Reading works!1 tm_unit1-watermark

Unit 1
Knowing Myself

Chapter 1
Discovering Me

Lesson 1 I Am Special

I. Hits
At the end of this lesson, the pupils should be able to
1. match words that rhyme;
2. distinguish consonants from vowels by naming them;
3. identify short and long vowel sounds; and
4. read familiar words with short vowel sounds.

II. RSS Feed
A. Title of the Selection: Special Like Me
B. Values Integration: appreciation of oneself and what one has
C. Materials: song poster of “If You’re Special” and “Apples and Bananas,”
alphabet ﬂash cards, pictures of consonant-vowel-consonant (CVCs) words

III. Live Streaming
1. Read aloud the poem in Connect with the pupils.
2. Ask the pupils to read aloud the word pairs listed in Connect. Afterward,
ask them if they noticed anything about the ending sound of the word pairs.
Explain that each pair of words has the same ending sound. Ask them to
identify the ending sound in each word pair.
3. Ask some pupils to come up with their own pairs of rhyming words. Remind
them that the words in each pair should have the same ending sound.
4. Allot ﬁve to seven minutes for the pupils to answer the exercise in Search.
Check their answers before proceeding to the selection.
5. Read aloud the poem “Special Like Me” with the class.

6. Ask the pupils to name the things that they can do. Ask some pupils to
demonstrate these actions in class. Then compare their actions to those of
animals using the following guide questions:

• How do animals move? (Ask the pupils to name some animals and

have them demonstrate the movement of the animals they have

identiﬁed.)

• What are the things that animals can do?

• How are we different from animals?

• What are the things that you can do that animals cannot do?
7. Unlock the word special. Associate the word with the following concepts:

• clothes that people wear on special occasions such as their

birthday

• food that families prepare for celebrations

• days when there is no school because of special events/occasions
8. Suggested engagement activity:
Sing “If You’re Special” to the tune of “If You’re Happy and You Know It”

with the class.

If you’re special and you know it, clap your hands. (2x)

If you’re special and you know it, tell the world that you can show

it,
If you’re special and you know it, clap your hands!

9. Let the pupils answer the comprehension questions in Click on their own to
gauge their understanding of the poem. Process the questions afterward by
asking the pupils to share their answers.
10. Discuss consonants and vowels. Use the alphabet ﬂash cards to guide the
class in identifying consonants and vowels.
11. Discuss short and long vowel sounds. Guide the class in reading the words
listed in Link.

2 Reading Works! 1

12. Allot five to seven minutes for the pupils to answer Activity 1. Let the students
check their own work as you discuss the correct answers.
13. You may teach the song “Apples and Bananas” so that the class will learn how
to produce the short a sound.
I like to eat, eat, eat, apples and bananas. (4x)
14. List word pairs like things/wings, sing/sting on the board. Ask the class to
compare the words in each pair.
15. Define what rhyme means. Say that these are words that have the same ending
sound.
16. Give other examples of words that rhyme. Use words with short and long
vowel sounds.
17. Ask the pupils to do Activity 2. Check their work afterwards.
18. Have the pupils pair up to work on the activity in Upload. When they are
finished, call on each pair to present the poem they created. Make sure that
everyone in the class listens to those who are presenting in front of the class.

IV. Update
• http://www.roythezebra.com/reading-games-words-that-rhyme.html
• http://pbskids.org/lions/games/stacker.html

Teacher’s Manual 3

Lesson 2 I Recognize How I Feel

I. Hits
1. recognize emotions;
2. identify the emotion described in a text;
3. make masks to show different feelings; and
4. work cooperatively with classmates on a given task.

II. RSS Feed
A. Title of the Selection: I Feel Good
B. Values Integration:
1. belief in one’s self
2. helpfulness
3. sharing of one’s feelings with others
C. Materials: for the mask-making activity: paper plate, markers or crayons, string
or rubber bands, scissors

III. Live Streaming
1. Write the words mad and sad on the board. Ask the pupils to tell in their own
words what each word means. Ask them to use each word in a sentence.
2. Use probing questions to unlock the vocabulary word feelings/emotions:
• Are you sad/mad today?
• What makes you sad/mad?
• Can you show a sad/mad face?
• What do you call being sad/mad? (feelings/emotions)
• What are other feelings/emotions that you can show?
3. After the discussion, ask the class to do the activity in Connect.
4. Allot ﬁve to seven minutes for the pupils to answer Search. Check their answers
before proceeding to the selection.
5. Read aloud the poem “I Feel Good” with the class. You may divide the class
into two groups and assign each group to read aloud one stanza. Ask the
pupils to come up with actions or gestures that they can do as they recite the
poem.

4 Reading Works! 1

6. Identify and say the activities mentioned in the poem. Ask the pupils to raise

their hand if they can do each activity that you said.

7. Ask the pupils to answer the questions in Click.

8. You may ask other questions to check the pupils’ comprehension of the selection

such as

• What are some other things that you can do on your own?

• How does this make your parents feel?

• What are the things that you can teach your friends to do?

9. When they are done answering the questions, pair up the pupils and allow

them to share and discuss their answers with their partner.

10. Discuss the topic in Link. You may ask the pupils to share stories on poems that

make them feel different emotions.

11. Guide the pupils in accomplishing the activities in Link. After each activity, let

the pupils share and discuss their answers with a partner.

12. Review the different kinds of feelings/emotions. Ask the pupils to name them

one by one.

13. Show a mask that you have made in advance. Go over the instructions on how

to make a mask given in Upload and guide the pupils in making their own

masks. Have a sharing of masks in class.

Enrichment:

1. Sing the song “If You’re Happy and You Know It.”

If you’re happy and you know it, clap your hands. (2x)

If you’re happy and you know it,


Then your face will surely show it.

If you’re happy and you know it, clap your hands.

2. In the next two rounds of the song, replace happy/clap your hands with

sad/dry your eyes and mad/stomp your feet.

3. After singing, divide the class into ﬁve groups. Assign each group a

scenario showing a particular emotion/feeling by drawing lots. Ask

the class to guess the feeling/emotion showed by each group. The

following are the scenarios to be acted out by the groups.

• Scenario 1: A pupil sneaks behind a classmate and surprises him

or her. (surprised)
• Scenario 2: A person is watching a sad movie. (sad)
• Scenario 3: A person drops a cup or a vase and breaks it. (scared/
afraid/frightened)
• Scenario 4: A person wins in a contest. (happy)
• Scenario 5: A pupil takes a classmate’s bag without permission.
(mad)

IV. Update
http://www.roythezebra.com/reading-games-words-that-rhyme.html

6 Reading Works! 1

Lesson 3 I Take Care of Myself

I. Hits
1. connect actions to their effects;
2. maintain cleanliness in themselves and in their surroundings;
3. tell what a sentence is;
4. identify the different kinds of sentence; and
5. write simple sentences using correct punctuation marks.

II. RSS Feed
A. Title of the Selection: Keep It Clean
1. proper hygiene
2. responsibility
3. self-importance
C. Materials: pairs of pictures that show actions and their corresponding results

III. Live Streaming
1. Let the pupils answer the exercise in Connect.
2. Explain to the pupils that all actions have their corresponding results. Use the
picture pairs to demonstrate this. Randomly arrange the action pictures and
result pictures in separate columns. Then call on pupils to match each action
picture with its corresponding result picture. Afterward, proceed to checking
the pupils’ answer to the Connect exercise.
3. Before doing the Search exercise, unlock the vocabulary words itch, sweat,
and germs using the following guide questions:
a. Itch
• What happens when a mosquito bites you?
• When you start to itch, what do you do?
b. Sweat
• How do you exercise?
• What happens to your skin while you exercise?


• When you are already covered in sweat, what should you do?
c. Germs
• What do all dirty things have?
• How can dirty things make us sick?
• Why is it important to wash your hands before eating?
4. After unlocking the words, ask the class to answer the exercise in Search.
5. Ask the class to read the selection “Keep It Clean” quietly as you read it aloud
to them.
6. Discuss the selection by asking the pupils to talk about how they prepare for
school.
gauge their understanding of the selection. Process the questions afterward by
asking them to share their answers.
8. You may use Darren and Sara’s conversation from Download to introduce the
kinds of sentences.
9. Ask the pupils to describe Darren and Sara. Ask what they are talking
about.
10. Say that sentences are used to talk about things around us.
11. Discuss the different kinds of sentences and give an example for each. Ask the
pupils to make their own sentences.
12. Write the sentences on the board. Ask the pupils to look at the end marks of
each sentence. Introduce the period, question mark, and exclamation point.
Explain how to use these punctuation marks properly.
13. Ask the pupils to answer the activites in Link. Check their work afterward.
14. Guide the class in doing the Upload activity.

IV. Update
• http://a4esl.org/q/j/ck/ed-punct01.html
• http://www.quia.com/rr/11505.html

8 Reading Works! 1

Lesson 4 I Am Thankful for Being Me

I. Hits
At the end this the lesson, the pupils should be able to:
1. identify the weather;
2. prepare for a particular weather; and
3. make predictions using details from a given situation.

II. RSS Feed
A. Title of the Selection: My Big Sister
1. pride of oneself
2. responsibility
3. appreciation and acknowledgement of one’s capabilities
C. Materials: an inﬂatable ball, picture of a stormy day

III. Live Streaming
1. Guide the pupils in answering the exercise in Connect. Discuss the correct
answers afterward.
2. Talk about the weather. Ask the students to identify the different kinds of
weather in the Philippines.
3. Discuss brieﬂy what people do during a particular type of weather.
4. Show a picture of a stormy day. Ask the pupils to identify the weather in the
picture and describe what happens during such weather.
5. Ask the class to answer the exercise in Search. Explain each vocabulary word
as you check the exercise with the class.
6. Ask the pupils to listen as you read aloud the selection “My Big Sister.”
7. After reading the selection, ask probing questions to measure how well the
pupils understood what they have heard. Ask about the children in the story,
what happened during the night, what Mandy did to help Josh, what Josh felt
after the events in the story, etc.


gauge their understanding of the selection. Process the questions afterwards
by asking them to share their answers.
9. Perform this simple experiment in class.
a. Show the pupils an inﬂatable ball. Call on some pupils to predict what
will happen if you throw the ball towards them. (The ball will hit someone
and that person may get hurt or catch the ball instead.) Throw the ball to
a pupil to demonstrate the result.
b. Retrieve the ball. Call on some pupils to predict what will happen if you
roll the ball towards them. (The ball will touch someone but not hurt him
or her.) Roll the ball toward a pupil to demonstrate the result.
c. Retrieve the ball. This time, call on some pupils to predict what will
happen to the ball if the air spout on the inﬂatable ball is left open. (Air
will exit the ball and the ball will lose its shape.) Open the air spout to
demonstrate the result.
d. Explain the concept of predicting outcomes. Explain that we can easily
predict the result of some actions and conditions.
e. Ask the pupils to answer the exercise in Link. Check their answers
afterwards.
10. Guide the class in doing the Upload activity.

IV. Update
http://www.testdesigner.com/questions/Making_Predictions/Grade_1
(Web site last accessed on 8 September 2011)

10 Reading Works! 1

Chapter 2
Proud to Be Me

Lesson 1 Me and My Family

I. Hits
1. identify the members of a family;
2. identify characters in a story; and
3. unlock vocabulary words by using context clues.

II. RSS FEED
A. Title of the Selection: A New Baby Brother
1. appreciation of oneself and one’s family
2. cooperation
3. love for oneself and one’s family
C. Material: song poster of “Where Are the Members of the Family”

II. Live Streaming
1. Sing “Where Are the Members of the Family?” to the tune of “Where Is
Thumbkin?” Tell the pupils to raise a ﬁnger on their hand for each member of
the family mentioned in the song.
Where is father? (2x)
Here I am. (2x)
How are you this morning?
Very well, I thank you.
Run away! (2x)
2. In the next four rounds of the song, change father to mother, brother, sister,
and baby.
3. Have the pupils answer the exercise in Connect. Check their answers
afterwards.


4. Unlock vocabulary words by asking the pupils to answer Search. Discuss the

correct answers with the class afterward.

5. Ask the pupils to listen as you read aloud the selection “A New Baby

Brother.”

6. After reading the selection, ask probing questions to measure how well the

pupils understood what they have heard.




8. Explain to the pupils that characters are the people, animals, or other creatures

in a story. Ask them to identify the characters in the selection.

9. Tell the pupils to answer the exercises in Link. For Activity 2, have them read

the passage aloud before answering the questions that follow. Check their

answers afterward.

10. Guide the class in doing the Upload activity. You may call on some pupils to

present their work in the class.

IV. Update
• http://www.learner.org/interactives/story/characters.html

12 Reading Works! 1

Lesson 2 I Spend Time with My Family

I. Hits


1. identify signiﬁcant details about a person;

2. analyze characters according to how they appear in the selection;

3. show enthusiasm in performing class activities; and

4. show cooperation in group work/activities.

II. RSS Feed
A. Title of the Selection: A Special Day


1. love for family

2. quality time with the family

C. Materials: a table showing the characteristics of a father and a mother

III. Live Streaming

1. Show the pupils a table detailing the characteristics of a father and a mother.

Discuss the chart with the class.

2. Ask the pupils to create a similar table featuring their mother or father. You

may give this as an assignment. You may also ask the pupils to write their

tables on a sheet of cartolina.



4. Introduce the selection by asking the pupils to name activities that they do with

their families. Call on some pupils to share their experiences.

5. Ask the pupils to read the selection quietly.





7. Talk about the characters from the selection. Ask the pupils to describe the

characters according to what the selection tells about them.

8. Discuss character analysis. Explain that analyzing characters is a way of

knowing the characters more. This helps the reader understand the story better

by making the relationships between the characters clearer to the reader.

9. Guide the students in answering the exercises in Link.
10. To reinforce the concept learned, divide the class into four groups. Explain

the rules in playing charades. Remind the pupils that members in each group

should take turns acting out the items to be guessed.

IV. Update
http://www.ehow.com/how_5193299_analyze-ﬁctional-character.html

14 Reading Works! 1

Lesson 3 My Family Helps Me

I. Hits
1. develop concern for family members;
2. identify the problem and the solution in a story; and
3. give possible solutions to a problem.

II. RSS Feed
A. Title of the Selection: Lost and Found
1. love for family
2. helpfulness
C. Materials: a picture of a duck; blindfold

III. Live Streaming
1. Guide the pupils in doing the activity in Connect.
3. Show a picture of a duck. Ask the pupils where ducks are usually found and
what they like to do. Ask them what baby ducks are called.
4. Ask the pupils to read the dialogue between Sara and Darren to introduce a
simple example of a problem and a solution.
5. Tell the pupils to read silently as you read aloud the selection “Lost and
Found.”
7. Call on some pupils to recall speciﬁc details about the selection, starting with
the characters. Ask the pupils to identify the main problem in the story and
how it was resolved.
8. Discuss the elements of problem and solution in a story. Explain that these
elements drive the action in a story by giving the characters something to do.


9. Guide the pupils in answering the activities in Link. Discuss their answers
afterward.

Enrichment:

Have the pupils play the Twisted Arms Game.

a. Assign a pupil to be the solution maker. Tell the rest of the class to

hold hands and form a big circle.

b. Blindfold the solution maker. Then direct the pupils in the circle to

go over and under each other’s arms without breaking the circle

until they form a twisted mass.

c. Remove the blindfold from the solution maker and instruct him or

her to untwist the mass without breaking the circle.

10. Guide the class in doing the Upload activity. Tell the pupils to present their

work in class.

IV. Update
http://www.readingquest.org/strat/problem.html

16 Reading Works! 1

Lesson 4 I Am Thankful for My Family

I. Hits
1. recall information from a text they have read;
2. identify the characters in a story by naming them;
3. arrange words alphabetically; and
4. show concern for a sick loved one by making a get-well card.

II. RSS Feed
A. Title of the Selection: Oh No! Mom is Sick!
1. love for oneself and for family
2. cooperation
C. Materials: bond paper or cartolina, art paper, colored pens, crayons, scissors,
glue, and other materials for the get-well card

III. Live Streaming
1. Start the lesson by letting the pupils answer the questions in Connect. Have a
sharing of answers afterward.
3. Before reading the selection, ask the pupils if they have ever been very sick.
Call on some pupils to share their experiences when they were sick. Ask the
volunteers to recall what their family members did to help them get well. Then
ask the pupils to read the selection quietly.
4. Tell the pupils to answer the comprehension questions in Click on their own to
5. Begin the discussion on alphabetizing by asking the pupils to recite the
alphabet.
6. Write the letters A, B, C, D, and E in a column on the board. Then point on a


letter and call on a student to name a word that begins with that letter. Write
the word beside the letter.
7. Afterwards, ask the students to take note of the arrangement of the words. Ask
them why the word that begins with the letter A comes ﬁrst in the list, the word
that begins with letter B comes second, and so on. Explain that the method of
arranging words according to the order of the letters in the alphabet is called
alphabetizing.
8. Discuss the guidelines in arranging words alphabetically. Then guide the
pupils in answering the in Link exercises.
9. Guide the pupils in making a get-well card for a sick love one. Tell them to
write words of encouragement and wish to get well soon. Encourage creativity
in doing the cards. Refer them to Upload for additional instructions.

IV. Upload
http://henryanker.com/Language/Language_Skills/Alphabetizing/
Alphabetizing_Set_1.swf

18 Reading Works! 1

ANSWER KEY

Unit 1
Chapter 1

Lesson 1: I Am Special

Search

1. bite

2. sing

3. rabbits

4. hop

5. unlike

Click

1. Any three of the following: Birds, bunnies, kangarooes, frogs, bees, beetles, bugs

2. Kangaroos – hop; frogs – leap; bees – buzz, ﬂy, sting; and birds – hum, sing, ﬂy

3–6. (Check the pupils’ answers.)

Link

Activity 1

1. cup

2. bug/bee

3. kite

4. sun


Activity 2
1. pet
2. Mat
3. big

4. dig

5. run

Lesson 2: I Recognize How I Feel

Search

1. surprised

2. happy

Click

1. The person in the poem can do many things on his or her own.

2. Comb his or her hair, put on a cap, brush his or her teeth, eat by himself or

herself, pack his/her things, feed his or her pet cat, give his or her water

3. Possible answer: Packing away things like toys. (Check the pupils’ answers.)

4–6. (Check the pupils’ answers.)

Link

Activity 1
1. Possible answer: The story makes me mad.

2. Possible answer: The story makes me scared.

3. Possible answer: The story makes me sad.

Activity 2

(Check the pupils’ answers.)

20 Reading Works! 1

Lesson 3: I Take Care of Myself

Connect

Possible answer:

1. My teeth will get strong, white, and shiny.

2. I will grow healthy and strong.

(Check other answers.)

Search

Objects to be colored: soap, water, towel, and shampoo

Click

1. Kassey took a bath.

2. Kassey took a bath, brushed her teeth, and combed her hair.

3. Margaret forgot to bathe before going to bed. She did not sleep well because she

felt itchy.

4. The body will become dirty and itchy.

5. Possible answer: Eat healthy food and get enough sleep.


Link

Activity 1



Activity 2

1. !

2. .

3. ?

4. .

5. !

Lesson 4: I Am Thankful for Being Me

Connect

1. a

2. b

3. b

Search

1. b

2. c

3. a

Click

1. The children in the story are Mandy and Josh.

2. There was a storm.

3. The sound of thunder scared Josh.

4. Josh was scared.

5. Yes, because Mandy was there to comfort him.

6. (Check the pupils’ answers.)

22 Reading Works! 1

Link

Activity 1

1. The ﬂower will wilt.

2. Jan will be hungry at work and will not have the energy to do his work.

3. Ron will excitedly run outside to see if the delivery is for him.

Activity 2

Possible answers:

1. Jay will ﬂunk his test.

2. His parents will scold him.

3. He will not be able to watch TV again during school days.


Chapter 2

Lesson 1: Me and My Family

Connect

1. e

2. a

3. d

4. c

5. b


Search

1. crib

2. diaper

3. yawn

4. whisper

Click

1. The characters are Kaye, her parents, and her baby brother.

2. The new member of the family was Kaye’s baby brother.

3. She was excited to see her baby brother.

4. Kaye promised to take care of her brother by preparing his milk bottle, playing

with him, and watching him sleep.

5. Possible answer: Yes, because it shows that Kate welcomes her new brother.


Link

Activity 1

1. frog

2. pilot

3. bird

Activity 2

1. The characters are Grace, her brother, and her best friend.

2. Grace’s brother

3. Grace’s best friend

4. Grace forgets things.

5. Possible answer: I will keep it somewhere safe. (Check other answers.)

24 Reading Works! 1

Lesson 2: I Spend Time with My Family

Search

1. big bag

2. mat

3. the picture of the family having picnic

Click

1. The characters are Neng, Tatay Ted, Nanay Lilia, and Kuya Mong.

2. They went to the park to have a picnic.

3. They brought a picnic mat, a basket of food, and a jug with juice.

4. Neng called it a special day because her family got together and went on a

picnic.

5–6. (Check the pupils’ answer.)

Link

Activity 1

1. The main character in the passage is an old woman.

2. She walks slowly and her vision is not clear.

3. The character is described as such because she is old.

4. A man helped her cross the street.

5. Possible answer: The man is helpful.

Activity 2

(Check the pupils’ descriptions.)


Lesson 3: My Family Helps Me

Search

1. a

2. a

3. b

4. b

Click

1. The characters are Mother Duck, her ducklings, and Mrs. Cow.

2. Mother Duck took her ducklings to the pond.

3. It was a good day.

4. One of her ducklings was missing.

5. The missing duckling was sleeping.

6. (Check the pupils’ answers.)

Link

Activity 1

1. Problem: ... It was starting to rain... the decorations will get wet.
Solution: a

2. Problem: One of your friends trips and begins to cry.

Solution: b

3. Problem: But the faucet breaks and the water keeps on ﬂowing.
Solution: a

4. Problem: Your mother is sleeping.

Solution: c

5. Problem: She has a problem and wants to share it with you.

Solution: b
26 Reading Works! 1

Activity 2

Possible answer:

1. sleep easily the night before

2. use an umbrella when going out to buy medicine

3. rest and take medicine

Lesson 4: I Am Thankful for My Family

Search

1. shut 4. sigh

2. supper 5. couch

3. single

Click

1. The characters are Sid, his mom, his dad, and his sister.

2. Sid felt that his mother’s hand was warm. Her mom also looked so tired and

sleepy.

3. Sid felt worried and concerned.

4. Sid called his dad to ask for help.

5. Sid and his sister washed the dishes and cleaned the dining room.

6. (Check the pupils’ answer.)

Link

Activity 1

1. bug, doll, ﬁsh 2. apron, gown, pants 3. bag, book, pencil

Activity 2



Unit Test

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

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

C.
1. b
2. a
3. d
4. c
5. a

D.
1. and, day, wig
2. go, no, so
3. make, rake, take
4. elf, king, nail
5. happy, mad, sad

E.
1. a
2. c
3. d
4. a

28 Reading Works! 1

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