
Mr. Wind: Thanks! But I am not the most powerful. It’s Mr. Wall.
Daddy Mouse and Mommy Mouse: . . . Mr. Wall?!?
Mr. Wind: Yes! Mr. Wall stops me from blowing because he doesn’t allow me to go through.
Mommy Mouse: Mr. Wall! We want to tell you something. Mr. Wall!
Daddy Mouse: I think he cannot hear you. He is old.
Daddy Mouse and Mommy Mouse: (Shouting) Mr. Wall! Mr. Wall!
Mr. Wall: What?!!
Daddy Mouse: (Shouting) Do you like to marry the prettiest girl in the world?
Daddy Mouse and Mommy Mouse: We want you to marry her because you’re the most powerful.
Mr. Wall: (Laughing) I am the most powerful? I am old and I have a lot of holes already. Lad
Mouse who made these holes is the most powerful.
Daddy Mouse and Mommy Mouse: …Lad Mouse?!?
Lad Mouse: Good day! I know you are the parents of the prettiest girl in the whole wide world. I
want to marry her. I will marry her. Lassie Mouse and I have been in love for a very long time.
Lassie Mouse: Daddy Mouse, Mommy Mouse, please allow me to marry the one I love. Lad
Mouse can make me the happiest girl in the whole wide world.
Mommy Mouse: Lad Mouse, you really can make Lassie Mouse happy. I think you are really the
most powerful in the world!
Daddy Mouse: Yes! Yes, I agree! You are the most powerful because you make our daughter happy.
Daddy Mouse and Mommy Mouse: We give you the blessing of marrying each other.
Blabby Mice: Best wishes!

Resource Materials  |  199


Comprehension Questions

1. Who are the characters in the play?


2. What do Mr. and Mrs. Mouse want for their daughter?
3. For them, who is the most powerful?
4. What did Mr. Sun tell them? Mr. Cloud? Mr. Wind? Mr. Wall?
5. After searching for the most powerful one, what did they find out?
6. What lesson did you learn from the story?

Tommy’s New Friends


One morning, Tommy was all by himself. All his friends were at school. All his grown-up friends
were busy. They all called, “Hello there, Tommy!” as they came along the house. But after that,
they went away.
But next year was still very far away. Even after lunch, when his friends would be out, it
seemed much too far away. So Tommy poked around the yard to see what he could find. He
found everything that was always there: log, dry leaves, and a tin pail.
And then Tommy found something else. He saw one log with a splintered sort of valley in it.
And up and down that valley marched a whole family of shiny black ants.
“Hello!” said Tommy, crouching down. “I’m glad to see you.”
Tommy saw that the ants all seemed to nod their heads, as if they were glad to see him, too.
So, he watched them going up and down, carrying little bundles of food. Under the log they
went to put the bundles away. Out they came again to get more bundles. They stepped out of
each other’s way. They helped each other carry big bundles. And they went up and down, and
up and down, but they didn’t go away.
Tommy didn’t go away either. He was so busy watching that it seemed no time until his
mother was calling, “Time for lunch, Tommy!” It wasn’t morning anymore. Soon all his friends
would be coming to play with him. “Goodbye, ants!” said Tommy, hopping up. “You are my
new friends from now on. I’ll see you all again in the morning!”
Tommy’s ant friends all seemed to nod their heads, still marching busily up and down. And
they didn’t go away, because the next day, when Tommy came to see them—there they still
were, waiting for Tommy!

Comprehension Questions

1. Why are Tommy’s friends not able to play with him in the morning?
2. What did Tommy see on the log when he went to the yard?
3. What were the ants doing?
4. Do you think Tommy would continue watching the ants every morning?
Why?

200  |  Rainbows in English • Grade 1


The Tale of Peter Rabbit
by Beatrix Potter

Once upon a time there were four little Rabbits: Flopsy, Mopsy, Cottontail, and Peter who lived
with their Mother in a sand-bank, underneath the root of a very big fir-tree.
One morning before Mother Rabbit went to a bakery, she reminder the little rabbits not to
go into Mr. McGregor’s garden because Mr. McGregor put their Father in a pie.
So Flopsy, Mopsy, and Cotton-tail, who were good little bunnies, went down the lane to
gather blackberries. But Peter, who was naughty, ran straight to Mr. McGregor’s garden and
squeezed under the gate! First he ate some lettuces and some beans; then, he ate some radishes.
Feeling rather sick, he then went to look for some parsley. But round the end of a cucumber
frame, whom should he meet but Mr. McGregor! He was on his hands and knees planting out
young cabbages, but he jumped up and ran after Peter, waving a rake and calling out, “Stop
thief!” Peter was frightened. He rushed all over the garden, for he had forgotten the way back
to the gate.
He lost one of his shoes among the cabbages, and the other shoe among the potatoes.
After losing them, he ran on four legs and went faster. Mr. McGregor came up with a sieve,
which he intended to pop upon the top of Peter; but Peter wriggled out just in time, leaving his
jacket behind him and rushed into the tool-shed, and jumped into a can. It would have been a
beautiful thing to hide in, if it had not had so much water in it. Mr. McGregor was quite sure that
Peter was somewhere in the tool-shed, perhaps hidden underneath a flower-pot. He began to
turn them over carefully, looking under. Peter sneezed! Mr. McGregor was after him in no time.
He tried to put his foot upon Peter, who jumped out of a window, upsetting three plants. The
window was too small for Mr. McGregor. Soon, he got tired of running after Peter. Then, Mr.
McGregor went back to his work.
Peter sat down to rest; he was out of breath and trembling with fright. He had no idea
which way to go.
After a time, Peter began to wander about, going not very fast, and looking all around. He
found a door in a wall; but it was locked. There was no room for a fat little rabbit to squeeze
underneath.
An old mouse was running in and out over the stone doorstep, carrying peas and beans to
her family in the woods. Peter asked the way to the gate, but she had such a large pea in her
mouth that she could not answer. She only shook her head at him. Peter began to cry. Then he
tried to find his way straight across the garden, but he became more and more puzzled. Then,
he came to a pond where Mr. McGregor filled his water cans. Mr. McGregor was then hoeing
onions. His back was turned towards Peter, and beyond him was the gate! Peter got down
quietly, and he started running as fast as he could go.
Mr. McGregor caught sight of him at the corner. Peter hurried to slip underneath the gate.
Finally, he was safe at last in the woods.
Mr. McGregor hung up the little jacket of Peter and its shoes for a scarecrow to frighten
the blackbirds. On the other hand, Peter never stopped running or looked behind him till he got
home.
At last, Peter reached their house. He was so tired that he flopped down upon the soft sand
on the floor of the rabbit-hole and shut his eyes. His mother was busy cooking; she wondered
what he had done with his clothes. It was the second little jacket and pair of shoes that Peter
had lost!
Peter did not feel very well during the evening. His mother tucked him to bed, and made
some tea. She gave a dose of it to Peter- one tablespoonful to be taken at bed-time! But Flopsy,
Mopsy, and Cottontail had bread, milk, and blackberries for supper.

Resource Materials  |  201


Millions of Cats
by Wanda Gág

Once upon a time, there was an elderly couple who lived in a nice clean house which was
surrounded by colorful flowers. But this couple weren’t happy. Indeed, they were so very lonely.
Until one day . . .
“If we only had a cat!” sighed the very old woman.
“A cat?” asked the very old man.
“Yes, a sweet little fluffy cat,” said the very old woman.
“I will get you a cat, my dear,” said the very old man.
And he set out over the hills in search of a beautiful one. After, traveling far away from
home, he found a hillside covered with “. . . hundreds of cats, thousands of cats, millions and
billions and trillion of cats . . .”
“Oh” cried the old man joyfully, “now I can choose the prettiest cat and take it home with
me!”
So he chose one. It was white.
But just as he was about to leave, he saw another one all black and white, and it seemed
just as pretty as the first. So, he took this one also.
But then he saw a fuzzy gray kitten way over here which was every bit as pretty as the
others, so he took it too.
And now, he saw one way down in a corner which he thought too lovely to leave, so he
took this too. And just then, over here the very old man found a kitten which was black and
very beautiful.
“It would be a shame to leave that one,” said the very old man. So he took it. And now, over
there, he saw a cat that had brown and yellow stripes like a baby tiger.
“I simply must take it!” cried the very old man, and he did.
But every time he turned his eyes on every cat, he found it very beautiful until he could
no longer decide which was the most beautiful. So he decided to go home with all the cats
following him.
The old man was so excited to show this great number of pretty cats to his wife. However,
the old woman was dismayed when she saw these millions of cats. She told her husband that
they could not feed them all, and they could keep only one.
The old woman recommended to let the cats decide which one should stay with them. So,
the old man asked the cats, “ Which one of you is the prettiest?”
Each cat claimed the title, and this brought an enormous fight that frightened the old couple
who ran into the house as fast as they could. But after a while, all was quiet outside. They
checked what had happened and found no sign of the cats, until the old man noticed a little
frightened kitten. They went out and picked it up. It was thin and scraggly. They took it into the
house, fed, and bathe it.
Soon, the cat grew beautiful and plump.
“It is very pretty cat!” exclaimed the old woman.
“It is the most beautiful cat in the whole world,” said the old man. “I ought to know, I’ve
seen hundreds of cats, thousands of cats, millions and billions and trillions of cats, and not one
was as pretty as this one!”

202  |  Rainbows in English • Grade 1


Professional Articles

Play in the Classroom


by Neomili S. Bondoc

Drama is a term which comes from a Greek word meaning “to do” or “to act.” A story acted
out is called a play. A play It is a combination of aesthetic works from different artists: author,
director, actor, and designer.
Play can be an important tool of change among the pupils. Drama in the classroom provides
practical experience in communicating as it helps develop skills such as reading, writing,
speaking, and listening. Aside from the benefits of learning language, play is also fundamental
in strengthening other subject areas. It gives an opportunity for the pupils to learn how to work
together and collaborate.
The use of play or drama in the classroom can be rewarding that it can make the pupils more
proficient and more rounded individuals while providing an enjoyable experience both for the
teachers and the pupils
But even with these benefits, teachers are still averse to use drama activities in the classroom
due to various reasons.
I am not a drama specialist. If teachers feel that they cannot approach drama activities very
well because they don’t know the purpose of the activity, they can look for practical theater
books that target teachers of other subjects to give motivation to their lesson and not to
teach drama. These books are user-friendly and expound the activities the way anybody could
comprehend, re-explain, and appreciate their purpose.
I won’t risk myself feeling foolish in my class. If teachers are caught performing unprepared,
they will definitely look silly in front of the class. Teachers should not be seen “performing” the
drama alone, but everybody should do it altogether.
For starters, teachers need to understand that they need to start slowly. They can begin
with warm-up games so everybody will feel comfortable with each other. And besides, it won’t
matter if teachers can’t act, the pupils will do the acting and they will be the experts.
For me, drama is just “playing.” If conventional teachers’ notion about this is that drama is
not a serious method for learning English they will really be cautious of concentrating too much
on “drama” and not the real subject, English. Teachers need to realize the benefits play can give
their pupils. They can integrate each lesson to drama. Pupils can learn vocabulary with the right
pronunciation through reading the play scripts; their listening skills will be developed if some
of their classmates will read the story aloud and they will develop their speaking skills as well;
ungrammatical error will be lessened through the course of writing their own script. And as a
final project, they can produce their own play using their own story. This can also provide the
pupils real life situations other than merely focusing on books alone.
I will have a chaotic class. If teachers have a large class, they will often think that they will
lose control of their pupils when using drama activities. This will really happen if they are not
engaged in the play. Teachers should see to it that they have established rapport with the pupils
and that communicative games are used to encourage group interconnection. Pupils who are
not actors in the play can be given responsibilities for the backstage and can be part of the
production and technical staff.

Resource Materials  |  203


Teaching Tips on Myths and Hero Tales
by Neomili S. Bondoc

Myths and hero tales are accounts of real events often used to discuss universal and local
beginnings that involve supernatural beings like gods, demigods, or legendary heroes of a
particular place.
Hence, teaching mythology and hero tales allows the students to recognize the different
world cultures helping them understand the beliefs and values of those who created them.
Ways to make teaching of mythology and hero tales motivating:
1. Explain that almost all the characters in a story are gods who live for eternity with
magical powers and that our everyday law and rules do not apply to them (e.g., gods
can marry their own sister, gods swallowing their children and wife, etc.).
2. Make the students understand that a hero is typically a demigod or has a god in his
family that has a supernatural power used to pursue a challenge in the name of fame,
glory, and honor. Although a hero is stronger, braver, and wiser than most men, he has
weaknesses (e.g., too much pride and horrible temper) that cause him problems.
3. Have the students learn the “beginning” of the different creation myths of other cultures
vis-a-vis the story patterns used by each of the cultures.
4. Make a family tree of Olympian gods so the pupils do not confuse themselves with the
hierarchy of gods with their strange names and extraordinary character relationships.
This will familiarize them with the personalities and characteristics of an individual god.
5. Create a new myth for the pupils to choose a particular god and will write a new story
giving the god a new adventure that fits his individuality enhancing his creative writing
skills.
6. Let the pupils watch movies like Star Wars, The Lord of the Rings, Percy Jackson and The
Olympians: The Lightning Thief and have them scrutinize the mythological patterns in
them.
7. Ask the pupils to write a paper on heroes of yesterday and today for them to better
understand the personality of a hero. The pupils’’ two or three paragraphs should
compose their notion about the past and present heroes, what they think make a hero,
and who they think a hero is. The final paper should be kept until the end of the unit to
see if the idea of the pupils will change.
8. As a final project, let the pupils assign an impossible task to their chosen hero in a script
writing activity. Let them act it out on a stage or they may film it.

204  |  Rainbows in English • Grade 1


Why Read Stories?
by Neomili S. Bondoc

When Albert Einstein was asked how to develop intelligence in young people, he answered:
“Read fairy tales. Then read more fairy tales.” It is true that exposure to literature such as fairy
tales can help develop imagination among children. There are some other examples of literature
that children should be engaged with. Some of these are folk tales, fables, and science fiction.
Folk tales are short stories that come from the oral tradition. They are stories passed along
from one generation to the next by word-of-mouth rather than by a written text. Folk tales
often have to do with everyday life and frequently feature wily peasants getting the better of
their superiors.
Fairy tales are a sub-genre of folk tales and almost always involve some elements of magic
and triumph over evil. This is a type of short narrative that typically features folkloric characters,
such as fairies, goblins, elves, trolls, dwarves, giants or gnomes, and other fantastic magical
beings set vaguely in the distant past (“once upon a time”), often in a pseudo-medieval world.
Fairy tales also include shape-shifting spirits with mischievous temperaments, superhuman
knowledge, and far-reaching power to interfere with the normal affairs of humanity. Other
conventions include charms, disguises, talking animals, and a hero or heroine who overcomes
obstacles to “live happily ever after.”
Fables are short stories which illustrate a particular moral and teach a lesson to children. The
theme and characters appeal to children, and the stories are often humorous and entertaining.
They usually employ the personification of animals or inanimate objects. There is a collection of
fables that remains a popular choice for moral education of children today, referred to as Aesop’s
Fables or Aesopica. This is credited to Aesop, a slave and storyteller who lived in ancient Greece
between 620 and 560 BCE. His fables are some of the most well known in the world. He made
use of humble incidents to teach great truths, and after serving up a story, he adds to it the
advice to do a thing or not to do it.
Science fiction stories are often in a world that is very different from the real world. They
can have science and tools that do not exist in reality. They often take place in other worlds.
There are often alien creatures. Science fiction is different from fantasy. Fantasy stories often
have magic and other things that do not exist and are not science. Isaac Asimov was a famous
science fiction writer. He once said that science fiction is possible, but fantasy is not. It is a genre
of fiction dealing with the impact of imagined innovations in science or technology, often in a
futuristic setting. Exploring the consequences of such innovations is the traditional purpose of
science fiction, making it a “literature of ideas.”
The children usually look for an immediate satisfaction when reading. It may be information
about something of vital interest to them, or it is the pleasure gained by escaping from their own
world into the enjoyment of experiences with characters they meet for the first time. So expose
them to this kind of literature. This is designed not only to enchant them but also to give them
many of the tips that they need to know about life because the very purpose of a story book is
to spark a message in the minds after reading. Reading also develops their vocabulary and makes
them articulate in the expression of their ideas.
In short, reading can make children well-balanced persons.

Resource Materials  |  205


Highlighting Realistic Fiction
by Eree Christine P. Dizon

Stories are believed to be reflections of life’s experiences. Storywriters take inspirations from
their personal encounters with life itself and place such inspirations into their writings. Hence,
there are literary selections categorically known as realistic fiction. Realistic fiction has a strong
sense of life in all aspects that human beings are exposed to.
Realistic fiction intertwines reality with fantasy, the world of make-believe. Many young
readers can relate better to reading selections that are relatively relevant to them. They feel
empowered seeing themselves in the personality of a character in a story. They feel comfortable
identifying themselves with the character that they share characteristics with. They probably feel
what the character feels at one particular moment in the story. Realistic fiction mirrors life and
serves as a window to the readers’ own life.
This is the beauty of this genre of literature. Children of all ages do not only enjoy and
appreciate reading stories but readers are also given the opportunity to feel, think, and act
the way characters do, that reflect who they are in reality. This field of writing makes young
book lovers face their problems squarely, gather inner strength, which they may not know, exist
within, and come out as victors armed with lessons that can help them transform their lives for
the better.
Realistic fiction, thus, helps us reflect about life. As readers of all ages immerse themselves
and be lost in the pages of realistic fiction, they somehow begin a process of drawing analogies
of what they are reading and what is happening in their life. They open up to the persona of
the character. They may even realize that the book they are holding is “a book about someone
who is just like me.” This is the reason why “The Diary of the Wimpy Kid” is a big hit among the
youngsters. This genre develops among the readers the thinking process of “what if . . . , then
what . . . ?” which can definitely prepare them to become smart decision-makers.
One more highlight of realistic fiction is, it acts as a bridge of learning and exploration of
other cultures. Readers get the chance to meet different kinds of people and their unique ways
of living. Realistic fiction gives us the fastest and cheapest way of traveling to another country
and allows us to read about how peoples live their life there. It is learning about peoples who
are uniquely different from us way across the globe. Indeed, it is fun and exciting to read realistic
fiction.
Teachers and parents, therefore, are highly encouraged to expose their children in their
earliest age as possible to stories and books that depict life and values in life that we strongly
uphold and want them imbibed. Let the children be smitten by characters and adventures that
represent life’s polarities: highs and lows, humor and pain, success and defeat, love and hate.
All this and more, which we realistically experience, when used to the children’s advantage, can
contribute greatly to their growth and development in character.

206  |  Rainbows in English • Grade 1

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