Grade 1 – ENGLISH FOURTH QUARTER · PDF fileGrade 1 – ENGLISH FOURTH QUARTER 4th Quarter → Week 1 Theme: My School and Friends Oral Language: Use simple greetings and polite

Grade 1 – ENGLISH FOURTH QUARTER4 th Quarter → Week 1

Theme: My School and Friends

Oral Language: Use simple greetings and polite expressions

Phonological Awareness: Recognize, distinguish, and supply words that begin with the same sound

Listening Comprehension: Find similarities between character and oneself

Vocabulary and Grammar: Recognize and identify pronouns I and you in sentences

Day 1

Objectives Pre-assessment

Activating Prior Knowledge

Presentation Modeling Guided Practice

Independent Practice

Post Assessment

Oral Language, Listening Comprehension and Phonological Awareness

Recognize polite expressions

Respond to teacher when she asks, “Who wants to go to the bathroom? What will you say if you want to _____?”

Find meaning of difficult word (e.g. sneeze)

Identify pictures that show good manners

(See Appx. C1)

Recite poem and polite expressions (eg. Poem “Manners”; see Appx. A1)

Listen to a demonstration of how polite expressions are used(eg. Please, Excuse me, Thank you, May I ________?)

Give names that have the same beginning sound as the given name.

(e.g. Lita → Lorna; beginning sound is /l/)

Vocabulary and Grammar

Recognize that the pronoun I is used to refer to one's self

Listen to a dialogue between teacher and student that

Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga

uses polite expressions

eg.S: May I go out?T. Yes, you may.

Day 2





Post Assessment


Use polite expressions in specific situations

Listen to other polite expressions that use the pronoun I (e.g. Q: (May I go out?May I pass?May I borrow)

A: Yes, you may.

Watch and listen to a demonstration of using the proper polite expressions in specific situations

Say the proper polite expression through role playing


Use the pronoun I in polite expressions

Day 3





Post Assessment

Oral Language, Listening Comprehension and Phonological

Answer why questions about the story using a sentence that

Find the meaning of the words, “ears of corn, field, cabbages,

Listen to the story which uses the phrase “May I...”

Listen to teacher ask and answer why questions

Answer other why questions

(chicken, rabbit)

Answer who, what, where questions


Awareness includes the word because

cross”(See Appx. A2)

e.g. Why did the monkey cross the river?

The monkey crossed the river because ______.



Day 4





Post Assessment


Ask permission using the polite expression May I...

Watchthe teacher demonstrate using the phrase “May I...” through a game

Use the polite expression “May I...” through the game(Mother, May I Cross the River?, See Appx. C2)

Use the polite expression May I in specific situations



Day 5





Post Assessment

Oral Language, Listening Comprehension and

Use the phrase May I to ask permission

Ask permission to get the materials for a class art


Phonological Awareness

activity


Use the pronoun I in sentences


4 th Quarter → Week 2


Oral Language: Use simple greetings and polite expressions

Phonological Awareness: Recognize, distinguish, and supply words that begin with the same sound

Listening Comprehension: Find similarities between character and oneself

Vocabulary and Grammar: Use pronouns I and you in sentences

Day 1





Post Assessment


Answer who, what, when, why questions

Look at a poster that shows different actions.

Choose three of theseactions that you can do. Drawand color.

See Appx. C1 and C2

Find the meaning of the words “friend, skip, twirl”

Listen to a story about a child and what he can do

(Yes, I can!’ See Appx. A1)

Answer who, what, when, why questions about the story

Q: How about you, do you also like to play with friends?Who is your friend? What is his/her name?


Give names of friends

Day 2





Post Assessment

Oral Language, Listening Comprehension and

Ask and answer questions about the story

Find the meaning of the words “perform tricks, take a

Listen to a short story about children preparing for a

Listen to teacher ask and answer inferential

On the board:Fill in speech bubbles of characters in


Phonological Awareness

bow, cheer, march”

program

(See Appx. A2)

questions(think aloud)Q: What do you think are the children doing in the story?

the story (enlarged pictures)

ex. I can ____.


Recognize pronouns I and you in sentences

Day 3





Post Assessment


Share about oneself and others

Identify action words (review)

Listen to a great song about what one can do

(The I Can Song, See Appx. A3)

Listen to a dialogue between the teacher and a student about something that they can both do.T:I can___. You can ___ too.

Listen to a dialogue between two students about something that they can both do.S1:I can___. S2:You can ___ too.

Pair - Share:

(Use the picture drawn for pre-assessment)

Compare with a partner the things that you and your partner can do.S1:I can___. S2:You can ___ too.


Use pronouns I and you

Day 4





Post Assessment

Oral Language, Listening

Tell about what oneself and

T: Think of what you and others

Pair-Work:Tell about what


Comprehension and Phonological Awareness

what others can do

can do. Ex. I can sing. You can buy books.The beginning sound of the word sing is “s” while for buy is “b”. Think of words with the same beginning sound as the action. Ex. I can sing a song.You can buy books. I can sit on a sofa.

one and a partner can do S1:I can___. S2:You can ___ too.


Use pronouns I and you

The rest of the class can color pictures that show actions while each pair is called in front.

Day 5





Post Assessment


Use the sentence stem “Can you ______ please?” when asking for help

Watch the teacher present 5 activities that are hard to do

Listen to the teacher use the phrase “Can you ____

Watch and listen to two students demonstrate the activity

S1: Can you _______ , please?

Have a role playing session in small groups

Play a role of a family member. Use the sentence stem “Can you


please” for each activity

S2: Okay, I will.

*S2 will demonstrate the action

______, please? to ask for help around the house

See Appx. C3


Use the pronouns I and you




Oral Language: Listen and respond to the stories of others

Phonological Awareness: Recognize, distinguish, and supply words that end with the same sound

Listening Comprehension: Sequence events in the text listened to (beginning, middle, end); Making inferences

Vocabulary and Grammar: Recognize, identify and use pronouns I and you in sentences

Day 1





Post Assessment


Recognize the beginning, middle end of the story

Arrange three cut-out pictures (beginning, middle, end)

Find the meaning of the words, “fell off, fix”

Listen to a story about a child’s experience

(See Appx. A1)

Watch and listen to the teacher arrange the events of the story (beginning, middle, end) using pictures*Think-Aloud

Answer questions about the story

Q: Has this happened to you?What did you do?

Watch and listen to the teacher identify the ending sound of the word


Recognize the use of the pronoun he in replacing names of boys

Listen to the teacher replace the name of a boy using the pronoun heex. Mateo played with his toy.


He broke the toy. He let father fix it.

Day 2





Post Assessment


Arrange the beginning, middle and end of a story

Listen to a short story with a beginning, middle and end(See Appx. A2) - Pedro and his Friends

Watch a classmate sequence the pictures of the events in the story. Listen to a classmate retell the story based on the pictures.

Listen to a short story with a beginning, middle and end(See Appx. A3) - Paolo

Arrange the three pictures according to its beginning middle and end

Retell the story using the pictures (teacher-guided)


Use the pronoun he to replace names of boys

Listen to the teacher replace the name of a boy with the pronoun heex. Pedro joined the game. He joined the game.

Listen to a classmate replace the name ofboy with the pronoun heex. Paolo threw the wrapper into the trashcan. He threw the wrapper into the trashcan.

Look at pictures of famous people.

Stand up when the person shown is a boy.

Identify if the pronoun he can be used to replace the name of the


person. Listen to teacher/classmate use the pronoun he to tell about some pictures.

Day 3





Post Assessment


Arrange the pictures according to the beginning, middle and end of the story

Listen to the teacher reada short story with a beginning, middle and an end. (See Appx. - Karen)Watch the teacher sequence the pictures.Listen to the teacher retell the story.

.

Listen to a short story with the beginning, middle and end. (See Appx - Sarah)

Watch a classmate arrange the pictures of the events in the story. Listen to a classmate retell the story (teacher guided)

Do a sound game on ending sounds.


Recognize the use of the pronoun she to

Listen to the teacher replace the name of a


replace names of girls

girl with the pronoun she

Day 4





Post Assessment


Arrange three pictures according to its beginning, middle and end.

Listen to a short story with beginning, middle and end. (See Appx- Lea’s Drink and Coco and his shoes)


Retell the story using the pictures (teacher guided)

Listen to a short story with beginning, middle and end. (See Appx-Bella Makes a Sandwich and Picking Up the Trash)



Use the pronoun she to replace names of girls

Look at pictures of famous people.

Stand up when the person shown is a girl. Identify if the pronoun she


can be used to replace the name of the person.

Listen to teacher/classmate use the pronoun she to tell about some pictures.

Day 5





Post Assessment



Listen to a short story with beginning, middle and end. (See Appx-Anna’s New Book)Arrange three cut-out pictures (beginning, middle, end)


Use the pronouns he or she in sentences

Pick a picture of a boy/girl

Say something about the picture using the pronouns he or she

e.x. He has a book.




Oral Language: Listen and respond to the stories of others

Phonological Awareness: Recognize, distinguish, and supply words that end with the same sound

Listening Comprehension: Sequence events in the text listened to (beginning, middle, end); Making inferences

Vocabulary and Grammar: Discriminate and use pronouns he and she in sentences

Day 1





Post Assessment


Answer who, what, when, where, why questions

Arrange a 3-picture sequence

Find the meaning of the word “fiesta”

Listen to the story about going to the fiesta

(Paco and Lisa at the Fiesta; See Appx. A1)

Answer who, what, when, where, why questions

Sort the pictures to show what the characters ate.

Identify and give names of “food” that has the same ending sound as “fiesta”


Recognize the use of he and she in sentences

Tell about what the characters ate using the pronouns he and she.

Day 2





Post Assessment

Oral Language, Listening Comprehension

Share about others’ experiences

Draw the answer to the question “Have

Look at the teacher’s drawing of

Listen to a classmate tell about what the

Pair-Share:Answer the question:


and Phonological Awareness

you been to a fiesta? What did you eat there?

what she ate at a fiesta

teacher ate at the fiesta

What did your classmateeat at the fiesta?A: He/She ate ________.


Use the pronouns he or she in sentences

.

Day 3





Post Assessment


Answer who, what, where, when and why questions

Find the meaning of the words “kite, ladder, heard”

Using the story “Paco and Lisa at the Fiesta,” name the things that the characters ate

Listen to the story of “Paco and Lisa at the playground.”

Sort the pictures to show what the characters did


Use the pronouns he and she in sentences

Tell about what the characters did using the pronouns he and she

Day 4





Post Assessment


Share about others’ experiences

Draw about what you did at the playground.

Look at the teacher’s drawing of what she did at

Listen to a classmate tell about what teacher did at

Pair-Share:Answer the question


Awareness the playground the playground Q: What did your classmate do at the playground?A: She played at the swing.


Use the pronouns he and she in sentences

Day 5





Post Assessment


Tell about other’s experiences in the correct sequence

Find the meaning of thewords “breakfast, lunch, dinner”

Pick a paper puppet of a girl or a boy.

Choose the food items from the board that he or she will eat for breakfast, lunch and dinner. Draw the food items in the correct order.

“What did the child have for breakfast, lunch and dinner?”S: She had eggs for breakfast. She had fish for lunch. She had chicken for dinner.

Whole Class Activity: Play Egg or Bread?(Identify which words have the same ending as bread or egg)

Vocabulary and Use the


Grammar pronouns he and she in sentences




Oral Language: Identify cause and effect relationships

Phonological Awareness: Recognize, distinguish, and supply words that have the same middle sound

Listening Comprehension: Identify cause and effect relationships

Vocabulary and Grammar: Use the pronouns his and hers in sentences

Day 1





Post Assessment


Answer what, when, where, who, why questions

Match 3 sets of pictures (cause and effect)

(See Appx. C1)

Find the meaning of the words “poster, wiped, picked up, served, warm”

Listen to a story about a barangay clean up (See Appx. A1)

Answer what, when, where, who, why questions


Day 2





Post Assessment


Recognize cause and effect relationships in the text.

Look at pictures of cause and effect relationships from the text.

(See Appx. C2)

Listen to teacher do a think-aloud. Watch teacher match the pictures B (effect) to the pictures A on the board (cause).

Listen to more examples and identify which picture is the effect.

(See Appx. C3)


(See Appx. C2)


Day 3





Post Assessment


Identify effects using pictures

Group Work: Match the pictures of the effects to the pictures of the causes.

(See Appx. C4)

Individual Work: Match the pictures of the effects to the pictures of the causes.

(See Appx. C5)


Day 4





Post Assessment


Use the pronouns “hers” and “his” in sentences

Recognize, distinguish and supply words that have the same middle sound

Listen to the words that the teacher will say. Do a particular action if the middle sound of the word is the same with the middle sound of the given word.

See Appx. C6

Vocabulary and Recognize the Look at the Listen to Answer the *Homework:


Grammar use of the pronouns “hers” and “his”

pictures of things used for cleaning

teacher use the pronoun his and hers to refer to the owner of the things.Q: Whose dustpan is this?A: This dustpan is Narim’s. This dustpan is his.

question “Whose is this ____.” for the other things used for cleaning- broomstick- pail- rag- sack

Bring something that you own.

Day 5





Post Assessment


Tell about self and others

Watch and listen to teacher share about what a classmate owns.

Q: Whose toy is this?A: This toy is hers.

Watch and listen to a classmate share about what another classmate owns.

Q: Whose bag is this?A: This bag is Nico’s.A: This bag is his.

Participate in an activity where in you will use the pronouns “his” and “hers” to tell about who owns which.

(See Appx. C7)


Use the pronouns “his” and “hers” in sentences




Oral Language: Identify cause and effect relationships

Phonological Awareness: Recognize, distinguish, and supply words that have the same middle sound

Listening Comprehension: Identify cause and effect relationships

Vocabulary and Grammar: Use the pronouns his and hers in sentences

Day 1





Post Assessment


Answer who, what, where, why questions

Match 3 sets of pictures (cause and effect)

(See Appx. C1)

Find the meaning of the words“seeds”, “sprout”, “shine”

Listen to a poem about a growing plant

See Appx. A1

Answer who, what, where, why questions


Day 2





Post Assessment


Recognize and identify causes using pictures

Look at the picture of a plant.

Listen to teacher do a think aloud.

Why did the plant grow?

Answer: The plant grew because Ben

Why else do you think did the plant grow?

Choose among the pictures on the board.

(see Appx. C2)


Recognize, distinguish, and supply words that have the same middle sound

took care of it. Play a game. Identify the word that has the same middle sound.

(See Appx. C6)


Day 3





Post Assessment


Identify the cause among the choices

Group work: identify the cause given the effects (pictures)

See Appx. C3

Individual Work:identify the cause given the effects (pictures)

See Appx. C4


Day 4





Post Assessment


Recite a poem Recite the poem about a plant (Ben’s garden)


Use the pronouns his and hers in

Look at a picture of a garden and a

Listen to teacher tell about Ben’s

Look at objects owned by classmates


sentences plant garden and plant

T: This garden is Ben’s.This garden is his.This plant is Ben’s.This plant is his.

inside the classroom. (toothbrush, notebook, pencil, etc)

Tell about who owns the objects using the pronouns his and hers. T: This pencil is Pima’s. Whose pencil is this?A: This pencil is hers.

Day 5





Post Assessment


Find the meaning of the words “tool, mop, baker, mailman”

Listen to a song Whose is this?


Use the pronouns his and hers in sentences

Look at the pictures of the community helpers and their things

Listen to teacher answer the question Whose ___ is this?

Listen to a classmate answer the question Whose ___ is this?

Pair share:Get 5 pictures of community helpers with their things. Answer the question Whose ___ is this?

(See more community helpers and

Look at pictures of famous people and the things they own.

Sort the pictures into two groups (his and hers)

*When the teacher calls


their things in Appx. C5)

you, tell about the pictures using the pronouns his and hers




Oral Language: Predict the next event based on the story

Phonological Awareness: Recognize that words can be broken down into individual phonemes

Listening Comprehension: Predict the next event based on the story

Vocabulary and Grammar: Recognize, identify and use the pronoun it in sentences

Day 1





Post Assessment


Answer who, what, where, when and why questions about the story

Look at the first two pictures

Color the picture that comes next

(Appx. C1)

Find the meaning of the words “squash, onion, tomato, eggplant, cabbage, market list”

Listen to the story about a trip to the market

(A Trip to the Market; See Appx. A1)

Watch teacher arrange the pictures1. Obet and Lola Remi went to the market. 2. Obet and Lola Remi got food items from the market. 3. Obet and Remi went home.

Watch and listen to teacher do a think-aloudQ: Which of the three pictures will come next?


Recognize and use the pronoun it in

Watch teacher show the different food

Watch and listen to teacher list the

Replace the naming word of a thing with the


sentences items that the characters bought in the story

food items bought in the marketT: The squash is big. It is big.

pronoun it. (using the other food items from the story)The eggplant is violet. The ____ is violet.The cabbage is green.The ____ is green.The tomato is red. The ____ is red.The onion is white. The ____ is white.

Day 2





Post Assessment



Identify the event that will happen next based on the story listened to

Find the meaning of the words: bread, hotdog, catsup, excited, vendor

(also discuss the sounds/ phonemes in each word)

Listen to the story about a trip to the market

(A Special School Day; See Appx. A2)

Watch and listen to a classmate arrange the pictures of the events in the story1. Teacher Ara told the class about their special school day. 2. Obet asked Lolo Jun to go with him to the market. 3. Obet and


Lolo Jun bought the food items they needed.

Watch and listen to teacher do a think-aloud.T: Which of the three pictures will come next?


Replace the naming word with the pronoun it

Replace the naming word of a thing with the pronoun it.

Ex. The bread is soft. ____ is soft.

Day 3





Post Assessment


Share about own experience

Draw food items that you want to buy from the market

Look at the teacher’s drawing of what she bought from the market

Look at the things from the “school market” that teacher prepared in the classroom

Listen to a classmate tell about what teacher bought at the market

S: The pechay is green. It is green.

Watch and listen to teacher pick an item and tell

Listen to a classmate tell about what s/he bought from the market.

S: The mango is yellow. It is yellow.

Pick one item from the “school market.” Tell something about each item using the pronoun it. S: I will buy a carrot. It is orange.


something about it.

T: I will buy a pencil. It is long.


Use the pronoun it in sentences

Day 4





Post Assessment



Identify the event that will happen next based on the story listened to

Find the meaning of the words: excited, stick, string

Listen to the story about a “A Flying Toy"

(See Appx. A3)

Arrange the pictures of the events

Identify the event that will happen next(See Appx. C2)



do post-assessment here

Day 5





Post Assessment


Identify the event that will happen next based on the the story listened to

Color the picture that will happen next

(See Appx C2)







Oral Language: Predict the next event based on the story

Phonological Awareness: Recognize that words can be broken down into individual phonemes

Listening Comprehension: Predict the next event based on the story

Vocabulary and Grammar: Use this is and that is in sentences

Day 1





Post Assessment


Answer who, what, why, when and where questions

Identify what will happen next

Listen to the teacher tell about the pictures.

Color the picture that you think will happen next.

(See Appendix C1)

Find the meaning of the words: build, tools, hammer, saw, measuring tape

Answer the motivation question

Watch teacher arrange the pictures1. Dan asked about the tools.2. Dan helped Mang Manny keep his tools.3. The box of tools fell.

T: The box of tools fell. What do you think will Dan do with the tools?


Recognize the use of the pronoun phrase This is

Watch teacher show the different tools from the story

Watch and listen to teacher introduce the different toolsT: This is a hammer.This is a saw.


This is a measuring tape.

Day 2





Post Assessment



Listen to the short story “The Santol Tree”(See Appendix A2)

Watch and listen to the teacher identify the details of the story

Listen to teacher do a Think-Aloud about what will happen next

Identify what will happen next in the following short stories:“Hannah’s Fruit Juice”“Snack Time”


Use the pronoun phrase This is

Listen to the instructions of the game

Participate in a game

(See Appx. C2)

Day 3





Post Assessment



Find the meaning of words: spilled and rag

Listen to the teacher break down the word rag into individual

Identify what will happen next in the following short stories:“Oops!”“Bedtime”(see Appendix A2)


phonemes/ soundsIdentify the sounds in a given word


Recognize the use of the pronoun phrase That is in a sentence

Day 4





Post Assessment



Identify what will happen next in the following short stories:

(See Appendix A2)

Participate in a role play activity in which students will act out what will happen next in some scenarios.(See Appendix C3)


Use the phrase That is in a sentence

Day 5





Post Assessment



Listen to the teacher read short stories and look at

Participate in a game on what will happen next


Awareness posted pictures. Predict what will happen next (in pairs).

Identify sounds in the word wet

Participate in an activity on identifying sounds in a given word

(See Appx. C3)


Use This is / That is in sentences




Oral Language: Identify the problem and solution in the story

Phonological Awareness: Recognize, distinguish, and manipulate sounds in a word

Listening Comprehension: Identify the problem and solution in the story

Vocabulary and Grammar: Use these are and those are in sentences

Day 1





Post Assessment


Answer the questions who, what, where, when and why

Recognize the problem and solution in the story

Find the meaning of the phrases:“Flap your wings.”“fly”

(for motivation : Ind. LP)Let’s clap together.

Let’s laugh together.

Let’s wave together.

Let’s sit together

What else can

Listen to a story Up, Up and Away

See Appx. A1

Watch and listen to teacher fill in the story frame

T: What is the title of the story?

Who are the characters in the story?

What did they want to do?

But what is the problem? (problem - They were scared.)

So what did they do?


we do together?

In the story, let’s find out what the characters will do together.

Manipulation of letter sounds (Let’s turn sit to run)

(solution - They flew together.)

What happened in the end?

* Post picture of problem* Post picture of solution


Day 2





Post Assessment


Identify the problem and solution in the story

Find the meaning of the word ‘build’.

(schema: individual LP:show a picture of a house with different parts: fence, logs, posts, wall, floor, roof, etc.)

Listen to a story The Most Beautiful House in the Forest

See Appx. A2

Fill in the story frame.

What is the title of the story?



But what is the problem?

So what did they do?



* Post picture of problem* Post picture of solution


Day 3





Post Assessment

Oral Language,Listening Comprehension and Phonological Awareness


Find the meaning of the words “umbrella”

Listen to the story “Is it raining?”

Answer the questions about the story


Day 4





Post Assessment


Recall the story The Most Beautiful House in the Forest

Word Game: Change sounds to the word log and


make new words!


Recognize the use of these are and those are

Look at some pictures on the board

logspostsanimals

Listen to teacher tell about the pictures.T: These are logs.Those are logs.

These are posts.Those are posts.

These are animals.Those are animals.

Generalization: We use these are to talk about things/animals/persons that are near. We use those are when we talk about things/animals/persons that are far.

Look at real objects the teacher will show

Listen to a classmate use these are and those are to name the objects

See Appx. C2

Pair share: Name objects by using these are and those are (do the actions: *these are:touch the objects; *those are: point to the objects)

Day 5





Post Assessment

Oral


Language,Listening Comprehension and Phonological Awareness


Recognize the use of these are and those are

Look at the picture monologue of a character on the board

Listen to teacher read the monologue using these are and those are to name the objects on the board

Color the objects that the teacher refers to

ExampleThese are my shoes.(picture near the character)

Those are my books. (picture far from the character)

Activity Sheet:Color the objects that the teacher refers to




Oral Language: Identify the problem and solution in the story

Phonological Awareness: Recognize, distinguish, and manipulate sounds in a word

Listening Comprehension: Identify the problem and solution in the story

Vocabulary and Grammar: Use these are and those are in sentences

Day 1





Post Assessment




Given the problem, choose the solution

See Appx. C1

Find the meaning of the words or phrases: “wish, fell down, skate,

Listen to the story Leonel

See Appx. A2

Watch and listen to teacher fill in the story frame



What did he want to do?

But what is the problem? (problem)

So what did he do? (solution)

* Post picture

Think of a wish or something that you want to have

Think of a solution on how to get it

(Activity Sheet)


of problem* Post picture of solution


Day 2





Post Assessment




Find the meaning of the phrases: “pick some flowers”“ride on my back” “I’ll take you there”

Listen to the story Up The Mountain

See Appx. A1

Complete the story frame:




But what is the problem? (problem)

So what did they do? (solution)


Listen to the story Are You My Mother

See Appx. A3

Answer activity sheetSee Appx. C2


Day 3






Post Assessment


Recall the story “Up the Mountain”

Recall the story Up The Mountain


Recognize and use this is and these are in sentences

Look at the pictures on the board

(picture of flower and flowers)(picture of a duck and ducks)

Listen to teacher name the objects by using this is and these are

Ex:This is a flower.These are flowers.This is a duck.These are ducks.

Generalization:This is used when there is only one object near the speaker.These are used when more than one object is near the speaker.

Listen to some classmates name the animals using this is and these are(picture of animals on the board)

Ex.snail, snailsturtle, turtlescow, cows

Use this is and these are in sentences through an activity

Ex. Mystery Bag

See Appx. C2

Day 4





Post Assessment

Oral Language, Listen to a Listen to a Listen to


Listening Comprehension and Phonological Awareness

song that uses that is and those are

song that uses that is and those are

See Appx. A3

teacher add and delete sounds in a word. Notice how the word changed and its meaning.


Recognize and use that is and those are in sentences

Nature Walk:Go outside the classroom and look around

Listen to teacher name the objects using that is and those are

Listen to some classmates name the objects outside using that is and those are

Look around the classroom and name the object or objects using that is and those are

Day 5





Post Assessment


Listen to teach say the words.

Identify the beginning, middle and ending sound.

Change the beginning/ ending/middle sound to another sound and say the new word formed.


Use that is and those are in sentences

Listen to the teacher as he or she divides


the class into smaller groups. Remember your grouping.

Wait as the teacher calls each group in front of the classroom

While waiting, work on activity sheets.

Small group in front:1. Look at a big picture with lots of things in it. (ex. garden or park)3. Identify the thing/s in the picture by using that is and those are.


Documents

Grade 1 – ENGLISH FOURTH QUARTER · PDF fileGrade 1 – ENGLISH FOURTH QUARTER 4th Quarter → Week 1 Theme: My School and Friends Oral Language: Use simple greetings and polite