7
Intervention Learning Camp
Lesson Plans and
Teacher Notes
Intervention
Foundational English
Contents
National Learning Camp Overview ........................................................................................ 1
Lesson Overview .................................................................................................................. 2
Intervention Camp................................................................................................................. 3
Foundational English Lesson Plan ........................................................................................ 4
Day 1 .................................................................................................................................. 10
Lesson 1 – Speaking and listening .................................................................................. 10
Lesson 2 – Introduce reading text.................................................................................... 12
Lesson 3 – Comprehension and consolidation ................................................................ 15
Day 2 .................................................................................................................................. 18
Lesson 4 – Speaking and listening .................................................................................. 18
Lesson 5 – Introduce reading text.................................................................................... 20
Lesson 6 – Comprehension and consolidation ................................................................ 22
Day 3 .................................................................................................................................. 24
Lesson 7 – Speaking and listening .................................................................................. 24
Lesson 8 – Introduce reading text.................................................................................... 26
Lesson 9 – Comprehension and consolidation ................................................................ 28
Day 4 .................................................................................................................................. 31
Lesson 10 – Speaking and listening ................................................................................ 31
Lesson 11 – Introduce reading text.................................................................................. 35
Lesson 12 – Comprehension and consolidation .............................................................. 37
Day 5 .................................................................................................................................. 40
Lesson 13 – Speaking and listening ................................................................................ 40
Lesson 14 – Introduce reading text.................................................................................. 42
Lesson 15 – Comprehension and consolidation .............................................................. 44
Day 6 .................................................................................................................................. 47
Lesson 16 – Speaking and listening ................................................................................ 47
Lesson 17 – Introduce reading text.................................................................................. 51
Lesson 18 – Comprehension and consolidation .............................................................. 53
Day 7 .................................................................................................................................. 56
Lesson 19 – Speaking and listening ................................................................................ 56
Lesson 20 – Introduce reading text.................................................................................. 59
Lesson 21 – Comprehension and consolidation .............................................................. 61
Day 8 .................................................................................................................................. 64
Lesson 22 – Speaking and listening ................................................................................ 64
Lesson 23 – Introduce reading text.................................................................................. 66
Lesson 24 – Comprehension and consolidation .............................................................. 68
i
Day 9 .................................................................................................................................. 70
Lesson 25 – Speaking and listening ................................................................................ 70
Lesson 26 – Introduce reading text.................................................................................. 73
Lesson 27 – Comprehension and consolidation .............................................................. 75
Day 10 ................................................................................................................................ 78
Lesson 28 – Speaking and listening ................................................................................ 78
Lesson 29 – Introduce reading text.................................................................................. 82
Lesson 30 – Comprehension and consolidation .............................................................. 85
Day 11 ................................................................................................................................ 88
Lesson 31 – Speaking and listening ................................................................................ 88
Lesson 32 – Introduce reading text.................................................................................. 91
Lesson 33 – Comprehension and consolidation .............................................................. 94
Day 12 ................................................................................................................................ 96
Lesson 34 – Speaking and listening ................................................................................ 96
Lesson 35 – Introduce reading text.................................................................................. 99
Lesson 36 – Comprehension and consolidation ............................................................ 102
Day 13 .............................................................................................................................. 105
Lesson 37 – Speaking and listening .............................................................................. 105
Lesson 38 – Introduce reading text................................................................................ 108
Lesson 39 – Comprehension and consolidation ............................................................ 110
Day 14 .............................................................................................................................. 113
Lesson 40 – Speaking and listening .............................................................................. 113
Lesson 41 – Introduce reading text................................................................................ 116
Lesson 42 – Comprehension and consolidation ............................................................ 119
Day 15 .............................................................................................................................. 124
Lesson 43 – Speaking and listening .............................................................................. 124
Lesson 44 – Introduce reading text................................................................................ 126
Lesson 45 – Comprehension and consolidation ............................................................ 128
Dear Teacher,
Every care has been taken to ensure the accuracy of the information provided in this Booklet.
Nevertheless, if you identify a mistake, error or issue, or wish to provide a comment we would
appreciate you informing the Office of the Director of the Bureau of Learning Delivery via
telephone numbers (02) 8637-4346 and 8637-4347 or by email at bld.od@deped.gov.ph
Thank you for your support.
ii
National Learning Camp Overview
The National Learning Camp offers lessons that are directed by the teacher and designed to be highly
interactive among:
(i)
(ii)
students with their teacher; and
students with their peers.
The Intervention Camp offers students a second-chance to acquire fundamental skills through an
interesting and challenging program designed for students around achievable learning targets on what can
be described as basic/fundamental skill development in both numeracy and literacy.
A strength of the design is the focus on both student and teacher learning. The intentions and expectations
of the Learning camp are for:



students to consolidate and enhance their thinking in topics covered;
teachers to enhance their pedagogical practices by focusing on relevant selected skills, which
include 21st century skills; and
teachers to update, strengthen and expand their pedagogic knowledge in ways that encourage
students to be involved in learning activities at appropriate levels.
Teachers are afforded resources, time and the opportunity to use deliberate practice to further extend
their skills, knowledge and understandings of teaching and how students learn. The lessons are designed to
apply subject content already encountered by students.
One important purpose of the subject content review by teachers at the beginning of each lesson is to
determine students’ subject background knowledge and skills, enabling teachers to build on this. This
activity also reminds students of what they have already encountered.
Under an integrated banner of ‘Science of Learning’, research-evidence advances in applying disciplines to
education practice such as the learning brain, cognition, teacher and teaching growth, and learning
development is adding to our knowledge of teaching and learning. This Camp draws on information in this
field that has highlighted the need to go beyond what might be considered current practice in the
Philippines and incorporate ideas and approaches to enhance teaching and learning for all.
1
Lesson Overview
Each lesson in Foundational English and Foundational Mathematics contains a set of components that are
repeated each day of the Camp. The estimated time to deliver each component is provided to assist the
teacher pace the lessons. Time management involves moving through components at a pace that is
appropriate for the students while still ensuring that the components are completed in a timely, efficient
and constructive manner. However, in the end, the pace of the lesson will be determined by the students’
needs and strengths.
Nevertheless, there needs to be practical limits on the duration of the components to prevent major
disruption of lessons. When times are allocated appropriately, and students become familiar with the
approach and teacher expectations, concept development and student skill levels are improved.
Research findings related to student learning quality and ‘time’ are related to student ‘time-on-task’. Timeon-task refers to the time students are actively involved (engaged) in some aspect of the learning process
in class. The suggested times for each component are intended to maximize the time available for student
involvement. This will encourage the student to work efficiently, timewise, through the lesson.
Care needs to be exercised in determining what engagement means. Engagement is clearer when students
are doing the learning through answering questions, writing, discussing and reading.
Establishing on-task time is more problematic when the teacher talks and students passively listen, such as
in didactic teaching. With such an approach it is difficult to determine whether students are listening or
paying attention.
Critical aspects of the National Learning Camp for the teacher include questions related to learning areas,
based around a key aspect of Basic Mathematics or English. Students are provided with opportunities to
deliberately practice these aspects to help improve their conceptual understanding by attempting to
become automatic, i.e., reach automaticity.
Teacher reflection on the lessons presented can offer important insights to stimulate teachers to enhance
their own practice and the learning of their students.
2
Intervention Camp
The Enhancement Camp provides opportunities for students who cannot demonstrate either basic
arithmetic calculations across the four operations in Mathematics or essential word recognition or reading
in appropriate texts. The Camp offers opportunities for students to create new or further skills,
understandings and knowledge as part of a process that requires students being able to respond
automatically to basic mathematics questions and read sentences fluently, which are relevant to their
learning situation.
All lessons in each of Foundational Mathematics and Foundational English contain a selected list of
components. Approximate timings for the components are indicated to guide the teacher in pacing the
lessons. The suggested times for each component are intended to maximize student involvement.
The overall aim is to improve students’ information retrieval times to levels that free working-memory
capacity from an excessive focus on mundane or routine tasks. In this way, students can engage
meaningfully in more demanding classroom activities.
In the Intervention Camp, automaticity is fostered, and time and accuracy are incorporated as key
dimensions of learning. An emphasis is placed on ensuring maximum student on-task time. These regular
small group lessons encourage the ability in students to monitor their own learning and to set realistic
academic goals.
This approach enables learners to work efficiently, timewise, through the lesson without jeopardizing the
importance of such activities as learners: respond to verbal questions and explanations; use appropriate
terminology; discuss aspects with their peers; explain or justify their thinking; and work productively on their
own.
In the case of Foundational English, the focus is on the automaticity of word recognition, fluency in reading
connected texts and development of vocabulary. The lessons are structured to include short and focused
activities to improve student’s speed of word recognition, reading fluency and comprehension skills. There
is an emphasis on both deliberate practice and strategy instruction in foundational aspects of English.
Those who deliver the intervention in schools learn how the focus is on improving students' word
recognition and decoding times in ways that are fun and motivating. Deliberate practice is integral to every
lesson, allowing for success and providing targeted feedback to improve learning. Students are encouraged
to demonstrate a ‘I can do’ attitude and the confidence speak out answers.
The Foundational English lessons are built about checking student knowledge and understanding by
reviewing sets of focus words using from flashcards and showing understanding. There are opportunities
for word study looking at word patterns, spelling, word families, syllabification, prefixes and suffixes as well
as repeated reading. Games are also included in some lessons helping students apply their learning.
It is important that students in the Intervention Camp become aware of where their learning is at and
where it is progressing. Teachers need to be nurturing and supportive of this development and continually
look for evidence of success and growth. Teachers also need to encourage students to persist, continue
with deliberate practice of individual aspects and learn from any mistakes. These are all important features
of their learning journey. Finally, teachers should be sensitive to student’s self-perceptions as they meet,
maybe after many failures in the past, fundamental skills, knowledge and understandings.
The mantra, however, remains the same. “I know you may have met these basic skills many times in the
past and you think you know them, but do you know them, and can you use them quickly and with
understanding?”
3
Foundational English Lesson Plan
The sequence of lessons consists of 45-minute lessons, 3 times per day, 3 days per week for 5 weeks, with
a total of 45 lessons.
Lessons cannot be individualized, as students will progressively work through the listening, speaking,
reading and writing activities for the entire class. Each day in the first lesson, students will be introduced to
one text. The topic of the text is introduced through pictures and class discussions. The teacher then reads
this text while students listen and then discuss the topic through guided questions from the teacher.
In the second lesson of each day, the students read with the teacher to practice decoding the written text
and increasing their reading fluency.
In the third lesson of each day, students read in pairs or groups to focus on understanding the meaning of
the text.
There are fourteen texts in all. A new text is not introduced in Day 15, but students instead review the four
final texts from days 11-14. A variety of different genres has been selected, including information texts,
stories (Philippine folk tales), a procedural text (recipe), and explanations. Texts are sequenced according
to three criteria:
o order of difficulty using the Flesch Reading Ease Readability Score Formula;
o suitability for Grades 7 and 8;
o repetition of topics to review and build vocabulary over the five weeks.
Reading ease can be assessed as follows:
90-100
Very easy
80-89
Easy
70-79
Fairly easy
Reading ease takes into account word length and sentence length and complexity. High scoring texts are
easier to read because they use simple words and shorter, simple sentences. When taking into
consideration the second and third criteria listed above, some texts did not always strictly follow the order
of difficulty sequence to cater for topics of relevance for Grades 7 and 8 students and ensuring
repetition/recycling of vocabulary over several days. While some earlier texts are written with simple
sentences, they may contain polysyllabic words, which then lower the reading ease score. See comments
in the table below for justification for sequencing of these texts.
The texts are as follows:
Text
1.
2.
3.
4.
What is a force?
My hair
The man with the coconuts
The tree of life
Readability
Comments
Score
95.22
93.50
89.94
67.67/ 90.62 This text continues the topic of coconuts from Day 3.
It contains polysyllabic words that may be useful for
students to recognize, such as ‘Philippines’. Learning
is scaffolded with a high level of teacher support for
reading these words. When these polysyllabic words
are replaced, the reading ease score rises to 90.62,
4
5.
6.
7.
8.
Sand
The battle of the crabs
Big cats
The tree and the reed
9. Atoms
10. Leche Flan Recipe
11. The water cycle
12. Differences between jaguars,
leopards and cheetahs
13. More interesting facts about
leopards, cheetahs and
jaguars
14. Storms
15. Review of texts 11-14
89.76
88.64
81.26
90.42
indicating that the sentence complexity is not an
issue.
This text links to readings in weeks 4 and 5 on the
topic of the water cycle and storms. It provides an
easier introduction to the more difficult texts that
follow.
75.30/ 85.52 Vocabulary in this text overlaps with text 10. As with
text 4, it contains polysyllabic words which, when
replaced, increases the readability score to 85.52.
Students receive teacher support while reading these
words.
83.69
79.72
Vocabulary in this text recycles and builds on
vocabulary in text 10.
80.19
This topic links to text 7.
73.86
This text overlaps with text 12. Vocabulary in this text
recycles and builds on vocabulary in text 12.
79.89
This text builds on the topic of text 11, and recycles
and builds on vocabulary in texts 8, 10 and 11.
Each day has a consistent structure, with three lessons each day. The first lesson in a day is Speaking and
listening; the second daily lesson is Introduce the reading text; and the third daily lesson is Comprehension
and consolidation. Each daily lesson is separated into shorter components, as outlined below.
Component Description
First lesson: Speaking and Listening (45 minutes)
1.
Lesson introduction: Topic of the lesson is
(10 minutes) introduced through pictures and questions
to activate prior knowledge of the
students.
2.
Listening to the text: Teacher introduces
(15 minutes) and reads the text while students listen.
Teacher checks understanding and
provides feedback.
3.
Focus words: Teacher introduces the focus
(5 minutes)
words from the text.
4.
(10 minutes)
Speaking and listening activities:
Students practice talking about the text.
Teacher facilitates discussion linking the
text to students’ personal experiences.
Example
Resources
Students talk about a picture
prompt following the
Teacher’s questions.
Teacher’s
book and
Student’s
workbook
Teacher’s
book and
Student’s
workbook
Teacher’s
book and
Student’s
workbook
Teacher’s
book;
Students
talk in
groups or
with a
partner.
Teacher reads the text;
students listen and then
answer questions about the
text.
Teacher reads the focus
words while students follow
along in their workbook and
repeat after the teacher.
Students talk about/recall
the text with a partner.
Students discuss aspects of
the topics with the teacher.
5
5.
(5 minutes)
Lesson conclusion: Consolidate learning
through speaking and listening activities,
linking to topic.
Second lesson: Introduce reading text (45 minutes)
1.
Review of previous lesson: Teacher and
(5 minutes)
students review the previous lesson
through various activities.
2.
(10 minutes)
Review focus words and word meanings:
Students review focus words and
meanings with Teacher.
3.
(5 minutes)
Word study: A spelling, pronunciation or
grammar point from the reading is
highlighted for students.
4.
(5 minutes)
Flash cards: Students practice reading
words on flash cards with the goal of
reading up to 60 words per minute to
increase word recognition and reading
automaticity of essential words.
5.
(15 minutes)
Reading and fluency practice: Students
follow the text while the teacher reads,
then students practice reading sections of
the text aloud.
Students answer questions,
write sentences, complete a
matching or sorting activity,
work in groups to compete
with other groups to find
answers to a
question/activity based on
the topic prompt.
Teacher’s
book;
Student
workbook;
Students
talk in
groups or
with a
partner.
Students complete an
activity, e.g., recall,
sequencing, answering
questions
Students review focus words
and meanings in their
workbook and repeat after
the teacher.
Students complete activity,
e.g., through sorting words
into categories, finding
examples in the text; forming
new word forms with suffixes
or prefixes; breaking words
up into syllables.
Weekly flash card sets and
flash card graphs.
Teacher’s
book and
Student’s
workbook
Teacher’s
book and
Student’s
workbook
Teacher’s
book and
Student’s
workbook;
Blackboard.
Students listen and underline
words they are unsure of.
Students and Teacher discuss
difficult words.
Teacher and students read
sections of the text to
practice fluency.
Students practice reading the
text together in groups to
improve fluency.
Teacher provides feedback
on student performance.
5.
Lesson conclusion: Lesson ends with a
Students play spelling/word
(5 minutes)
game or other activity to practice word
recognition game, sorting
recognition, vocabulary extension or
activity etc. to consolidate
spelling activities.
learning
Third lesson: Comprehension and consolidation (45 minutes)
Flash card
sets in
Teacher
resources;
timers;
Flash card
graphs in
student
workbooks.
Teacher’s
book and
Student’s
workbook
Teacher’s
book and
Student’s
workbook
6
1.
(5 minutes)
Flash cards: Students repeat the flash card
activity as in the second lesson of the day.
2.
(5 minutes)
Focus words: Students review focus words
and meanings with Teacher.
Students repeat focus words after the
teacher.
3.
(5 minutes)
Word study: A spelling, pronunciation or
grammar point from the reading is
highlighted for students.
4.
(10 minutes)
Comprehension exercise and feedback:
Teacher introduces/reviews strategies for
answering comprehension questions;
Students complete comprehension
exercises.
Comprehension extension: Students
practice writing and sharing their own
comprehension exercises about the text.
5.
(5 minutes)
Weekly flash card sets and
flash card graphs.
Flash card
sets in
Teacher
resources;
timers;
Flash card
graphs in
student
workbooks
Students review focus words Flash card
in their workbook and repeat sets in
after the teacher.
Teacher
Students practice reading in
resources;
pairs/groups
timers;
Flash card
graphs in
student
workbooks
Students complete activity,
Teacher’s
e.g., through sorting words
book and
into categories, finding
Student’s
examples in the text; forming workbook;
new word forms with suffixes Blackboard.
or prefixes; breaking words
up into syllables.
Students work with a partner Teacher’s
and apply the strategies
book and
outlined by the teacher to
Student’s
answer the questions.
workbook
Students work in pairs or
groups to write questions
about the text and
ask/answer questions
to/from students in different
pairs/groups.
Students play game or
complete activity.
6.
(10 minutes)
Games: Students play word games to
enhance word recognition, spelling, text
comprehension.
7.
(5 minutes)
Wrap up and consolidation: Teacher and
Students complete task
students complete a
and/or students reflect on
speaking/reading/writing activity that links their learning.
to the topic of the lesson or to the reading,
or students reflect on their learning for the
day/week/program.
Teacher’s
book and
Student’s
workbook
Teacher’s
book and
Student’s
workbook
Teacher’s
book and
Student’s
workbook
The final day in week 5 reviews the four final readings in the program. It has the following structure:
Component
Description
Lesson 43: Speaking and Listening (45 minutes)
Example
Resources
7
1.
(10 minutes)
Lesson introduction: Students review
the program.
Students talk about the
program and their learning.
2.
(15 minutes)
Listening to the text: Teacher
introduces and reads the text while
students listen.
Teacher checks understanding and
provides feedback.
Focus words: Teacher introduces the
focus words from the text.
Teacher reads the text,
students listen and then
answer questions about the
text.
3.
(5 minutes)
4.
(10 minutes)
Speaking and listening activities:
Students in groups recall main points
from one of the four texts.
5.
(5 minutes)
Lesson conclusion: Students review
focus words from day 15.
Lesson 44: Introduce reading text (45 minutes)
1.
Review of previous lesson: Teacher and
(5 minutes)
students review the previous lesson by
recalling four texts from previous
lessons
2.
Review focus words and word
(10 minutes)
meanings: Students review focus words
and meanings with Teacher and
classmates.
3.
Word study: A spelling, pronunciation
(5 minutes)
or grammar point from the reading is
highlighted for students.
4.
(5 minutes)
Flash cards: Students practice reading
words on flash cards with the goal of
reading up to 60 words per minute to
increase word recognition and reading
automaticity of essential words.
Students review progress over the 5
weeks of the program.
5.
(15 minutes)
Reading and fluency practice: Students
in groups read the assigned texts.
Students follow along with
the focus words in their
workbook and repeat after
the teacher.
Students talk about/recall
the text in groups.
Students play Bingo! game
with focus words from Day
15.
Teacher’s
book and
Student’s
workbook
Teacher’s
book and
Student’s
workbook
Teacher’s
book and
Student’s
workbook
Teacher’s
book;
Students
talk in
groups
Teacher’s
book;
Student
workbook;
Students
talk in
groups or
with a
partner
Students briefly recall texts.
Teacher’s
book and
Student’s
workbook
Students review focus words Teacher’s
and meanings with a
book and
partner.
Student’s
workbook
Students complete activity
Teacher’s
through finding examples in book and
the text; forming new word Student’s
forms with the prefix un-.
workbook;
Blackboard/
Whiteboard.
Weekly flash card sets and
Flash card
flash card graphs.
sets in
Students and Teacher
Teacher
review progress over the 5
resources;
weeks of the program.
timers; Flash
card graphs
in student
workbooks
Students read the assigned
Teacher’s
text in their group.
book and
8
Teacher reviews question words.
5.
(5 minutes)
Lesson conclusion: Lesson ends with a
game of bingo using the focus words so
students can review vocabulary and
spelling.
Students write questions
about their assigned text
and answers to their
questions in their groups.
Students play focus word
bingo to consolidate
learning.
Student’s
workbook
Teacher’s
book and
Student’s
workbook
Lesson 45: Comprehension and consolidation (45 minutes)
1.
Flash cards: Students repeat the flash
Weekly flash card sets and
(5 minutes)
card activity as in the previous lesson.
flash card graphs. Students
and Teacher review
progress over the 5 weeks
of the program.
2.
(5 minutes)
3.
(5 minutes)
Focus words: Students review focus
words and meanings with Teacher.
Students practice reading focus words
in groups.
Word study: A spelling, pronunciation
or grammar point from the reading is
highlighted for students.
4.
(10 minutes)
Comprehension exercise and feedback:
Students in groups read the assigned
texts.
5.
(5 minutes)
Comprehension extension: Teacher
reviews question words.
Students write questions and answers
about their assigned texts.
Games: Quiz competition. Student
groups compete with each other using
the questions they have written in
Lessons 44 and 45.
Teacher keeps score.
6.
(10 minutes)
7.
(5 minutes)
Wrap up and consolidation: Reflection
on the program and student progress.
Flash card
sets in
Teacher
resources;
timers; Flash
card graphs
in student
workbooks
Students review focus words Teacher’s
and meanings with a
book and
partner.
Student’s
workbook
Students complete activity.
Teacher’s
book and
Student’s
workbook;
Blackboard.
Students read their assigned Teacher’s
text in groups.
book and
Student’s
workbook
Students work in pairs or
Teacher’s
groups to write questions
book and
and answers about the text. Student’s
workbook
Students read their
Teacher’s
questions to the opposing
book and
groups and answer the
Student’s
questions from the opposing workbook;
group.
Student
The group with the highest
questions.
score is the winner.
Teacher and students
Teacher’s
discuss their progress over
book and
the 5-week program.
Student’s
workbook
9
Day 1
Time: 45 minutes
Lesson 1 – Speaking and listening
Component 1: Lesson introduction (10 mins)

Introduce topic of lesson through questions and pictures to activate prior knowledge.

Teacher tells students: Today we are going to learn about force: what is a force and when do we use
force? In this lesson we will be practicing listening and speaking, and in the next lessons we will
practice reading. We’ll start this lesson by talking about this picture.

Teacher asks students to look at the picture in their workbooks.

The teacher asks the students:
o What happened to the tree? (There may be different answers. Possible answers: It fell down.
The wind pushed it down.)
o How/Why do you think it happened? (storm, strong wind pushed it down)
o What will the people do? How can they take it away? (pull it out, cut it up)
o Why did the fence fall down? (the tree made it fall down)
o Have you ever seen something like this before? Where? When? (Many answers depending on
student experiences)
Component 2: Listening to the text (15 mins)

Teacher introduces text 1 “What is a force?”. I’m going to read this information text and I want you
to listen for some different kinds of things that you do to move something.

Teacher reads text 1 while students listen.
What is a force?
How can we make something move? We can push, pull, spin, bounce, throw, kick, and drop it.
Can we make something move without doing these acts? No! These acts are all forces. A force
needs to act on a thing that is not moving to make it move. A force is a push or a pull.
Everything is acted on by forces all the time, even if you can’t see it moving. If you have a book
in your hand, the force of the book pushes down on your hand. To hold the book up, your hand
pushes up on the book. If you put the book down on the ground, the book pushes down while
the ground pushes up. So, we can now say that a force is a push or pull on a thing when another
thing acts on it.
Adapted from Neal, Teacher. (2019). Elementary earth and space science methods. Iowa Pressbooks, pp. 73-74.
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Teacher checks understanding, e.g., through questions (Wording of some questions may need to be
simplified for students experiencing difficulties.)
10
o How can we make things move? (any of the following: push, pull, spin, bounce, throw, kick,
drop)
o Teacher gives students objects to hold, e.g., pen, paper, book, bag. Which is heavier? (e.g., A
book is heavier than a pencil.)
o Which needs more force to hold it up? Teacher demonstrates holding a book and a pencil.
o If I put a book on a table is there any force? (Teacher demonstrates this action.) (Yes, the
table pushes up and the book pushes down.)
o If I make a paper table and put a book on it, what will happen? Teacher demonstrates for
students. (The paper table will break because the force of the rock is greater than the force of
the paper.)
Component 3: Focus words (5 mins)

We are now going to look at some of the words from this text. Teacher introduces the focus words
below. (Teachers can find the word meanings for text 1 in the teacher resource book.)

Teacher directs students to turn to the focus words in the student book.

Teacher reads words and asks the students to repeat each word after the teacher.
force
push
kick
what
say
move
pull
drop
all
by
some
spin
without
can
every
thing
bounce
hold
that
make
act
throw
ground
see
doing
Component 4: Speaking-Listening activities (10 mins)

Students work with a partner to answer the question – What is a force? Teacher walks around the
classroom and listens to the students.

Teacher facilitates discussion linking this text to students’ personal experiences:
o What actions do you do every day that use force? (Many answers possible, e.g., carry school
bag, kick a football, throw a ball, open doors, push a baby in a pram, etc.)
o Think about different kinds of sports. What actions in those sports use force? Which sports
need greater levels of force? (Many answers possible, e.g., kicking, running (football), hitting,
throwing (baseball), punching (boxing), pushing, pulling, throwing (wrestling), running,
jumping, throwing (athletics), lifting, carrying (weightlifting).
Component 5: Lesson Conclusion (5 mins)


The purpose of the lesson conclusion is to consolidate learning.
Teacher shows picture from the beginning of the lesson:
1. Now that you know about force and the different kinds of acts, what acts of force will be needed to
take away the tree and fix the fence?
2. Put the students into small groups of three or four. Ask them to think of as many different kinds of
acts as they can in 3 minutes then compare with other groups. The group with the most words is the
winner. (Possible answers for the tree: cutting, chopping, carrying, throwing, loading, pulling,
dropping; Possible answers for the fence: lifting, tying, hammering nails)
11
Lesson 2 – Introduce reading text
Time: 45 minutes
Component 1: Review previous lesson (5 mins)

Teacher and students review previous lesson about force: What are some actions that need
force? (any of the following: push, pull, spin, bounce, throw, kick, drop)

Teacher explains that they will now review the focus words, look at a spelling rule and then read
the text about force.
Component 2: Review focus words and word meanings (10 mins)

Teacher reviews focus words and meanings; students repeat after teacher.

Put the students into pairs or small groups of three or four. Students practice reading focus
words; highlight known words, identify unknown words; discuss meanings. (Teachers can find the
word meanings for text 1 in the teacher resource book.)
Teacher circulates and provides feedback on student performance.

force
push
kick
what
say
move
pull
drop
all
by
some
spin
without
can
every
thing
bounce
hold
that
make
act
throw
ground
see
doing
Component 3: Word study (5 mins)

Teacher introduces spelling/grammar point:
o Suffixes: We add suffixes to the end of words for different reasons. For example, we might
add -s or -es to the end of a regular verb in English when the subject is he, she or it: I act, but
he or she acts; I push, but the book pushes.
o A verb is a word that tells you what someone is doing or what is happening, like run, jump,
push or pull.
o Teacher explains: If a verb ends in ‘-s’, ‘-sh’, ‘-ch’, you must add -es to the end. For all other
words, add -s.

Teacher and students locate verbs in the focus word list. (push, pull, spin, bounce, throw, kick,
drop)

Teacher writes the base words on the board then selects students to add the 3rd person singular
suffix. (Alternatively, students work in pairs, writing the words in their workbooks and adding the
suffix.) (pushes, pulls, spins, bounces, throws, kicks, drops)
Component 4: Flash cards (5 mins)

Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 1.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one
minute.

The teacher introduces the flash cards for week 1 by reading each word aloud as the students
follow along.

Students in pairs or small groups take turns to turn over the flash cards, read the flash cards and
record their results on the Flash Card Graph.
o Student 1 turns over the flash cards one at a time for 1 minute.
12
o Student 2 reads each card as fast as they can.
o Student 1 or student 3 puts the correct cards into one pile and the incorrect cards into a
separate pile.
o After 1 minute, the teacher will tell them to stop and the students count how many answers
were correct, and how many were incorrect.
o Teacher keeps time and also walks around the class to listen to the students. The teacher
should listen to at least one student reading through the flash cards for the whole minute,
and help the other student(s) in the pair/group to record whether correct or incorrect.
o Student 2 records the number of correct and incorrect cards on their flash card graph. (A
sample flash card graph can be found in the Teacher Resource Book. They will probably need
help to record their progress in the first week.)

Students then swap the roles so that each student has the chance to read and record their results
on the graph.

Teacher and students then discuss the results and review the errors.

Students will return every day to the graph in their workbooks and see their progress over the
five weeks.

Students turn to the flash card graph in the student workbook.

The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise in the second and third lessons of each day.
Component 5: Reading and fluency practice (15 mins)
Reading (5 mins)

Students turn to text 1 in their workbooks.

Teacher reads text 1 and students follow along, underlining any difficult or unfamiliar words.

Students and Teacher discuss difficult words and refer to word meanings in their workbook.
(Teacher can find the word meanings in the Teacher resource book.)
Fluency practice (10 mins)

Repeated reading – Teacher reads the first two sentences from the text. Students then read the
same selection together with the Teacher. Teacher gives feedback on student reading
performance.

Students practice reading the whole text in groups; Teacher circulates and assists if necessary.
Component 6: Lesson Conclusion (5 mins)
Learning consolidation activity: Matching words and pictures.


Students work with a partner and complete the matching exercise in their workbooks.
Word meanings activity:
push
13
pull
spin
bounce
throw
kick
hold
drop

Teacher asks students to work in pairs. Each pair is given one of the verbs from the list. They
make up a sentence using their assigned verb, then share their sentences with the rest of the
class.
14
Lesson 3 – Comprehension and consolidation
Time: 45 minutes
Component 1: Flash cards (5 mins)



Teacher tells the students: In this lesson we will practice the flash cards again so you can record
your progress, and we’ll review the focus words. Then we’ll go back to the reading “What is a
force?” and practice asking and answering questions about the text. Then we’ll play a game.
Students repeat the flash card activity as in Lesson 2 using the Week 1 flash cards (pairs or small
groups, record answers, graph results).
Teacher times the activity, asking students to change after 1 minute. The teacher should listen to
at least one student reading through the flash cards for the whole minute, and help the other
student(s) in the pair/group to record whether correct or incorrect. This pair/group should be
different from the pair/group in the previous lesson so that each pair/group gets feedback.
Component 2: Focus words (5 mins)



Teacher reviews focus words that students struggled with in lessons 1 and 2.
force
push
kick
what
say
move
pull
drop
all
by
some
spin
without
can
every
thing
bounce
hold
that
make
act
throw
ground
see
doing
Teacher reads and students repeat after the teacher.
Students practice reading in pairs or small groups; highlight known words, identify unknown
words; discuss meanings.
Component 3: Word study (5 mins)

More on suffixes: Teacher explains that regular verbs can take other suffixes also. The suffix -ing
is added to verbs when the action is happening now.
o If a verb ends in ‘e’, then you need to drop the ‘e’ before adding -ing (e.g., move-moving;
make-making).
o If the verb has a short vowel and ends in a consonant, double the last consonant before
adding -ing (e.g., spin – spinning, drop – dropping).
o Students go back to the text and locate the verbs with -ing.

Teacher draws suffix exercise table on board and directs students to the table in their workbooks
(see below). Teacher elicits from students all the verbs from the text and writes the base verb in
the first column. Teacher does the first one for students as an example. Teacher calls on students
to add the -ing suffix to the verbs on the board.

Students then write the answers in their workbooks.
Word +
Suffix =
New word
What changed?
-ing
-ing
-ing
-ing
-ing
-ing
-ing
15
Word +
Suffix =
New word
What changed?
make
-ing
making
Drop the E
move
-ing
moving
Drop the E
push
-ing
pushing
Nothing changes
pull
-ing
pulling
Nothing changes
spin
-ing
spinning
Add another N
bounce
-ing
bouncing
Drop the E
drop
-ing
dropping
Add another P
Component 4: Comprehension exercise and feedback (10 mins)

Teacher directs students to “What is a force?” comprehension exercise in their workbooks.

Teacher gives students strategies for answering the questions and explains each one:
o Underline the important information in the question.
o What is the question asking? What is the question word?
o Circle the verb in the question.
o Go to the text and underline the answers.
o Write your answers in your workbooks.

Students work with a partner and follow the strategies outlined by the teacher.

Students write answers individually in their workbooks.

The student comprehension activity includes the following check boxes underneath each
comprehension question so students can assess their level of understanding. I got it = correct;
Maybe = partially correct; Didn’t get it – incorrect.

I got it!
Maybe?
Didn’t get it.
Teacher checks answers with students. Students record in their workbooks whether their
answer is correct, partially correct, or incorrect.
What is force? Comprehension – questions and model answers
 What are three words to describe how we make something move?
o Any of these: push, pull, spin, bounce, throw, kick, drop.
 Can we make something move without acting on it?
o No, we can’t make something move without doing one of these acts/ without force.
 What is force?
o Force is a push or pull on something when another thing is acting on it.
 When do forces act on things?
o Forces act on things all the time.
 If I hold a book in my hand, what does the force of the book do?
o The force of the book pushes down on my hand.
16
Component 5: Comprehension extension (5 mins)

Teacher brainstorms different question words. (who, what, when, where, why, how)

Teacher tells students that they will make up a question using “what”. Teacher gives students an
example of a question using “what” (e.g., What is a force?).

Students work with a partner to make up one “what” question of their own about the text.
(Questions might include: What is a force? What happens when I put a book on a table? What
happens if I throw a ball?)

Students change partners and ask/answer their questions with their new partner.
(Questions/Answers might include: What is a force? A force is a push or pull on a thing when
another thing acts on it. What happens when I put a book on a table? The book pushes down and
the table pushes up. What happens if I throw a ball? I make it move.)

Teacher circulates and assists students as necessary.
Component 6: Games (10 mins)

Bingo! – Students turn to the Essential word list and the Bingo sheets in their workbooks.

Teacher explains game: Students write words from Essential Word List 1 into the bingo grid – one
word for each square. They can choose any words at random from Essential Word List 1. They
should not copy another student. When they have done this, the teacher will read a word at
random from list 1, and the students find the word on their bingo sheet and cross it out if it is there.

As soon as they have crossed out 5 in a row (either across, down or diagonally), they say Bingo! The
person who finishes first is the winner.
The game can be repeated on another bingo sheet if there is time.

Essential word list 1
am
an
as
at
and
bad
can
has
had
man
get
help
let
men
went
big
did
if
in
is
it
its
him
his
sit
of
on
dog
from
got
hold
lost
not
old
but
cut
fun
must
up
us
Component 7: Wrap up and consolidation (5 mins)

Teacher and students discuss the following:
o What have you learnt today?
o What did you like best about the lessons today?
o What do you need to work on tomorrow?
17
Day 2
Time: 45 Minutes
Lesson 4 – Speaking and listening
Component 1: Lesson introduction (10 mins)


Introduce topic of lesson through questions and pictures to activate prior knowledge.
Teacher tells students: Today we are going to talk about hair. In this lesson we will be practicing
listening and speaking, and in the next lessons we will practice reading. We’ll start this lesson by
talking about this picture.

The teacher asks the students:
o Do you know this woman? (She is a Filipina model)
o Can you describe her? (She’s pretty. She’s got long hair. She’s got red lips.
o What can you say about her hair? (long, straight, black with dyed ends/blonde at the end)
o Do you like her hairstyle? (Students will have different answers according to personal
preference.)
o What can you say about her face? (pretty, fair, red lips)
o Look at your partner. Can you describe his/her face and hair. (Answers will differ.)
Component 2: Listening to the text (15 mins)
 Teacher introduces text 2 “My hair”. I’m going to read this text about hair, and I want you to listen
and see if you can tell me this: What makes your hair shine?
 Teacher reads text 2 while students listen.
My Hair
About a hundred thousand hairs cover the top of my head. I can pull out a hair and a new
one will grow to take its place. The hair grows and is cut and grows some more. Where does
all that hair come from?
Each hair grows out of a tiny hole in my skin. At the bottom of each hole are tiny veins and
arteries. They bring blood to the root of the hair. The hair takes food and oxygen from the
blood. This makes the hair grow.
Around each hair is a little pocket of oil. The oil makes my hair shine. Each tiny hole has a
muscle as well. If I'm scared, I may say that my hair stands on end. It doesn't - it just feels
that way! What I'm feeling are the tiny muscles moving on the top of my head.
Some hair is straight. Some hair is curly. Straight hair is like a round toothpick. Curly hair is
round, but it has little flat places in it. I can feel this by rolling a strand of straight hair and
curly hair between my fingers. The straight hair rolls smoothly, but the curly hair feels rough
between my fingers.
Some hair doesn't grow long. Eyelashes and eyebrows never grow very much. But the hair
on my head can grow as much as fifteen centimetres a year.
18

Teacher checks understanding, e.g., through questions. (Some questions may need to be simplified
to match level of students.)
o First, what makes your hair shine? (oil in your skin)
o Does it need food? Where does it get the food from? (Yes, it gets the food from the blood.)
o What sometimes happens when you are scared? (It feels like your hair stands up.)
o What are different types of hair? (curly, straight)
o What kind of hair do you have? (Answers will differ.)
o Is your hair long or short? (Answers will differ.)
Component 3: Focus words (5 mins)
 We are now going to look at some of the words from this text. Teacher introduces focus words.
 Students turn to the day 2 focus words in their workbook.
 Students highlight the words they are unsure of. Teacher and students discuss meanings, referring
to the word meanings in the student workbooks if necessary. (Teachers can find the word meanings
for text 2 in the teacher resource book.)
 Teacher reads words and students repeat each word after the Teacher.
cut
bring
stand
strand
top
what
hole
place
take
rough
straight
curly
round
flat
tiny
skin
eye
hair
eyelash
eyebrow
finger
vein
artery
muscle
my
Component 4: Speaking-Listening activities (10 mins)
 Students work with partner to retell information they heard about hair.
 Teacher facilitates discussion linking text to students’ personal experiences. (Answers will differ
depending on individual students.)
o What is your hair like?
o How often do you cut your hair?
o Do you like curly or straight hair? Long or short hair? Black or another color?
o Who cuts your hair? (e.g., family member, friend, hairdresser, barber)
o Have you ever changed your hair color?
Component 5: Lesson conclusion (5 mins)
 Consolidate learning –Students look at hairstyle pictures in their workbooks. In groups, students
discuss the styles, colors, likes and dislikes, and rank them in order of most to least preferred.
19
Time: 45 minutes
Lesson 5 – Introduce reading text
Component 1: Review previous lesson (5 mins)
 Teacher and students review previous lesson about hair. Teacher asks students which hairstyle from
the final activity in the previous lesson that each group chose as most preferred.
 Teacher explains that they will now review the focus words, look at a spelling or grammar rule and
then read the text about hair.
Component 2: Review focus words and word meanings (10 mins)
 Teacher reviews focus words and meanings, students repeat after teacher.
 Students practice reading focus words in pairs, small groups; highlight known words, identify
unknown words; discuss meanings. (Teachers can find the word meanings for text 2 in the teacher
resource book.)
 Teacher circulates and provides feedback on student reading performance.
cut
what
straight
skin
finger
bring
hole
curly
eye
vein
stand
place
round
hair
artery
strand
take
flat
eyelash
muscle
top
rough
tiny
eyebrow
my
Component 3: Word study (5 mins)
 Teacher introduces spelling/grammar point:
o More suffixes: -s, -es for regular plural nouns
o If a noun ends in ‘s’, ‘sh’ or ‘ch’, then add -es, e.g., lash – lashes.
o If a noun ends in a consonant followed by ‘y’, then change the ‘y’ to ‘i’ and add ‘es’: artery –
arteries.
o For all other regular nouns, add ‘s’: finger – fingers.
o Teacher tells students: The spelling rules for adding the regular plural suffix -s in English is the
same as when you add -s to the present singular verb suffixes that we talked about yesterday.
o Teacher directs students to circle plural nouns in the text (hairs, veins, arteries, muscles,
places, fingers, eyelashes, eyebrows)
o Teacher asks students to highlight the plural suffixes in these words (-s for hair, vein, muscle,
place, finger, eyebrow; -es for eyelash; and ‘y’ changes to ‘i’ and add -es for artery-arteries)
Component 4: Flash cards (5 mins)
 Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 1.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
 The procedure is the same as in Day 1. Students take turns to turn over the flash cards, read the
flash cards and record their results on the Flash Card Graph.
 Teacher times the activity, asking students to change after 1 minute. The teacher should listen to at
least one student reading through the flash cards for the whole minute, and help the other
student(s) in the pair/group to record whether correct or incorrect.
 Students then swap the roles so that each student has the chance to read and record their results
on the graph.

Teacher and students then discuss the results and review the errors.

The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise every day in the second and third lessons of the day.
20
Component 5: Reading and fluency practice (15 mins)
Reading
 Students turn to text 2 in their workbooks.
 Teacher reads text 2 and students follow along, underlining any words they are unsure of
 Students and Teacher discuss difficult words and refer to the word meanings in their workbook.
(Teachers can find the word meanings for text 2 in the teacher resource book.)
Fluency practice
 Repeated reading – Teacher reads the first paragraph of the text. Students then read the same part
of the text in groups; Teacher circulates and provides feedback on accuracy and fluency.
 Students practice reading the whole text in groups; Teacher circulates and listens to students.
Component 6: Lesson conclusion (5 mins)
 Learning consolidation activity: Sort the nouns into their correct group.
 Students work in groups to complete the plural noun exercise in their workbooks.
Match these nouns with their correct plural suffix and write the plural in the table below:
hair
strand
hole
eyelash
eyebrow
head
finger
vein
artery
muscle
pocket
root
hairs
strands
holes
eyebrows
heads
fingers
veins
muscles
pockets
roots
-s
eyelashes
arteries
-es
21
Time: 45 minutes
Lesson 6 – Comprehension and consolidation
Component 1: Flash cards (5 mins)
 In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then we’ll go back to the reading “My hair” and practice answering and asking
questions about the text. Then we’ll play a game.
 Students repeat the flash card activity as in lesson 2 using the Week 1 flash cards (pairs or small
groups, record answers, graph results).
 Teacher times the activity, asking students to change after 1 minute. The teacher should listen to at
least one student reading through the flash cards for the whole minute and help the other
student(s) in the pair/group to record whether correct or incorrect. This pair/group should be
different from the pair/group in the previous lesson so that each pair/group gets feedback.
Component 2: Focus words (5 mins)
 Teacher reviews words that students struggled with in lessons 4 and 5.
 Teacher reads focus words and students repeat.
cut
bring
stand
strand
top

what
my
place
take
rough
straight
curly
round
flat
tiny
skin
hair
eye
eyelash
eyebrow
finger
vein
artery
muscle
my
Students practice reading in pairs or small groups; highlight known words, identify unknown words;
discuss meanings.
Component 3: Word study (5 mins)
 Tricky consonant blends
o Teacher explains to students how ‘gh’ is pronounced differently in different words.
Sometimes ‘gh’ is silent, sometimes it sounds like ‘f’.
 Students identify words with ‘gh’ in the reading. (straight, rough)
 Teacher explains:
o In straight, the ‘gh’ is silent, so it sounds the same as gate, late, mate. These words rhyme.
o In rough, the ‘gh’ sounds like ‘f’, so it rhymes with stuff, puff
 Teacher asks students: Can you think of anymore words that rhyme with straight? With rough?
(Students call out words that rhyme or they could also make nonsense words that rhyme with each
word, e.g., fate, pate, hate; chuff, buff, huff.)
 Teacher highlights ‘what’ in focus word list. Some question words begin with ‘wh’.
o The sound is ‘w’. The ‘h’ is silent. Do you know any other question words that begin with the
sound ‘w’? Teacher elicits question words from students (what, where, why, when) and
writes them on the board, highlighting the spelling with ‘wh’.
 Students copy down words in their workbooks.
Component 4: Comprehension exercise and feedback (10 mins)
 Teacher reviews strategies for reading and answering questions with students and asks which
strategies they used yesterday.
 Students turn to My Hair comprehension text.
 Students work with a partner to identify question words and underline important information.
 Students locate/underline answers in the text.
 Students write answers individually in their workbooks.
 Teacher and students check answers together. Students record on their sheets whether correct,
maybe, or incorrect.
22
My hair Comprehension – Answers
1. Where does the hair come from?
It grows from a tiny hole in the skin.
2. What are three things at the bottom of the tiny hole?
Three of the following four: veins, arteries, oil, muscle
3. Why does hair need blood?
The blood brings food and oxygen to the hair and makes it grow.
4. Why does hair need oil?
Oil makes hair shine.
5. What makes hair feel like it stands on end?
Tiny muscles moving on the top of the head.
Component 5: Comprehension extension (5 mins)
 Teacher reviews different question words. (who, what, when, where, why, how)


Students in groups make up two questions using “what” or “where” about the text. Teacher
circulates and assists where necessary. (Questions might include: What is at the bottom of the tiny
hole? Where does the hair come from? What does the hair use for food? What does the oil do to
my hair? What does curly hair feel like?)
Each group asks their questions to the whole class and other groups answer.
Component 6: Games (10 mins)
 Bingo – Students turn to the Essential word list and the Bingo sheets in their workbooks.

Teacher explains game: Students write words from Essential Word List 1 into the bingo grid – one
word for each square. They should not copy another student. When they have done this, the
teacher will read a word at random from list 1, and the students find the word on their bingo sheet
and cross it out if it is there.

As soon as they have crossed out 5 in a row (either across, down or diagonally), they say Bingo! The
person who finishes first is the winner.
The game can be repeated on another bingo sheet if there is time.

Essential word list 1
am
an
as
at
and
bad
can
has
had
man
get
help
let
men
went
big
did
if
in
is
it
its
him
his
sit
of
on
dog
from
got
hold
lost
not
old
but
cut
fun
must
up
us
Component 7: Wrap up and consolidation (5 mins)
 In groups, students have 3 minutes to write as many new words as they can remember from today’s
lessons. The group with the most words spelled correctly wins.
23
Day 3
Time: 45 Minutes
Lesson 7 – Speaking and listening
Component 1: Lesson introduction (10 mins)
 Introduce topic of lesson through questions and pictures to activate prior knowledge.
 Teacher tells students: Today we are going to read a story. It is a traditional Philippine story about a
man collecting coconuts. In this lesson we will be practicing listening and speaking, and in the next
lessons we will practice reading. We’ll start this lesson by talking about this picture. Students look at
the picture in their workbooks.
The teacher asks the students:
o What happened here? (There was a truck accident.)
o What was in the truck? (A lot of coconuts)
o Where do you think the truck was going? (Several answers possible, e.g., market, shops,
factory)
o How do you think this happened? (driving too fast, turned the corner too fast, tried to avoid
another car, load was too heavy, too many coconuts in the back of the truck)
o What will they do now? (Wait for the police, get another truck, load coconuts onto another
truck)

Component 2: Listening to the text (15 mins)
 Teacher introduces the story, Text 3 “The man with the coconuts”. I’m going to read this story, and I
want you to listen and see if you can tell me this: Did the man go too fast or too slow?
 Teacher reads text 3 while students listen.
The Man with the Coconuts
One day a man went out and picked many coconuts. He loaded his horse heavily with the fruit.
On the way home he met a boy. He asked the boy how long it would take to reach the house.
The boy looked at the load on the horse. He said “If you go slowly, you will arrive home very
soon. But if you go fast, it will take you all day.”
The man did not think that this strange speech from the boy could be true. He made his horse
run very fast. But the coconuts fell off and he had to stop to pick them up. Then he hurried his
horse even more to make up for lost time, but the coconuts fell off again. He did this many times,
and so it was night when he reached home at last.

Teacher checks understanding through questions. (Some questions may need to be simplified to
match the level of the students.)
o Have you heard this story before? This is an old story from the Philippines. (Answers will
differ.)
24
o Did the man go too fast or too slow? (The man went too fast, so it took him a long time to get
home.)
o Where did the man go? (to pick coconuts)
o Who did he meet on his way home? (a boy)
o What did the boy tell the man? (If he went slowly, he would get home soon, but if he went
fast he would get home slowly)
o What did the man think about this? (He thought it wasn’t true.)
o Why do you think the man hurried home? (He wanted to get home before night-time.)
o Why do you think the coconuts fell off the horse? (There were too many coconuts on the
horse, and he went too fast.)
o Who was correct, the man or the boy? (The boy was correct.)
o What should the man have done? What would you tell the man? (He should have listened to
the boy. He should have walked more slowly.)
Component 3: Focus words (5 mins)
 We are now going to look at some of the words from this text. Teacher introduces focus words.
 Students turn to the Day 3 focus words in their workbook.
 Students highlight the words they are unsure of. Teacher and students discuss meanings, referring
to the word meanings in the student workbooks (lesson 8) if necessary. (Teachers can find the word
meanings for text 3 in the teacher resource book.)
 Teacher reads words and students repeat each word after the Teacher.
man
met
run
went
ask
slow
fast
pick
with
long
fell
arrive
all
you
true
day
loaded
horse
again
heavy
hurry
fruit
would
house
boy
Component 4: Speaking-Listening activities (10 mins)
 Students work with partner to retell the story about the man with the coconuts.
 Teacher facilitates discussion linking text to students’ personal experiences.
o Have you ever been in too much of a hurry, so accidents happened and then you were late?
Students talk in groups. Teacher circulates and listens to student stories.
Component 5: Lesson conclusion (5 mins)
 Consolidate learning – Teacher tells students to look again at the picture from the beginning of this
lesson.
 Students work in groups to answer the question:
o What do they need to do to clean the coconuts up off the road? (Some possible answers:
Another truck to put the coconuts into; something to pull the truck upright; another truck to
pull the truck away/ tow truck; a broom to sweep the road with)
25
Time: 45 Minutes
Lesson 8 – Introduce reading text
Component 1: Review previous lesson (5 mins)
 Teacher and students review the previous lesson about the man and the coconuts by briefly
recounting the story.
 Teacher explains that they will now review the focus words, look at a spelling or grammar rule and
then read the story.
Component 2: Review focus words and word meanings (10 mins)
 Teacher reviews focus words and meanings, students repeat after teacher.
 Students practice reading focus words in pairs, small groups; highlight known words, identify
unknown words; discuss meanings. (Teachers can find the word meanings for text 3 in the teacher
resource book.)
 Teacher circulates and provides feedback on student performance.
man
slow
fell
day
hurry
met
fast
arrive
loaded
fruit
run
pick
all
horse
would
went
with
you
again
house
ask
long
true
heavy
boy
Component 3: Word study (5 mins)
 Teacher introduces the past tense suffix -ed.
 We add -ed to regular verbs to make the simple past tense form of the verb:
o pick – picked
o load – loaded.
 If the verb ends in a consonant and ‘y’, change the ‘y’ to ‘i’ before adding -ed: hurry – hurried.
 If the verb has a short vowel and then a consonant, double the final consonant before adding -ed
(stop – stopped).
 Teacher asks students to circle the regular verbs with the simple past suffix -ed in the text. (picked,
loaded, asked, looked, hurried, reached)
 Teacher demonstrates the different pronunciation/sounds of the past tense suffix:
o When a verb ends in consonants like ‘ck’, ‘sh’, ‘p’ ‘f’, the -ed sounds like ‘t’ as in ‘picked’.
Students repeat after teacher.
o When a verb ends in a vowel sound or consonants like ‘b’, ‘g’, ‘v’, the -ed sounds like ‘d’ as in
‘arrive. Students repeat after the teacher.
o When a verb ends in ‘d’ or ‘t’, the -ed sounds like ‘ed’ as in ‘loaded’. Students repeat after the
teacher.
Component 4: Flash cards (5 mins)
 Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 1.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
 The procedure is the same as in Day 1. Students take turns to turn over the flash cards, read the
flash cards and record their results on the Flash Card Graph.
 Students then swap the roles so that each student has the chance to read and record their results
on the graph.
 Teacher times the activity, asking students to change after 1 minute. The teacher should listen to at
least one student reading through the flash cards for the whole minute, and help the other
student(s) in the pair/group to record whether correct or incorrect. This pair/group should be
different from the pair/group in the previous lesson so that each pair/group gets feedback.
 Teacher and students then discuss the results and review the errors.
26

The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise in the second and third lessons every day.
Component 5: Reading and fluency practice (15 mins)
Reading
 Students turn to text 3 in their workbooks.
 Teacher reads text 3 and students follow along, underlining any words they are unsure of.
 Students and Teacher discuss difficult words and refer to the word meanings in their workbook.
Fluency practice
 Repeated reading – Teacher reads the first sentence, then moves around the class with each
student reading one sentence up to the end of the story. If there are more students than sentences,
start from the beginning again. Teacher provides feedback on student fluency and accuracy.
 Students practice reading the whole text in groups; Teacher circulates.
Component 6: Lesson conclusion (5 mins)
 Learning consolidation activity: Teacher directs students to the past tense suffix activity in their
workbooks.
 Teacher asks students to add the past tense suffix to the verbs, and put them into the correct
column depending on pronunciation of the suffix:
reach stop
act
need arrive hurry pick
load
pull
-ed
sounds like t
-ed
sounds like d
-ed
sounds like ed
-ed
sounds like t
picked
stopped
reached
-ed
sounds like d
hurried
arrived
pulled
-ed
sounds like ed
loaded
acted
needed
27
Time: 45 minutes
Lesson 9 – Comprehension and consolidation
Component 1: Flash cards (5 mins)
 In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then we’ll go back to the story “The man with the coconuts” and practice asking
and answering questions about the text. Then we’ll play a game.
 Students repeat the flash card activity as in the previous lesson using the Week 1 flash cards (pairs
or small groups, record answers, graph results).
 Teacher times the activity, asking students to change after 1 minute. The teacher should listen to at
least one student reading through the flash cards for the whole minute, and help the other
student(s) in the pair/group to record whether correct or incorrect. This pair/group should be
different from the pair/group in the previous lesson so that each pair/group gets feedback.
Component 2: Focus words (5 mins)
 Teacher reviews words that students struggled with in the first two lessons of the day.
 Teacher reads focus words and students repeat.
man
met
run
went
ask

slow
fast
pick
with
long
fell
arrive
all
you
true
day
loaded
horse
again
heavy
hurry
fruit
would
house
boy
Students practice reading in pairs or small groups; highlight known words, identify unknown words;
discuss meanings. Students can refer to the Day 3 word meanings in their workbook if necessary.
Component 3: Word study (5 mins)
 Teacher introduces the concept of syllables.
 Teacher reads a 1-syllable word (e.g., pick) and then reads a two-syllable word (e.g., loaded).
Teacher repeats each word, this time clapping out the syllables as she/he reads.
 Teacher explains that each clap is one syllable, and every syllable has a vowel sound.
 Teacher asks the students to underline one syllable words in the first paragraph. Teacher provides
feedback when they have done this.
 Teacher next asks the students to circle the two-syllable words in paragraph 1 and paragraph 2.
The Man with the Coconuts
One day a man went out and picked many coconuts. He loaded his horse heavily with the
fruit. On the way home he met a boy. He asked the boy how long it would take to reach the
house.
The boy looked at the load on the horse. He said “If you go slowly, you will arrive home very
soon. But if you go fast, it will take you all day.”
The man did not think that this strange speech from the boy could be true. He made his horse
run very fast. But the coconuts fell off and he had to stop to pick them up. Then he hurried his
horse even more to make up for lost time, but the coconuts fell off again. He did this many
times, and so it was night when he reached home at last.
 Teacher and students read the words and clap out the syllables.
Component 4: Comprehension exercise and feedback (10 mins)
28






Students turn to ‘The man with the coconuts’ comprehension exercise in their workbooks.
Teacher and Students review strategies for reading questions and finding answers in the text.
Students work with a partner to identify question words and underline important information.
Students locate/underline answers in the text.
Students write answers individually in their workbooks.
Teacher and students check answers together. Students record in their workbook whether correct,
maybe, or incorrect.
The man with the coconuts – Comprehension questions and answers
1. Where did the man put the coconuts?
He put the coconuts onto the horse.
2. What did the boy tell the man?
The boy told the man that if he goes slowly, he will get home soon, but if he
goes fast, he will get home late.
3. What did the man make his horse do?
The man made his horse run very fast.
4. What happened when the man tried to go fast?
The coconuts fell off and he had to stop to pick them up.
5. What should the man do next time?
The man should go slowly so the coconuts do not fall off the horse.
Component 5: Comprehension extension (5 mins)
 Teacher reviews different question words. (who, what, when, where, why, how)

Teacher writes these words onto the board.

Students in groups choose two question words from the list and write a question about the story
using each question word. Teacher circulates and assists where necessary. (Questions might include:
Who did the man meet on the way home? What did he ask the boy? Why did he want to go quickly?
Where did the man put the coconuts? When did he get home?)
Each group asks their questions to the whole class and other groups answer.

Component 6: Games (10 mins)
 Bingo – Students turn to the Essential word list and the Bingo sheets in their workbooks.

Teacher explains game: Students write words from Essential Word List 2 into the bingo grid –
choosing one word at random from the Essential Word List for each square. They should not copy
another student. When they have done this, the teacher will read a word at random from Essential
Word List 2, and the students find the word on their bingo sheet and cross it out if it is there.

As soon as they have crossed out 5 in a row (either across, down or diagonally), they say Bingo! The
person who finishes first is the winner.

The game can be repeated on another bingo sheet if there is time.
Essential word list 2
29
all
been
call
between
fall
keep
fell
see
tell
seen
well
week
still
off
will
much
shall
such
be
back
Component 6: Wrap up and consolidation (5 mins)


track
bring
thing
long
than
that
them
then
there
this
want
was
wash
wish
with
what
when
where
which
under
Teacher asks students to look at the picture from the beginning of the day and think about the story
that they read. Some things are the same and some things are different. With a partner, think of as
many similarities and differences between the picture and the story.
Students compare and contrast the picture from the morning lesson (Lesson 7) and the story.
o Many answers are possible, for example:
o The coconuts fell out of the truck. The coconuts fell off the horse.
o The truck was going to market. The man was going home.
o The truck fell over. The horse didn’t fall over.
o The man was going too fast. Was the truck going too fast? etc.
30
Day 4
Lesson 10 – Speaking and listening
Time: 45 minutes
Component 1: Lesson introduction (10 mins)
 Introduce topic of lesson through questions and pictures to activate prior knowledge.
 Teacher tells students: Can you remember the story from yesterday? What was the man loading on
his horse? (coconuts)
 Yes, it was coconuts. Today we are going to learn about why coconuts are important for the
Philippines. In this lesson we will be practicing listening and speaking, and in the next lessons we will
practice reading. We’ll start this lesson by talking about this series of pictures.
 Students look at the pictures in their workbooks.
1.
6.

2.
3.
7.
4.
8.
5.
9.
10.
11.
12.
The teacher asks the students:
o What do these photos show? (They show how coconut is made into oil. But students may find
it too difficult to be able to give this answer. They could also say: They are cooking the
coconuts. The teacher can provide the answer for the students if they are not sure.)
o Do you use coconut oil? What can you use it for? (Several answers are possible, e.g., cooking,
health, making cosmetics/soap/makeup)
o What steps in the process can you see here? (possible answers: grating, making coconut milk,
cooking the coconut milk, putting the oil into bottles.)
o What will they do with the oil? (Possible answers: sell it in the market, sell it in the shops,
export it, send it to other countries)
o When we grow something for a business, and then make different things to sell, we call this
an industry.
o What other uses do coconuts have? (Possible answers: water to drink, food)
Component 2: Listening to the text (15 mins)
 Teacher introduces text 4: I’m going to tell you more about coconuts and what they can be used for.
This text is called “The tree of life”. I want you to listen and see if you can tell me some things that
coconuts are used for.
31

Teacher reads text 4 while students listen.
The tree of life
In the Philippines, the coconut tree is called “the tree of life”. Every part of the coconut fruit is
useful. For example, the outside shell can be used for firewood. The husk can be used to
make rope. Inside the coconut is good drinking water, and the coconut flesh is good to eat.
Also, the whole coconut can help you to float on water.
The coconut industry is very important. There are many coconut farms and 3.4 million
coconut farmers in the Philippines. The country sells many coconut products around the
world. The coconut industry also develops new products. For example, “coco-peat” is made
from the coconut husk. Coco-peat helps the soil to hold water. This is good for growing
plants.
Carrizo, A. L. (2020, May 4). Coconut farming in the Philippines. Producers Stories. https://producersmarket.com/blog/coconutfarming-in-the-philippines/

Teacher checks understanding through questions.
o Did you hear about some things you can use the coconut for? (firewood, rope, drinking water,
food to eat, floating on water)
o What name do we give the coconut tree in the Philippines? (the tree of life)
o Why do we give it this name? (because it has so many different uses for our lives.)
o Why is the coconut industry important in the Philippines? (A lot of farmers work in the
coconut industry; it brings a lot of money to the Philippines.)
Component 3: Focus words (5 mins)
 Teacher introduces focus words. We are now going to look at some of the words from this text.
 Students turn to day 4 focus words in their workbook.
 Students highlight the words they are unsure of. Teacher and students discuss meanings, referring to
the word meanings in the student workbooks if necessary. (Teachers can find the word meanings for
text 4 in the teacher resource book.)
 The teacher reads the words, and the students repeat after the teacher.
coconut
whole
tree
industry
example
fruit
fire
water
you
float
husk
rope
grow
Philippines
help
drink
use
every
wood
flesh
shell
life
many
eat
be
Component 4: Speaking-Listening activities (10 mins)
 Students work with partner to list the uses of coconuts in the Philippines.
 Teacher facilitates discussion linking text to students’ personal experiences. (Answers will differ
depending on individual students.)
o Do you use coconuts at home? What for?
o Do you like eating coconut? Do you like drinking coconut water?
o What is your favorite food using coconuts?
Component 5: Lesson conclusion (5 mins)
32



The purpose of this lesson is to consolidate learning.
Students turn to the consolidation exercise in the student workbook. The series of pictures from the
beginning of the lesson have been jumbled up.
Teacher describes each picture in the process and students number pictures following each
description.
o 1. Get some old coconuts from the market (picture 1).
o 2. Grate the coconut flesh using a motorized coconut grinder (pics 2, 3).
o 3. When all the coconuts are grated, press the grated coconut to get the coconut cream (pic. 4).
o 4. Put the coconut cream into bags (pic. 5).
o 5. Put some coconut cream into a pan (pic 6) and
o 6. Cook the cream until it slowly changes color (pics 7, 8, 9)
o 7. The coconut cream will then become black (pic 10)
o 8. Put the oil into small bottles (pics 11 and 12).
Listen to the teacher describing how to make coconut oil and put these pictures into
the correct order by numbering them 1-8.
6
3
7
1
8
2
5
33
4

Teacher and students check answers together, comparing with the pictures from the beginning of
the lesson.
34
Lesson 11 – Introduce reading text
Time: 45 minutes
Component 1: Review previous lesson (5 mins)
 Teacher and students review previous lesson about the “Tree of life”. Teacher asks students: Did you
know that coconuts were so useful?
 Teacher explains that they will now review the focus words, look at a spelling or grammar rule and
then read the text about the tree of life.
Component 2: Review focus words and word meanings (10 mins)
 Teacher reviews focus words and meanings; students repeat after teacher.
 Students practice reading focus words in pairs, small groups; highlight known words, identify
unknown words; discuss meanings. (Teachers can find the word meanings for text 4 in the teacher
resource book.)
 Teacher circulates and provides feedback on student performance)
coconut
fruit
husk
drink
shell
whole
fire
rope
use
life
tree
water
grow
every
many
industry
you
Philippines
wood
eat
example
float
help
flesh
be
Component 3: Word study (5 mins)











Teacher introduces the spelling point: Tricky consonant blends.
Teacher highlights the following consonant blends from the focus word list: ‘ph’, ‘wh’.
‘ph’ in Philippines is pronounced like ‘f’. Put a circle around all words in the list that start with the ‘f’
sound? Students circle all words beginning with /f/ sound. (fruit, fire, Philippines, float, flesh)
‘wh’ – Teacher explains: Last week we looked at question words beginning with ‘wh’. Can anyone
remember the sound in the word w-h-a-t? Teacher writes ‘what’ on the board. (The sound is ‘w’.)
Yes, the sound in what is ‘w’ and the ‘h’ is silent.
Sometimes, ‘wh’ makes the sound ‘h’, so this time, the ‘w’ is silent.
Underline the word in the focus word list that starts with ‘wh’. (Students underline ‘whole’).
This word begins with an ‘h’ sound, like hole.
Teacher writes hole and whole on the board. Teacher pronounces each word and points to the
words as she/he says them. What do you notice about these two words? (They sound the same.)
They have the same sound but different meanings. Whole means all of something. A hole is an
empty space, like a hole in the ground where there is no soil.
Can you underline all the other words in the list that start with the same sound as whole? (Students
underline all other ‘h’ words: husk, help).
Component 4: Flash cards (5 mins)
 Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 2.
There are 60 flash cards in each set. The goal is for students to read as many as they can correctly in
one minute.
 The teacher introduces the flash cards for week 2 by reading each word aloud as the students
follow along.
 The procedure is the same as in Week 1. Students take turns to turn over the flash cards, read the
flash cards and record their results on the Flash Card Graph.
 Students then swap the roles so that each student has the chance to read and record their results
on the graph.
35



Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect.
Teacher and students then discuss the results and review the errors.
The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise every day in the second and third lessons.
Component 5: Reading and fluency practice (15 mins)
Reading
 Students turn to text 4, “The tree of life”, in their workbooks.
 Teacher reads text 4 and students follow along, underlining any words they are unsure of.
 Students and Teacher discuss difficult words and refer to the word meanings in their workbook if
necessary.
Fluency practice
 Repeated reading – Students read paragraph 1 from the text in groups; Teacher circulates and
provides feedback on accuracy and fluency.
 Students practice reading the whole text in groups; Teacher circulates and listens to students
reading the text.
Component 6: Lesson conclusion (5 mins)
 Students in groups list all the uses of coconut that they can think of. The group with the most uses
wins. (As well as the uses listed in the text – firewood, making rope, drinking water, eating, floating
on water, coco-peat – they may think of other uses such as making different types of food that use
coconut milk or coconut flesh. Answers will differ.)
36
Time: 45 minutes
Lesson 12 – Comprehension and consolidation
Component 1: Flash cards (5 mins)
 In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then we’ll go back to the “Tree of life” text and practice asking and answering
questions about the text. Then we’ll play a game.
 Students repeat the flash card activity as in the previous lesson using the Week 2 flash cards (pairs
or small groups, record answers, graph results).
 Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Component 2: Focus words (5 mins)
 Teacher reviews words that students struggled with in lessons 10 and 11.
 Teacher reads focus words and students repeat.
coconut
fruit
husk
drink
shell
whole
fire
rope
use
life
tree
water
grow
every
many
industry
you
Philippines
wood
eat
example
float
help
flesh
be
Students practice reading in pairs or small groups; highlight known words, identify unknown words;
discuss meanings. Students can refer to the word meanings in Lesson 11 in their workbook if
necessary.
Component 3: Word study (5 mins)
 Yesterday, we looked at some words with one and two syllables. Today, we are going to look at
some words with three syllables. Let’s see if we can find the words with three syllables in the text.
 Teacher and Students highlight three-syllable words in the text. (Philippines, industry, coconut,
important, develop, example)
 Students repeat each word after the teacher and clap for each syllable.
 Teacher explains that all syllables must have a vowel sound. Can you underline the vowels in each
syllable in co-co-nut? (coconut)
 Now underline the vowels in important and develop. (important, develop)
 What about the other three syllable words: Philippines, industry and example? Where are the
vowels in Philippines? (Philippines) The final ‘e’ is silent in Philippines, so it is not a syllable. Students
underline the vowel sounds in Philippines. (Philippines)
 Where are the vowels in industry? (industry) ‘Y’ often acts like a vowel. When it comes at the end of
a word with two or more syllables, it tends to be a long ‘e’ sound (like in tree). So, industry has
three vowel sounds: Students underline the vowel sounds. (industry)
 Where are the vowels in ‘example’. Look at the word ‘example’ in your list. When you say the
consonants -pl- at the end of the word, it sounds like ‘perl’, even though there is no vowel in the
spelling between p and l. For words ending in -ple, -ble, -dle, -kle, -gle we make the vowel sound ‘er’
between the first consonant and the ‘l’ when we say the word. Teacher pronounces example and
students repeat. Students underline the vowel sounds. (example)
 Teacher directs students to the three-syllable word exercise in their workbook. Students work in
pairs to match the syllables to make three syllable words from the text.

37
Work in pairs. Match the syllables to make three syllable words. Write the words in the
boxes below, with one box per syllable.
co de ex am im in Phi de lop dus lip por
ple co ve try tant pines nut
Phi
lip
pines
in
dus
try
co
co
nut
ex
am
ple
im
por
tant
de
ve
lop
Component 4: Comprehension exercise and feedback (10 mins)
 Students turn to “The tree of life” comprehension exercise in their workbooks.
 Teacher and Students review strategies for reading questions and finding answers in the text.
 Students work with a partner to identify question words and underline important information.
 Students locate/underline answers in the text.
 Students write answers individually in their workbooks.
 Teacher and students check answers together. Students record on their sheets whether correct,
maybe, or incorrect.
The tree of life – Comprehension answers
Why is the coconut tree called the tree of life?
It is called the tree of life because every part if the coconut is useful for our lives.
Match the part of the coconut with its use. 1d, 2a, 3e, 4b, 5c
1. whole
2. coconut shell 3. coconut
4. coconut
5. coconut
coconut
husk
water
flesh
Part of



coconut
a. firewood
Use





b. drink
c. eat
d. float on
water
e. rope
Why is coco-peat useful?
It helps the soil to hold water and is good for growing plants.
Where does the coconut industry sell its coconuts?
The coconut industry sells coconuts all around the world.
What kind of coconut products do you think other countries buy?
Some examples could include coconut water, dried coconut, coconut milk, coconut oil.
38
Component 5: Comprehension extension (5 mins)
 Teacher reviews different question words. (who, what, when, where, why, how)

Teacher writes these words onto the board.

Students in groups choose three question words from the list and write a question about the text
using each question word. Teacher circulates and assists where necessary. (Questions might
include: What is the tree of life? What is the coconut tree good for? What can the X be used for?
Why is the coconut industry important? How is coco-peat used?)

Each group asks their questions to the whole class and other groups answer.
Component 6: Games (10 mins)
 Find-a-word: Students turn to the “Find-a-word” puzzle in their workbooks.
 The teacher explains the game. Students must find the words at the bottom of the page and circle
them in the puzzle.
 Students work in pairs to find the words.
 Teacher and students check answers together.
Component 7: Wrap up and consolidation (5 mins)
 Teacher asks the students to reflect on their learning this week:
o What was your favorite topic/reading this week?
o What is one spelling or grammar rule that you remember from this week?
o What are three words that you remember from this week?
o What do you need to work on next week?
39
Day 5
Lesson 13 – Speaking and listening
Time: 45 Minutes
Component 1: Lesson introduction (10 mins)
 Introduce topic of lesson through questions and pictures to activate prior knowledge.
 Teacher asks Students if they like going to the beach. Which beaches do they like to go to? Why?
 Teacher splits students into 4 groups: Group A, B, C and D.
 Students look at the beach photo in their workbooks with the letter that corresponds to their group
(A, B, C or D).
A
B
C
D
Students identify the elements present in their picture (e.g., sand, water, sea, rocks, beach, waves,
mountains, clouds, sky, (coconut) trees, leaves, buildings (houses, shops), walls, shadows)
 Teacher calls out the following elements one by one:
o beach, buildings/houses/shops, clouds, coconut trees or any other tree, leaves, mountains,
rocks, sand, sea, sky, wall, waves,
 Students tick off each one if it is in their picture. At the end, students count how many they have
ticked and compare with other groups.
Component 2: Listening to the text (15 mins)
 Teacher introduces text 5 ‘Sand’. In this lesson we will be learning about sand. I want you to listen
and tell me what different colors sand can be.
 Teacher reads text 5 while students listen.

Sand
Sand is made from any rocky matter. It is bigger in size than silt and smaller than stones. Sand is
made when rocks are broken down in two ways: by water or by wind. The wind or water keep
passing over a rock and smash the rock into very small bits, so sand is formed. When sand is
formed by wind, it knocks the rocks onto other rocks, so the sand is not smooth. When sand is
formed by water, it becomes smooth.
We know where sand comes from because of the stuff it is made from and its color. Sand can
come in many colors such as black, white, green, red and pink. Black sand is made from lava
that has cooled to form rock. Pink sand comes from red shells in the sea. White sand comes
from old coral. What color are the beaches near you?
Adapted from Neal, Teacher. (2019). Elementary earth and space science methods. Iowa Pressbooks, pp. 210-211.
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Teacher checks understanding through questions.
o Where does sand come from? (It comes from lava, coral, shells, and rocks.)
o How does it get small? (Rocks, wind, water make the sand small.)
o What colors can sand be? (It can be black, red, white, pink, and green.)
Component 3: Focus words (5 mins)
 Teacher introduces focus words: We are now going to look at some of the words from this text.
 Students turn to Day 5 focus words in their workbook.
40


Students highlight the words they are unsure of. Teacher and students discuss meanings, referring
to the word meanings in the student workbooks if necessary. (Teachers can find the word meanings
for text 5 in the teacher resource book.)
The teacher reads the words, and the students repeat after the teacher.
sand
wind
lava
stone
form
pink
small
rock
smooth
shell
white
when
where
black
beach
coral
color
know
knock
become
because
very
keep
matter
old
Component 4: Speaking-Listening activities (10 mins)
1. Students work with partner to explain where sand comes from and how it is formed.
2. Teacher facilitates discussion linking text to students’ personal experiences. (Answers will differ
depending on individual students.)
o Do you like going to the beach?
o What color are the beaches near you?
o Have you ever seen black, red, green or pink sand?
o What do you like to do at the beach? (Answers might include: swim, play in the sand, read a
book, go fishing, have a picnic.
Component 5: Lesson conclusion (5 mins)
 The purpose of this lesson is to consolidate learning.
 Students look at all the pictures of beaches from the beginning of the lesson.
 The teacher asks the students to discuss the following questions in groups:
o Which beach picture do you like the best?
o Where do you think the sand in the pictures most likely comes from? (e.g., coral, lava, shells,
rocks)
o What color is it? (e.g., white, yellow, brown, black)
41
Time: 45 Minutes
Lesson 14 – Introduce reading text
Component 1: Review previous lesson (5 mins)
 Teacher and students review previous lesson about the “Sand”. Teacher asks students: Did you
know that sand could be so many different colors?
 Teacher explains that they will now review the focus words, look at a spelling/ grammar rule and
then read the text about sand.
Component 2: Review focus words and word meanings (10 mins)
 Teacher reviews focus words and meanings, students repeat after teacher.
 Students practice reading focus words in pairs, small groups; highlight known words, identify
unknown words; discuss meanings (Teacher circulates and provides feedback on student
performance; word meanings for text 5 can be found in the Teacher resource book.)
sand
wind
lava
stone
form
pink
small
rock
smooth
shell
white
when
where
black
beach
coral
color
know
knock
become
because
very
keep
matter
old
Component 3: Word study (5 mins)
 Teacher introduces the comparative suffix -er.
 The suffix -er is added to adjectives to compare two things. Teacher draws two pictures of trees on
the board, e.g.:
This tree is big.
This tree is bigger.
This tree is bigger than that tree.





Teacher and students identify adjectives in the focus word list (small, pink, white, black, old,
smooth)
Students form the comparative with -er (smaller, pinker, whiter, blacker, older, smoother)
Teacher asks students: What different spelling rule can you see between big-bigger and old-older?
(bigger adds an extra ‘g’; old does not change the spelling of the base word)
o When the word has a short vowel followed by a consonant, double the final consonant before
adding -er, e.g., big-bigger.
o When a word ends in ‘e’, add ‘r’ to make the comparative form, e.g., white-whiter.
Teacher says: Here is an adjective from last week: curly.
o If an adjective ends in y, change the ‘y’ to ‘i’ before adding -er: curly-curlier.
Students in pairs write a sentence comparing two things or each other. (e.g., I am bigger than you.
She is smaller than me. My hair is longer than your hair. This bag is older than that bag.)
Component 4: Flash cards (5 mins)
 Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 2.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
 The procedure is the same as in Week 1. Students take turns to turn over the flash cards, read the
flash cards and record their results on the Flash Card Graph.
42

Students then swap the roles so that each student has the chance to read and record their results
on the graph.

Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect.

Teacher and students then discuss the results and review the errors.

The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise every day in the second and third lessons.
Component 5: Reading and fluency practice (15 mins)
Reading
 Students turn to text 5, “Sand”, in their workbooks.
 Teacher reads text 5 and students follow along, underlining any words they are unsure of.
 Students and Teacher discuss difficult words and refer to the word meanings in their workbook if
necessary.
Fluency practice
 Repeated reading – Teacher and students read the first paragraph from the text together.
 Students read the second paragraph in pairs; Teacher circulates and provides feedback about their
fluency and accuracy.
Component 6: Lesson conclusion (5 mins)
• Students look at the following pictures in their workbook:
A.

B.
Students in groups make comparisons between the photos, e.g.:
o The sand in B is whiter than A.
o The sky in A is whiter/cloudier than B.
o The beach in B is longer than A.
o The water in B is bluer than A.
43
Time: 45 Minutes
Lesson 15 – Comprehension and consolidation
Component 1: Flash cards (5 mins)
 In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then we’ll go back to the “Sand” text and practice asking and answering questions
about the text. Then we’ll play a game.
 Students repeat the flash card activity as in the previous lesson using the Week 2 flash cards (pairs
or small groups, record answers, graph results).
 Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Component 2: Focus words (5 mins)
 Teacher reviews words that students struggled with in lessons 13 and 14.
 Teacher reads focus words and students repeat; students practice reading in pairs or small groups;
highlight known words, identify unknown words; discuss meanings. (Teachers can find the word
meanings for text 5 in the teacher resource book.)
 Teacher circulates and provides feedback on student performance.
sand
wind
lava
stone
form
pink
small
rock
smooth
shell
white
when
where
black
beach
coral
color
know
knock
become
because
very
keep
matter
old
Component 3: Word study (5 mins)
 Tricky vowel sounds: The vowels in these words don’t sound like they look:
o because – the ‘au’ sounds like ‘or’ Students highlight the vowels ‘au’ in the word and repeat
the word after the teacher.
o become – the ‘o’ sounds like the short ‘u’ sound in ‘but’. It is not a long ‘o’ sound. Other
words that have the same sound and similar spelling are come, some, done, one. Students
highlight the vowels in the word and repeat the word after the teacher.
Component 4: Comprehension exercise and feedback (10 mins)
 Students turn to “Sand” comprehension exercise in their workbooks.
 Teacher and Students review strategies for reading questions and finding answers in the text.
 Students work with a partner to identify question words and underline important information.
 Students locate/underline answers in the text.
 Students write answers individually in their workbooks.
 Teacher and students check answers together. Students record on their sheets whether correct,
maybe, or incorrect.
Sand Comprehension Questions and Answers
1. What is sand made from?
Sand is made from rocky matter. Sand is made from rocks or other hard stuff.
2. What two things act on rocks to make sand?
Wind or water act on rocks to make sand.
3. What three things can become sand?
44
lava, red shells, old coral
4. Match the pictures: (a) a sandy beach; (b) a rocky beach
a rocky beach
a sandy beach
5. Why is some sand smoother than other sand?
Because water passing over rocks makes it smooth, but when wind smashes the rocks, it doesn’t
become smooth.
Component 5: Comprehension extension (5 mins)
 Teacher reviews different question words. (who, what, when, where, why, how)

Students in groups choose three question words from the list and write a question about the text
using each question word. Teacher circulates and assists where necessary. (Questions might
include: How is sand made? What colors can sand be? What makes sand black/white/pink? How
does sand become smooth? Why is some sand rough?)
Component 6: Games (10 mins)
 Word challenge –Students turn to the Word Challenge score sheet in their workbook. The teacher
reads an instruction below and students think of a word and write it on their sheets without
showing other students. If they cannot think of a word, they leave it blank. After students have
written 10 words (or left spaces blank when they could not think of a word), students compare their
answers.
o If a student has a correct answer and is the only one with that word: 10 points.
o If 2 students have the same correct answer: 5 points.
o If the answer is incorrect or no answer: 0 points.
 Students add up their points. The student with the highest score is the winner.
Word challenge instructions
1. Make a word ending in ‘ed’.
2. Make a word ending in ‘ing’.
3. Make a word that ends in ‘ll’.
4. Make a word with a long ‘e’ sound at the end of the word.
5. Make a word that begins with a short vowel sound.
6. Make a word with ‘ou’.
7. Make a word that begins with the letters ‘kn’.
8. Make a word that ends with ‘th’.
9. Make a word that ends in ‘ay’.
10. Make a word ending in ‘er’.
Word challenge Score sheet
45
Many different answers are possible. Some examples from this and past
lessons are provided below.
Write your word
✔ or X
1
formed, used, picked, loaded, looked
2
passing, growing, planting
3
fell, will, small, shell
4
agree, see
5
at, in, up
6
out, loud
7
knock, know
8
with
9
say, may
10
smaller, water
Component 7: Wrap up and consolidation (5 mins)
 Students in groups plan a visit to the beach. They should discuss the following:
o Where will they go?
o How will they get there?
o What are they going to do there?
o When will they have to leave the beach to get home?
46
Day 6
Time: 45 Minutes
Lesson 16 – Speaking and listening
Component 1: Lesson introduction (10 mins)
 Introduce topic of lesson through questions and pictures to activate prior knowledge.
 Teacher tells students: Today we are going to read a story. It is a traditional Philippine story about
crabs on the beach. In this lesson we will be practicing listening and speaking, and in the next
lessons we will practice reading. We’ll start this lesson by talking about these pictures.
 Students look at the pictures in their workbooks of tracks and traces of life on the beach. In groups,
students guess what each photo shows in or on the sand.
birds
crab hole
shell
crab
footprints
footprints, tire tracks, seaweed
Fish
dog prints
feather
Component 2: Listening to the text (15 mins)
47


Teacher introduces the story, text 6 “The battle of the crabs”. I’m going to read this story, and I
want you to listen and see if you can tell me this: What happened to the crabs?
Teacher reads text 6 while students listen.
The Battle of the Crabs
One day the land crabs had a meeting and one of them said: “What shall we do with the waves?
They sing so loudly all the time that we can’t sleep.”
“Well,” said one of the oldest crabs, “I think we should make war on them.”
The others agreed to this. The next day all the male crabs got ready to fight the waves. They
went along the sand to the sea, when they met a shrimp.
“Where are you going, my friends?” asked the shrimp.
“We are going to fight the waves,” said the crabs, “because they make so much noise at night
that we can’t sleep.”
“I don’t think that is a good idea,” said the shrimp. “The waves are very strong and your legs are
so weak.”
This made the crabs very angry, and they pinched the shrimp until he said he would help them
win the battle.
Then they all went to the shore. But the crabs saw that the eyes of the shrimp were not the same
as their own eyes. They thought his eyes were funny. They said:
“Friend shrimp, your face is turned the wrong way. How can you fight with the waves?”
“I have a spear on my head,” said the shrimp. Just then he saw a big wave coming and he ran
away. The crabs did not see it, for they were all looking toward the shore, and so they were
covered with water and drowned.
Later the wives of the crabs became worried because their husbands did not return, and they
went down to the shore to see if they could help in the battle. When they reached the water, the
waves rushed over them and killed them too.
Sometime after this, thousands of little crabs came near the shore. The shrimp saw them and
told them of the sad fate of their parents. Even today these little crabs can be seen on the sand,
running back and forth. They seem to rush down to fight the waves, and then they run back to the
sand where their fathers and mothers lived before. They don’t live on dry land or in the sea where
the other crabs are. Instead, they live on the beach where the waves wash over them and try to
drown them.

Teacher checks understanding through questions.
o Who are the characters in this story? (male/husband/father/ crabs, wife/mother crabs, little
crabs, shrimp, waves)
o Why were the crabs angry? (The waves were noisy.)
o What did the male crabs do? (They went to fight the waves.)
o What happened to the male crabs? (They died/ they got drowned by the waves.)
o Who did they meet? (They met a shrimp.)
o What did the wives do? (They went to help their husbands.)
o What did the waves do? (They killed the crab husbands and wives.)
48
o What did the little crabs do? (They went to look for their mothers and fathers.)
o Where do the little crabs live now? (They live on the beach.)
Component 3: Focus words (5 mins)
 Teacher introduces focus words. We are now going to look at some of the words from this text.
 Students turn to Day 6 focus words in their workbook.
 Students highlight the words they are unsure of. Teacher and students discuss meanings. (Teachers
can find the word meanings for text 6 in the teacher resource book.)
 Teacher reads words and students repeat each word after the Teacher.
crab
ask
strong
think
along
agree
sleep
wash
other
mother
shrimp
pinch
back
head
wave
wives
try
can’t
drown
should
friend
funny
fight
noise
went
Component 4: Speaking-Listening activities (10 mins)
 Students work with partner to retell the story about the crabs.
 Teacher facilitates discussion linking text to student’s personal experiences.
o Have you heard this story before?
o Have you ever seen these little crabs on the beach before?
o Do you think the waves are noisy?
o Have you slept near the sea before? Did the sound of the waves keep you awake?
Component 5: Lesson conclusion (5 mins)
 The purpose of this section is to consolidate learning.
 Students turn to the matching exercise in their workbooks.
 Students work in pairs to match the words with the tracks or objects on the sand.
 Some pictures may have more than one answer.
49
bird
shell
crab
crab
dog
fish
man
bird
car
fish
bird
dog
seaweed
man
crab
shell
car, man, seaweed
50
Time: 45 minutes
Lesson 17 – Introduce reading text
Component 1: Review previous lesson (5 mins)
 Teacher and students review previous lesson about the “The battle of the crabs”. Teacher asks
students if they have heard this story before.
 Teacher explains that they will now review the focus words, look at a spelling/ grammar rule and
then read the story about the crabs.
Component 2: Review focus words and word meanings (10 mins)
 Teacher reviews focus words and meanings, students repeat after teacher.
 Students practice reading focus words in pairs, small groups; highlight known words, identify
unknown words; discuss meanings. (Teachers can find the word meanings for text 6 in the teacher
resource book.)
 Teacher circulates and provides feedback on student performance.
crab
ask
strong
think
instead
agree
sleep
wash
other
mother
shrimp
pinch
back
head
wave
wives
try
can’t
drown
should
friend
funny
fight
noise
went
Component 3: Word study (5 mins)
 Teacher introduces the spelling point: Tricky vowel sounds.
o The sound ‘ea’ makes a long ‘e’ sound (like ‘ee’ in agree, sleep). Do you know any words that
make this sound with ea? (reach, beach, weak) Teacher writes these on the board.
o Sometimes, ‘ea’ makes a short ‘e’ sound, the same sound as in red, bed, leg. Teacher directs
students to highlight the ‘ea’ in ‘head’ and ‘instead’. Students repeat after teacher.
o Another tricky vowel combination that sounds like ‘leg’ and ‘head’ is ‘ie’ in ‘friend’. Students
highlight ‘ie’ in ‘friend’. Students repeat after teacher.
Component 4: Flash cards (5 mins)
 Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 2.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
 The procedure is the same as in Week 1. Students take turns to turn over the flash cards, read the
flash cards and record their results on the Flash Card Graph.
 Students then swap the roles so that each student has the chance to read and record their results
on the graph.

Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect.

Teacher and students then discuss the results and review the errors.

The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise every day in the second and third lessons.
Component 5: Reading and fluency practice (15 mins)
51
Reading
 Students turn to text 6, “The battle of the crabs”, in their workbooks.
 Teacher reads text 6 and students follow along, underlining any words they are unsure of.
 Students and Teacher discuss difficult words and refer to the word meanings in their workbook if
necessary.
Fluency practice
 Repeated reading – Teacher starts by reading the first sentence, then goes around the class with
one student reading one sentence at a time till the end of the story (or 4 mins); Teacher gives
feedback in the final minute on student accuracy and fluency.
 Students practice reading the text in groups; Teacher circulates.
Component 6: Lesson conclusion (5 mins)
 Students work in pairs or small groups to match words from the text with pictures:
crab
night
shrimp
old
meet
think
meeting
idea
waves
agree
sing
strong
loud noise
win
sleep
eyes
😴😴
52
Lesson 18 – Comprehension and consolidation
45 minutes
Component 1: Flash cards (5 mins)



In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then we’ll go back to the “Tree of life” text and practice asking and answering
questions about the text. Then we’ll play a game.
Students repeat the flash card activity as in the previous lesson using the Week 2 flash cards (pairs
or small groups, record answers, graph results).
Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Component 2: Focus words (5 mins)


Teacher reviews words that students struggled with in the previous lessons.
Teacher reads focus words and students repeat after the teacher.
crab
ask
strong
think
instead

agree
sleep
wash
other
mother
shrimp
pinch
back
head
wave
wives
try
can’t
drown
should
friend
funny
fight
noise
went
Students practice reading in pairs or small groups; highlight known words, identify unknown words;
discuss meanings. Students can refer to the word meanings for Day 6 in their workbooks if
necessary.
Component 3: Word study (5 mins)


Review tricky vowel sounds: Last lesson we looked at some tricky vowel sounds: ea and ie. Can you
find these vowel sounds in the text?
o Students circle words with ea and ie in the text. (ready, sea, friend, idea, weak, spear,
reached, beach, instead)
o Students categorize ea words into vowels with a long ‘ee’ sound and words with a short ‘e’
sound. (Long ‘ee’ sound: sea, weak, spear, reached, beach; Short ‘e’ sound: ready, instead
friend)
o The word ‘idea’ is different. In this word, the ea sound is pronounced ‘ee-a’ – both vowels are
sounded. Students repeat word after teacher and write the word into the table in their book.
Contractions – some verbs that are followed by ‘not’ can be shortened, when the ‘o’ sound is
dropped and replace by an apostrophe: cannot  can’t. These are called contractions.
o Students underline the contractions in text 6.
o What are these words if written in full? (cannot  can’t; do not  don’t)
Component 4: Comprehension exercise and feedback (10 mins)
 Students turn to ‘The battle of the crabs’ comprehension exercise in their workbook.
 Teacher and Students review strategies for reading questions and finding answers in the text.
 Students work with a partner to identify question words and underline important information.
 Students locate/underline answers in text.
53


Students write answers individually.
Teacher and students check answers as a class. Students record on their sheets whether answers
are correct, maybe, or incorrect.
Battle of the crabs – Comprehension Questions and Answers
1. Why can’t the crabs sleep?
The waves sing very loudly. The waves are very noisy.
2. What did the crabs decide to do to the waves?
The crabs decided to fight the waves. They decided to make war on the waves.
3. Why did the shrimp think a battle was not a good idea?
Because the waves are strong, and the crab legs are weak.
4. What did the waves do to the parents of the little crabs?
The waves killed them all when they washed over them. The waves washed over them
all and drowned them.
5. Could the crabs have ever won the battle against the waves?
No, they couldn’t because the waves are stronger than the crabs.
Component 5: Comprehension extension (5 mins)
 Teacher reviews different question words. (who, what, when, where, why, how)
 Teacher writes these words onto the board.

Students in groups choose three question words from the list and write a question about the text
using each question word. Teacher circulates and assists where necessary. (Questions might
include: Why did the crabs make war on the waves? Who did the crabs meet on the beach? What
happened to the male crabs? What happened to the wives? Where do the little crabs live now?)
 Each group asks their questions to the whole class and other groups answer.
Component 6: Games (10 mins)
 Bingo – Students turn to the Essential word list and the Bingo sheets in their workbooks.

Teacher explains game: Students write words from Essential Word List 2 into the bingo grid – one
word chosen at random from Essential Word List 2 for each square. They should not copy another
student. When they have done this, the teacher will read a word at random from list 2, and the
students find the word on their bingo sheet and cross it out if it is there.

As soon as they have crossed out 5 in a row (either across, down or diagonally), they say Bingo! The
person who finishes first is the winner.
 The game can be repeated on another bingo sheet if there is time.
Essential word list 2
all
been
track
want
call
between
bring
was
fall
keep
thing
wash
fell
see
long
wish
tell
seen
than
with
well
week
that
what
still
off
them
when
will
much
then
where
shall
such
there
which
be
back
this
under
Component 7: Wrap up and consolidation (5 mins)
54

Students look at the photo below in their workbooks:


Teacher asks the students: What are these boys doing? What are they looking for?
Students in groups list possible answers
o They are looking for crabs.
o They are making a hole for the sea water.
o They are looking for money.
o They lost something and are looking for it.
o They are building a sandcastle.
o They found an unusual shell.
55
Day 7
Time: 45 Minutes
Lesson 19 – Speaking and listening
Component 1: Lesson introduction (10 mins)







Introduce topic of lesson through questions and pictures to activate prior knowledge.
Teacher tells students: Today we are going to read about some big cats. In this lesson we will be
practicing listening and speaking, and in the next lessons we will practice reading. We’ll start this
lesson by talking about these pictures.
Students look at the first picture in their workbook.
Teacher asks the students:
o Do you know what these animals are? (Cats. Students may name some of the individual
species also, but the aim at this point is to classify them as all part of the cat family.)
o Yes, they are all cats. Write cat inside the circle. Students write cat in the circle.
Teacher asks students to look at the second picture in their workbooks.
Teacher asks the students:
o What is the difference between the cat on the bottom right and all the other cats? (All other
cats are big cats and wild cats.)
o Yes, they’re big cats. Write big cat inside the circle.
o Do you know the names for each type of big cat in the picture? Students in groups brainstorm
the names for different types of cats and try to match with pictures. (From bottom left:
jaguar, lion, leopard, snow leopard, cheetah, tiger, house cat)
Teacher helps students name the cats if they are unsure.
Component 2: Listening to the text (15 mins)
56


Teacher introduces text 7, “Big Cats”. I’m going to read this text, and I want you to listen and see if
you can tell me which cats the text talks about.
Teacher reads text 7 while students listen.
Big Cats
All the big cats are mammals. Some different types are lions, tigers and jaguars. Tigers and
jaguars live alone. Lions do not live alone but live together in family groups. Often there is one
big male as the leader of the group. Many of the females in the group will have his babies.
It is the mother cat's job to look after the baby animals and to go out and hunt for food. Often
the father does not go near the babies. His job is to keep enemies away from his little ones. For
example, if an elephant comes too near, a father lion may roar and run at it. The elephant can
see that she is not welcome in that area.
If a lion came running and roaring up to me, I would run away as fast as I could. What would
you do?

Teacher checks understanding through questions.
o What types of big cats were named in text? (lion, tiger, jaguar)
o Do these cats live alone or in groups? (Tigers and jaguars live alone, but lions live in family
groups.)
o Which lion is the leader of the group? (A big male will be leader of the group.)
o What kind of jobs does the female lion do? (She looks after the baby lions and hunts for
food.)
o What kind of job does the male lion do? (He protects the group from enemies.)
o What does the lion do if an enemy like an elephant comes too near? (It will roar at the
elephant to make it go away.)
o What would you do if a lion roared at you? (Answers will differ.)
Component 3: Focus words (5 mins)
 Teacher introduces focus words. We are now going to look at some of the words from this text.
 Students turn to Day 7 focus words in their workbook.
 Students highlight the words they are unsure of. Teacher and students discuss meanings, referring
to the word meanings in the student workbooks if necessary. (Teachers can find the word meanings
for text 7 in the teacher resource book.)
 Teacher reads words and students repeat each word after the Teacher.
hunt
fast
big
job
run
all
keep
alone
male
female
away
she
tiger
leader
baby
enemy
out
group
mother
father
together
little
does
different
elephant
Component 4: Speaking-Listening activities (10 mins)
 Students work with partner to retell information they have heard about big cats.
 Teacher facilitates discussion linking text to students’ personal experiences (Answers will differ)
o Do you like cats?
o Do you have a pet cat? Or have you ever had a pet cat?
o Do you like big cats? Which type of big cat do you like best?
o Have you ever seen any big cats? Where did you see them?
57

o Are there any wild cats in the Philippines? (Yes, the leopard cat, but it is smaller than a lion or
tiger.)
Students look at picture of the leopard cat.
Component 5: Lesson conclusion (5 mins)
 The purpose of this section is to consolidate learning.
 Students turn to the matching exercise in their workbooks.
 Teacher and students revise the names of the cats.
 Students work in pairs to match the initial letters (single, blends, digraphs) of the animal names to
the pictures:
L
L
S.L.
CH
T
C
J
58
Time: 45 minutes
Lesson 20 – Introduce reading text
Component 1: Review previous lesson (5 mins)
 Teacher and students review the previous lesson about big cats. Teacher asks students for one fact
about lions that they found interesting.
 Teacher explains that they will now review the focus words, look at a spelling/ grammar rule and
then read the text about big cats.
Component 2: Review focus words and word meanings (10 mins)
 Teacher reviews focus words and meanings; students repeat after teacher.
 Students practice reading focus words in pairs, small groups; highlight known words, identify
unknown words; discuss meanings. (Teachers can find the word meanings for text 7 in the teacher
resource book.)
 Teacher circulates and provides feedback on student performance.
hunt
fast
big
job
run
all
keep
alone
male
female
away
she
tiger
leader
baby
enemy
out
group
mother
father
together
little
does
could
elephant
Component 3: Word study (5 mins)
 Teacher introduces the spelling point: Tricky vowel sounds.
 Teacher asks students to locate and circle words with ‘ou’ in the focus word list. (out, group, could)
 Teacher reads each word and asks students what they notice about the vowel in the three words.
(They are all different sounds.)
 ‘ou’ sounds like /au/ ‘ow’ in ‘out’. Teacher elicits other ‘ou’ words from students with the same
sound and writes them on the board. (e.g., about, house, found, ground, bounce, thousand, loud,
sound)
 ‘ou’ sounds like /u:/ ‘oo’ in group. Teacher elicits other ‘ou’ words with the same sound and writes
them on the board. (e.g., you, through)
 ‘ou’ sounds like /u/ a short ‘u’ sound (like ‘put’) in ‘could’. Teacher elicits other ‘ou’ words with the
same sound and writes them on the board. (e.g., would, should)
Component 4: Flash cards (5 mins)
 Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 3.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
 The teacher introduces the flash cards for week 3 by reading each word aloud as the students
follow along.
 The procedure is the same as in the previous weeks. Students take turns to turn over the flash
cards, read the flash cards and record their results on the Flash Card Graph.
 Students then swap the roles so that each student has the chance to read and record their results
on the graph.

Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect.

Teacher and students then discuss the results and review the errors.
59

The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise every day in the second and third lessons.
Component 5: Reading and fluency practice (15 mins)
Reading
 Students turn to text 7, “Big cats”, in their workbooks.
 Teacher reads text 7 and students follow along, underlining any words they are unsure of
 Students and Teacher discuss difficult words and refer to the word meanings in their workbook if
necessary.
Fluency practice
 Repeated reading – Teacher and students read the whole text together. Teacher gives feedback on
student accuracy and fluency.
 Students practice reading the text in groups; Teacher circulates.
Component 6: Lesson conclusion (5 mins)
 Students turn to sorting activity in their workbooks.
 Students in pairs sort the words into groups depending on pronunciation of ‘ou’ sound (/au/, /u:/ or
/u/).
 Teacher and students check answers at the end.
Sort the ‘ou’ words into the correct column depending on their sound.
bounce could ground group loud should sound thousand through would you
Sounds like ‘ow’ /au/
Sounds like ‘oo’ /u:/
Sounds like ‘u’ in “put” /u/
bounce
group
could
ground
through
should
loud
you
would
sound
thousand
60
Lesson 21 – Comprehension and consolidation
Time: 45 minutes
Component 1: Flash cards (5 mins)
 In this lesson we will practice the flash cards again so you can record your progress, and we’ll
review the focus words. Then we’ll go back to the “Big Cats” text and practice asking and
answering questions. Then we’ll play a game.
 Students repeat the flash card activity as in the previous lesson using the Week 3 flash cards (pairs
or small groups, record answers, graph results).
Component 2: Focus words (5 mins)
 Teacher reviews words that students struggled with in lessons 19 and 20.
 Teacher reads focus words and students repeat after the teacher.
hunt
fast
big
job
run
all
keep
alone
male
female
away
she
tiger
leader
baby
enemy
out
group
mother
father
together
little
does
different
elephant
Students practice reading in pairs or small groups; highlight known words, identify unknown words;
discuss meanings. Students can refer to the word meanings for Day 7 in their workbooks if
necessary.
Component 3: Word study (5 mins)
 Syllables: Students work in pairs to identify
o four words with one syllable
o four words with two syllables
o four words with three syllables.
o Many answers are possible for 1- and 2-syllable words. Some examples are given below.
 Students use a slash ‘/’ to break up the syllables in the two- and three-syllable words. Teacher can
give an example on the board: ba/by
 Students compare their lists with the class.

1 syllable words
big
cat
are
live
groups

2 syllable words
ba/by
lea/der
ti/ger
mam/mals
jag/uar
3 syllable words
to/ge/ther
fa/mi/ly
e/ne/mies
e/le/phant
Teacher points out how breaking words up into syllables can sometimes help students with spelling
of longer words. For example, if you sound out fa/mi/ly syllable by syllable, you can hear the letters
that are used in each syllable clearly.
Component 4: Comprehension exercise and feedback (10 mins)
 Students turn to the ‘Big cats’ comprehension exercise in their workbooks.
 Teacher and Students review strategies for reading questions and finding answers in the text.
 Students work with a partner to identify question words and underline important information.
 Students locate/underline answers in text.
 Students write answers individually.
 Teacher and students check answers together. Students record on their sheets whether correct,
maybe, or incorrect.
61
Big cats – Comprehension answers
1. What are three different kinds of big cat?
Lions, tigers and jaguars
2. What does the female cat do?
The female cat has babies, looks after the babies and hunts for food.
3. What does the male cat do?
The male cat keeps enemies away from the babies.
4. Why will a male lion roar and run at an elephant?
The male lion wants to make sure the baby lions are safe.
5. Why do you think lions live in family groups?
They live in family groups to keep each other safe and to look after the place where they live and
hunt.
Component 5: Comprehension extension (5 mins)
 Teacher reviews different question words. (who, what, when, where, why, how)
 Teacher writes these words onto the board.

Teacher introduces new question stems:
o Can you name all the…? Teacher gives an example: Can you name all the cats in the pictures
in lesson 1?
o What does … mean? This question asks for the meaning of something. Teacher gives an
example: What does mammal mean?
o How much? How many? These questions ask for a number or quantity of something, for
example: How many leaders are there in a group of lions?

Students in groups choose three question words from the list and at least one of the new question
stems to write four questions about the text. Teacher circulates and assists where necessary.
(Questions might include: What does a lion’s roar mean? Can you name the three cats in this text?
Which cats like to live alone? Which cat lives in groups? How many leaders does a lion group have?
What is the father lion’s job?)
Component 6: Games (10 mins)
 Word challenge –Students turn to the Word Challenge score sheet in their workbook. The teacher
reads a card below and students think of a word and write it on their sheets without showing other
students. If they cannot think of a word, they leave it blank. After students have written 10 words
(or left spaces blank when they could not think of a word), students compare their answers.
a. If a student has a correct answer and is the only one with that word: 10 points
b. If 2 students have the same correct answer: 5 points
c. If the answer is incorrect or no answer: 0 points.
 Students add up their points. The student with the highest score is the winner.
Word challenge instructions
1. Make a word that ends with ‘ch.
2. Make a word that begins with 2 consonants.
3. Make a word with ‘gh’.
4. Make a word with a long ‘e’ sound at the end of the word.
5. Make a word that begins with a short vowel sound.
62
6. Make a word with ‘wh’.
7. Make a plural word that ends in ‘es’.
8. Make a word with 5 letters.
9. Make a 4-letter word.
10. Make a word ending in ‘ed’.
Word challenge Score sheet
Many different answers are possible. Some examples from this and
past lessons are provided below.
Write your word
✔ or X
1
reach, beach
2
plant, sleep, friend
3
rough, straight
4
agree, see
5
at, in, up
6
what, why, whole
7
pushes
8
alone
9
lion, near
10
loaded, roared
Component 7: wrap up and consolidation (5 mins)
 Students discuss in groups:
o What would you do if a lion roared at you?
o Have you ever been attacked by an animal (e.g., dog, snake, insects)? Tell your group about
it? What was it? What did it do? What did you do?
63
Day 8
Time: 45 Minutes
Lesson 22 – Speaking and listening
Component 1: Lesson introduction (10 mins)
 Introduce topic of lesson through questions and pictures to activate prior knowledge.
 Teacher tells students: Today we are going to read another traditional Philippine story. In this lesson
we will be practicing listening and speaking, and in the next lessons we will practice reading. We’ll
start this lesson by talking about these pictures.
 Students look at the pictures in their workbook.

The teacher asks the students:
o What’s happening in the photos? (A storm/ typhoon/hurricane is coming in the first one and
the second one shows after the storm.)
o What is happening to the trees? (The wind is blowing them. They are bending over from the
force of the wind. The wind is pushing them. The tops of some trees are broken. The wind
blew off the tops of some trees.)
o Students talk in pairs: Have you ever been in a strong storm? Where were you? Who were
you with? What happened?
Component 2: Listening to the text (15 mins)
 Teacher introduces text 8 “The tree and the reed”. I’m going to read this text, and I want you to
listen and see if you can tell me what happens to the tree.
 Teacher reads text 8 while students listen.
Text 8
The Tree and the Reed
“WELL, little one,” said a tree to a reed that was growing at its foot, “why do you not plant your feet
deeply in the ground, and raise your head boldly in the air as I do?”
“I am happy with my lot,” said the reed. “I may not be so grand, but I think I am safer.”
“Safe!” sneered the tree. “Who shall pluck me up by the roots or bow my head to the ground?” But it
soon had to repent of its boasting, for a hurricane arose which tore it up from its roots and cast it
down as a useless log on the ground, while the little reed, bending to the force of the wind, soon
stood upright again when the storm had passed over.
“OBSCURITY OFTEN BRINGS SAFETY.”

Teacher checks understanding through questions.
o Who are the two characters in the story? (a tree and a reed)
o What are they talking about? (They are talking about their position in life – as tall and
important or as small and unimportant.)
64
o Is the reed happy with its life? Why? (Yes, it is happy because it feels safe.)
o What does the tree think about the reed? (The tree thinks the reed is silly to think about
being safe. The tree thinks it does not need to worry about being safe because it is so big and
strong.)
o What does the tree think about itself? (The tree thinks it is big and strong and nothing can
hurt it.)
o What happened to the tree? (The storm /hurricane tore it up from its roots and threw it onto
the ground.)
o What happened to the reed? (The reed was safe. It bent in the wind and then stood up
straight again.)
Component 3: Focus words (5 mins)
 Teacher introduces focus words. We are now going to look at some of the words from this text.
 Students turn to Day 8 focus words in their workbook.
 Students highlight the words they are unsure of. Teacher and students discuss meanings. (Teachers
can find the word meanings for text 8 in the teacher resource book.)
 Teacher reads words and students repeat each word after the Teacher.
log
was
and
grand
storm
pluck
boast
sneer
boldly
why
who
deeply
reed
I
safe
raise
again
down
bow
stood
said
you
your
soon
bring
Component 4: Speaking-Listening activities (10 mins)
 Students work with partner to retell the story of the tree and the reed.
 Teacher facilitates discussion linking text to students’ personal experiences and also to the
discussion in the lesson introduction.
o Students in groups share stories they have about storms they have experienced or someone
they know has experienced (as discussed earlier), then select stories to share with the class.
Component 5: Lesson conclusion (5 mins)
 The purpose of this section is to consolidate learning.
 Teacher asks students about the moral of the story.
o Some stories want to teach you a lesson. What do you think is the lesson from this story?
What makes you think that?
o Students discuss in groups. (Possible answers: Obscurity often brings safety. Pride comes
before a fall. The reed did not think big of itself, and it was able to bend with the wind, so it
did not die. The tree thought it was the best, but it could not bend with the wind, and it got
pulled out of the ground. The reed cared about being safe, and the tree only thought about
showing how tall and strong it was, but it could not fight the storm.)
o Groups share their answers with the class.
65
Time: 45 Minutes
Lesson 23 – Introduce reading text
Component 1: Review previous lesson (5 mins)
 Teacher and students review the previous lesson about the tree and the reed. Teacher asks
students to recall the moral of the story and whether they agree with the moral.
 Teacher explains that they will now review the focus words, look at a spelling/ grammar rule and
then read the story about the tree and the reed.
Component 2: Review focus words and word meanings (10 mins)
 Teacher reviews focus words and meanings; students repeat after the teacher.
 Students practice reading focus words in pairs, small groups; highlight known words, identify
unknown words; discuss meanings. (Teachers can find the word meanings for text 8 in the teacher
resource book.)
 Teacher circulates and provides feedback on student performance.
log
was
and
grand
storm
pluck
boast
sneer
boldly
why
who
deeply
reed
I
safe
raise
again
down
bow
stood
said
you
your
soon
bring
Component 3: Word study (5 mins)
 Teacher introduces the grammar and spelling point: Irregular past tense forms.
 Teacher first reviews the -ed form for past tense verbs. Teacher elicits examples from students (e.g.,
picked, stopped)
 Teacher explains that some verbs are irregular in English and the past tense form does not just add
-ed.
 Teacher tells students to circle ‘was’, ‘stood’ and ‘said’ in their word list.
 These are past tense forms of irregular verbs. Do you know what the base form of these verbs are?
(be/is-was; stand-stood; say-said)
 Teacher writes these on the board and asks students write these words in their workbook.
Component 4: Flash cards (5 mins)
 Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 3.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
 The procedure is the same as in the previous weeks. Students take turns to turn over the flash
cards, read the flash cards and record their results on the Flash Card Graph.
 Students then swap the roles so that each student has the chance to read and record their results
on the graph.

Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.

Teacher and students then discuss the results and review the errors.

The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise every day in the second and third lessons.
Component 5: Reading and fluency practice (15 mins)
66
Reading
 Students turn to text 8, “The tree and the reed”, in their workbooks.
 Teacher reads text 8 and students follow along, underlining any words they are unsure of.
 Students and Teacher discuss difficult words and refer to the word meanings in their workbook if
necessary.
Fluency practice
 Repeated reading – Teacher and students read the whole text together. Teacher gives feedback on
student accuracy and fluency.
 Students practice reading the text in groups; teacher circulates.
Component 6: Lesson conclusion (5 mins)
 Practice with the past tense:
 In pairs, students look at the following picture in their workbooks:





Teacher tells students: Imagine that you saw this crime and you are answering questions from the
police. What do you remember about the crime?
Students work together to think of/write sentences in the past tense about what they saw (e.g., A
man took some money from another man’s/his pocket. I saw the man take some money. He stood
next to me at the bus stop. He had long/blonde hair. He had a brown jacket. He said…)
Teacher tells students: Now imagine that you are the police asking about the crime. What
questions would you ask? (e.g., What did you see? Who did you see? What did he do? Where was
he? Where were you? What was he wearing? Etc.)
Students turn to the matching activity in their workbooks.
With a partner, students match past tense verbs with base verbs.
Match the present tense form of the verb with the past tense form.
be
stand
say
do
go
have
come
get
see
fall
tell
find
was
stood
said
did
went
had
came
got
saw
fell
told
found
67
Time: 45 minutes
Lesson 24 – Comprehension and consolidation
Component 1: Flash cards (5 mins)
 In this lesson we will practice the flash cards again so you can record your progress, and we’ll
review the focus words. Then we’ll go back to “The tree and the reed” text and practice asking and
answering questions. Then we’ll play a game.
 Students repeat the flash card activity as in the previous lesson using the Week 3 flash cards (pairs
or small groups, record answers, graph results).
 Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Component 2: Focus words (5 mins)
 Teacher reviews words that students struggled with in lessons 22 and 23.
 Teacher reads focus words and students repeat; students practice reading in pairs or small groups;
highlight known words, identify unknown words; discuss meanings.
log
pluck
who
raise
said
was
boast
deeply
again
you
and
sneer
reed
down
your
grand
boldly
I
bow
soon
storm
why
safe
stood
bring
Students practice reading in pairs or small groups; highlight known words, identify unknown words;
discuss meanings. Students can refer to the word meanings for Day 8 in their workbooks if
necessary.
Component 3: Word study (5 mins)
 Teacher introduces the suffix -ly.
 -ly changes an adjective into an adverb:
o The snail is slow. (‘Slow’ describes the snail.)
o The snail moves slowly. (‘Slowly’ describes how the snail moves’)
 Students circle words ending in -ly in the focus word list (boldly, deeply)
 Teacher explains:
o words ending in a consonant + ‘y’ (happy), change the ‘y’ to ‘i’ then add ‘ly’: happily.
 Teacher writes ‘happy’, ‘grand’, and ‘safe’ on the board and asks students to form the adverb.
Teacher writes answers on the board and students write the words into their workbook. (happily,
grandly, safely, uselessly)
Component 4: Comprehension exercise and feedback (10 mins)
 Students turn to “The tree and the reed” comprehension exercise in their workbook.
 Teacher and Students review strategies for reading questions and finding answers in the text.
 Students work with a partner to identify question words and underline important information.
 Students locate/underline answers in text.
 Students write answers individually.
 Check answers as a class. Students record on their sheets whether correct, maybe, or incorrect.
The tree and the reed – Comprehension answers
1. Where was the reed growing?
It was growing at the foot of the tree.
2. How does the reed feel about its life?
The reed feels content and safe.
3. Why did the tree sneer?

68
The tree thought it was strong and safe and no one could make it bow its head. The tree thought
the reed was wrong to think about safety.
4. What happened to the tree?
The storm/hurricane pulled it out of the ground and threw it onto the ground.
5. Why was the reed safe?
The reed was safe because it is small and obscure and can bend in the storm.
Component 5: Comprehension extension (5 mins)
 Teacher reviews different question words. (who, what, when, where, why, how, how many, how
much, can you name all the…?, What does … mean?)
 Teacher writes these words onto the board.

Students in groups choose four question words from the list and write four questions about the
text. Teacher circulates and assists where necessary. (Questions might include: What was growing
at the foot of the tree? Why did the reed feel safe? Who/What plucked the tree up by its roots?
How did the tree think about itself? What does obscurity mean? What happened to the reed?
Which one was stronger in the end – the tree or the reed?)
Component 6: Games (10 mins)
 Bingo – Students turn to the Essential word list and the Bingo sheets in their workbooks.

Teacher explains game: Students write words from Essential Word List 3 into the bingo grid – one
word for each square. They should not copy another student. When they have done this, the
teacher will read a word at random from list 3, and the students find the word on their bingo sheet
and cross it out if it is there.

As soon as they have crossed out 5 in a row (either across, down or diagonally), they say Bingo! The
person who finishes first is the winner.
 The game can be repeated on another bingo sheet if there is time.
Essential word list 3
made
way
like
goes
make
he
nice
going
take
she
time
home
came
me
by
most
same
we
fly
no
gave
even
my
only
away
the
try
open
day
these
why
so
may
I
both
those
play
find
go
use
Component 7: Wrap up and consolidation (5 mins)
 Teacher asks students: What should you do if a storm is coming?
 Students discuss in groups and make a plan.
o If close to water, go to higher ground.
o If you need to leave, plan where you would go and how you could get there.
o In your house, cover the windows with something strong so they don’t break.
o Cut trees near your house so branches don’t fall on the house.
o Clean up outside the house so things can’t be blown away by the wind.
o Put cars and bikes somewhere safe.
o Have candles, water, canned food in case you lose power.
o Listen to the radio for information.
69
Day 9
Time: 45 Minutes
Lesson 25 – Speaking and listening
Component 1: Lesson introduction (10 mins)
 Introduce topic of lesson through questions, pictures to activate prior knowledge.
 Teacher tells students: Today we are going to read about atoms. In this lesson we will be practicing
listening and speaking, and in the next lessons we will practice reading. We’ll start this lesson by
talking about these pictures.
 Students look at picture 1 in their workbook.
The teacher asks the students:
o What is the girl doing in this picture? (She is walking on the sand.)
o Is it easy for her to walk there? Is anything stopping her from walking? (Yes, it is easy. No,
nothing is stopping her.)
Students look at picture 2:




The teacher asks the students:
o What are the people doing in this picture? (They are walking/swimming in the water.)
o Is it easy for them to walk/swim there? Is anything stopping them from moving forward?
(Maybe it is easy. Maybe nothing is stopping him.)
o Which is easier, walking on the ground or walking/swimming in water? (Walking on the
ground is easier.)
o Why is it easier to walk on the ground? What is all around the girl when she is walking? (The
air is around her.) What is around the people when they are walking through water? (The
water is around them.)
o So it is easier to walk in the air than to walk in the water.
Students look at picture 3:
70
o
o
o
o
What is happening in this photo? (The bird is in the snow.)
Can the bird walk easily? (No, the bird can’t walk through the snow.)
Why can’t it walk through the snow? (Because the snow is hard.)
So it is easier to walk through air and water than to walk through snow. What do you think is
the reason for that? Why is that so? You are going to listen to a text about atoms now, and
you will hear why it is not easy to walk through snow.
Component 2: Listening to the text (15 mins)
 Teacher introduces text 9 ‘Atoms’. Teacher asks students to listen for the answer to the following
question as she reads: What is the difference between the air, the water and the snow?
 Teacher reads text 9 while students listen.
Atoms
Everything is made up of atoms. Atoms are very small, soft and shaped like a ball. They are
joined together into molecules. In a gas, the molecules are far apart, and they move around. So,
we can move through gas easily. In a liquid, the molecules are packed together. They are all
nearly touching, but they still move around. It is harder to move through water than through air.
But it is not too hard, so we can do it. In a solid, the molecules are all packed tightly together,
and they do not change places. The solid keeps its shape and we can’t walk through it.
What happens when we heat a solid? The molecules begin to shake. Then they break free. The
solid then melts into a liquid. If we go on heating, the molecules shake harder. They turn into a
gas when the liquid boils.
Adapted from Fletcher, N. (2011). A background to primary school science. ANU eView.
https://press.anu.edu.au/downloads/press/n1621/pdf/book.pdf , p. 15.
Creative Commons Attribution-NonCommercial-NoDerivs (CC BY-NC-ND)
This text has been edited to increase reading ease.

Teacher checks understanding, e.g., through questions.
o What is the difference between air, water and snow? (Air is a gas, water is a liquid and snow
is a solid.)
o What are gases, liquids and solids all made from? (atoms)
o What happens when atoms join together? (They form molecules.)
o What do gas molecules do? (They are far apart, and they move around.)
o What do liquid molecules do? (They are packed together but they still move around.)
71
o What do the molecules do in a solid? (They are packed tightly together and they don’t move
around.)
o So, why it is easier to walk through air than water? Why is it harder to walk through a solid?
(In a gas, the molecules are far apart, and they move around, so it is easy to walk through air.
In a liquid, they still move around, but it is harder because they are closer together. In a solid,
they don’t move, so you can’t walk through a solid.)
Component 3: Focus words (5 mins)
 Teacher introduces focus words. We are now going to look at some of the words from this text.
 Students turn to Day 9 focus words in their workbook.
 Students highlight the words they are unsure of. Teacher and students discuss meanings. (Teachers
can find the word meanings for text 9 in the teacher resource book.)
 Teacher reads words and students repeat each word after the Teacher.
its
gas
small
melt
thing
shape
touch
water
change
air
easy
harder
nearly
apart
through
turn
join
boil
atom
molecule
solid
happen
break
around
are
Component 4: Speaking-Listening activities (10 mins)
 Students work with partner to explain what happens if we heat a solid.
 Teacher facilitates discussion linking text to student’s personal experiences:
o Have you ever walked through water? Sand? Mud? A strong wind?
o How was it? Difficult? Easy?
Component 5: Lesson conclusion (5 mins)
 The purpose of this section is to consolidate learning.
 Students are put into 3 groups (A, B and C).
o Group A brainstorms different types of gases; (e.g., oxygen, carbon dioxide, water vapor,
steam)
o Group B brainstorms different kinds of liquid; (e.g., water, juice, coconut water, milk)
o Group C brainstorms different types of solids. (e.g., ice, sand, snow, table, chair)
o Each group reports back to class. Teacher provides feedback.
72
Time: 45 minutes
Lesson 26 – Introduce reading text
Component 1: Review previous lesson (5 mins)
 Teacher and students review the previous lesson about atoms, molecules, gases, liquids and solids.
 Teacher asks students to look at the image in the reading and explain what the molecules are doing
in each picture. (In the gas, the molecules are far apart and move around. In the liquid, they are
closer together, but they still move. In the solid they are packed tightly together, and they don’t
move.)

Teacher explains that they will now review the focus words, look at a spelling/ grammar rule and
then read the text ‘Atoms’.
Component 2: Review focus words and word meanings (10 mins)
 Teacher reviews focus words and meanings; students repeat after teacher.
 Students practice reading focus words in pairs, small groups; highlight known words, identify
unknown words and discuss meanings. (Teachers can find the word meanings for text 9 in the
teacher resource book.)
 Teacher circulates and provides feedback on student performance.
its
liquid
easily
turn
solid
gas
touch
harder
join
happen
small
water
nearly
boil
break
melt
change
apart
atom
around
thing
air
through
molecule
are
Component 3: Word study (5 mins)
 Teacher introduces the spelling points: the diphthongs ‘oi’ and ‘ou’
 The diphthong ‘oi’ /ɔi/: There are two ways that we can make the ‘oi’ /ɔi/ sound in spelling:
o /ɔi/ is spelled -oy when it comes at the end of a word (boy). Can you think of other words that
rhyme with boy? (joy, toy)
o /ɔi/ is spelled -oi- when it comes in the middle of the word and is followed by a consonant.
Students identify words in the focus list with ‘oi’, and repeat words after the teacher. (join,
boil)
 Teacher reviews words with ‘ou’ and the different sounds they might make. Do you remember
when we talked about the different sounds ‘ou’ makes in words? Can you tell me some words with
‘ou’? (ou = /au/ out; ou = long u /u:/ you; ou = short /u/ would, could)
 Teacher introduces new sound with ‘ou’. There’s another sound ‘ou’ sometimes makes in words. It
also makes the sound /ʌ/ like the short ‘u’ in but.
 Can you find the words in the focus word list with ‘ou’? (touch, through, around)
 What sound is ‘ou’ in around? (Students pronounce the word with the /au/ sound.)
 What sound is ‘ou’ in through? (Students pronounce the word with the long /u:/ sound.)
 Now, listen to the sound ‘ou’ in touch. Teacher pronounces the word and students repeat.
 We had another word with the same sound in week 1: rough. Teacher writes the word on the
board.
73
Component 4: Flash cards (5 mins)
 Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 3.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
 The procedure is the same as in the previous weeks. Students take turns to turn over the flash
cards, read the flash cards and record their results on the Flash Card Graph.
 Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
 Students then swap the roles so that each student has the chance to read and record their results
on the graph.

Teacher and students then discuss the results and review the errors.

The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise every day in the second and third lessons.
Component 5: Reading and fluency practice (15 mins)
Reading
 Students turn to text 9, “Atoms”, in their workbooks.
 Teacher reads text 9 and students follow along, underlining any words they are unsure of.
 Students and Teacher discuss difficult words and refer to the word meanings in their workbook if
necessary.
Fluency practice
 Repeated reading – Students read one sentence each from the text out loud. Teacher gives
feedback on student accuracy and fluency.
 Students practice reading the text in groups; Teacher circulates and provides feedback (5 mins)
Component 6: Lesson conclusion (5 mins)
 Students work in pairs to complete the sorting activity in the student workbook.
Write these words into the correct column: gas, liquid or solid.
water
steam
ice
boy air
oil
milk
steam
air
oxygen
Gas
water
oil
milk
Liquid
shell
ice
boy
shell
oxygen
Solid
74
Time:45 minutes
Lesson 27 – Comprehension and consolidation
Component 1: Flash cards (5 mins)
 In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then we’ll go back to the “Atoms” text and practice asking and answering
questions. Then we’ll play a game.
 Students repeat the flash card activity as in the previous lesson using the Week 3 flash cards (pairs
or small groups, record answers, graph results).
 Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Component 2: Focus words (5 mins)
 Teacher reviews words that students struggled with in lessons 25 and 26.
 Teacher reads focus words and students repeat; students practice reading in pairs or small groups;
highlight known words, identify unknown words; discuss meanings.
its
gas
small
melt
thing

liquid
touch
water
change
air
easily
harder
nearly
apart
through
turn
join
boil
atom
molecule
solid
happen
break
around
are
Students practice reading in pairs or small groups; highlight known words, identify unknown words;
discuss meanings. Students can refer to the word meanings for Day 9 in their workbooks if
necessary.
Word study (5 mins)
 Syllable matching activity: Focus words are separated into syllables. Students must make up the
words.
 Teacher and students check answers.
li
wa
near
boi
sol
hap
a
mel
quid
ter
ly
ling
id
pen
round
ting
75
mo
ea
le
si
cule
ly
Component 4: Comprehension exercise and feedback (10 mins)
 Students turn to the “Atoms” comprehension exercise in their workbook.
 Teacher and Students review strategies for reading questions and finding answers in the text.
 Students work with a partner to identify question words and underline important information.
 Students locate/underline answers in text.
 Students write answers individually.
 Check answers as a class. Students record on their sheets whether correct, maybe, or incorrect.
Atoms – Comprehension answers

Where can you find atoms?
You can find atoms everywhere/in everything. Everything is made up of atoms.

When atoms are joined together, what do we call them?
Atoms become molecules when they are joined together.

Why can’t you move through solids?
In solids, the atoms are packed tightly together and they don’t move, so you can’t walk through
them.

Match the pictures: (a) gas molecules; (b) liquid molecules (c) solid molecules.
(c)

(a)
(b)
How can you change a liquid into a solid?
To change a liquid into a solid, you need to freeze the liquid.
Component 5: Comprehension extension (5 mins)
 Teacher reviews different question words. (who, what, when, where, why, how, how many, how
much, can you name all the…?, What does … mean?)
 Teacher introduces new question stem: What happens when…? For example, what happens when it
rains? We get wet.
 Students in groups choose four question words from the list, including the new question stem:
What happens when…? and write four questions about the text. Teacher circulates and assists
where necessary. (Questions might include: What does molecule mean? What is an atom? How big
is an atom? Why can we move easily through gas? What happens when a liquid boils?)
Component 6: Games (10 mins)
 Students turn to the sequencing activity in their workbook.
 Students in pairs sequence the pictures in the correct order, then fill in the missing words to
describe the process.
76
Put these pictures into the correct order to show the change from a solid into a gas by writing
the letters into the blank spaces.
A
B
_____

B
C
D
_____
A
_____
D
C
_____
Now explain what is happening by writing the missing words into the blank spaces.
gas liquid solid
water melts boils
Ice is a solid. The ice melts into a liquid (water) when it is heated.
The water molecules turn into a gas (steam) when the liquid boils.




Bingo! – Students turn to the Essential word list and the Bingo sheets in their workbooks.
Teacher explains game: Students write words from Essential Word List 3 into the bingo grid – one
word for each square. They should not copy another student. When they have done this, the
teacher will read a word at random from list 3, and the students find the word on their bingo sheet
and cross it out if it is there.
As soon as they have crossed out 5 in a row (either across, down or diagonally), they say Bingo! The
person who finishes first is the winner.
Students only play one game of Bingo in this section.
Essential word list 3
made
way
make
he
take
she
came
me
same
we
gave
even
away
the
day
these
may
I
play
find
Component 7: Wrap up and consolidation (5 mins)

like
nice
time
by
fly
my
try
why
both
go
goes
going
home
most
no
only
open
so
those
use
Teacher asks the students:
o What was your favorite topic/reading this week?
o What is one spelling or grammar rule that you remember from this week?
o What are three words that you remember from this week?
o What do you need to work on next week?
77
Day 10
45 Minutes
Lesson 28 – Speaking and listening
Component 1: Lesson introduction (10 mins)
 Introduce topic of lesson through questions, pictures to activate prior knowledge.
 Teacher tells students: Today we are going to read a recipe for a popular dessert in the Philippines.
In this lesson we will be practicing listening and speaking, and in the next lessons we will practice
reading. We’ll start this lesson by talking about these pictures.
 Teacher shows pictures of Filipino desserts:

Teacher asks the students:
o What are these? (desserts, sweets)
o Do you know what kind of sweets they are? (leche flan, binignit, bicho-bicho)
o Do you like any of these desserts? (Answers will differ depending on student preferences.)
o Do you know what they are made of? (leche flan – milk, eggs, sugar; binignit – fruit, yam,
coconut milk, sugar; bicho-bicho – flour, milk, sugar, egg)
o What is your favorite dessert? (Answers will differ depending on student preferences.)
o Do you know how to make it? (Answers will differ depending on student preferences.)
o Which dessert do you think is the most popular in the Philippines? (Answers will differ.)
Component 2: Listening to the text (15 mins)
 Teacher introduces text 10 ‘Leche Flan Recipe’. Teacher asks students to listen for the answer to the
following question as she reads: How long do you need to bake the flan?
 Teacher reads text 9 while students listen.
Leche Flan Recipe
Leche Flan is a dessert made up of eggs and milk with a soft caramel on top. Leche Flan is the
most popular dessert in the Philippines. It is often served during celebrations such as parties and
town fiestas. Leche Flan came to the Philippines from the Spanish, who ruled the Philippines for
about 300 years.
What do you need?
1 cup sugar
1 teaspoon water
1 can condensed milk
1 can evaporated milk
6 eggs or 12 egg yolks
78











Heat the oven to 180 degrees centigrade.
Put the sugar into a saucepan with a teaspoon of water and cook slowly over a low heat
until the sugar melts and becomes a dark brown color. This is the caramel.
Pour the caramel into a pan and swirl it around so that it coats the bottom and sides of
the pan.
Beat the eggs in a bowl and add in both cans of milk until they are all mixed together.
Pour the eggs and milk into the pan with the caramel and cover it with foil.
Put some boiling water into a bigger pan, and then place the pan with the caramel, eggs
and milk into the bigger pan. The water should about halfway up the side of the smaller
pan.
Bake slowly for 1 hour or until the leche flan is firm.
Take the flan out of the oven and out of the bigger pan to let it cool down, then put it into
the fridge to let it set.
Before you are ready to serve the flan, take a knife and run it around the edge of the flan,
then turn the pan up-side down onto a large plate. The caramel will be runny and will coat
the top and sides of the flan.
Cut it into slices and serve.
Teacher checks understanding through questions.
o Which dessert is the most popular in the Philippines? (Leche flan)
o Do you agree with this? (Answers will differ)
o Where does this dessert come from? (Spain)
o What do you need to make the dessert? (sugar, eggs and milk)
o Where do you cook it? (In the oven)
o How long do you cook it for? (1 hour)
Component 3: Focus words (5 mins)
 Teacher introduces focus words. We are now going to look at some of the words from this text.
 Students turn to Day 10 focus words in their workbook.
 Students highlight the words they are unsure of. Teacher and students discuss meanings, referring
to the word meanings in the student workbooks if necessary. (Teachers can find the word meanings
for text 10 in the teacher resource book.)
 Teacher reads words and students repeat each word after the teacher.
recipe
dessert
caramel
popular
fridge
served
milk
yolk
condensed
evaporated
celebration
parties
half
color
pour
swirl
knife
bottom
79
cover
ready
sugar
saucepan
teaspoon
oven
upside down
mixed
Component 4: Speaking-Listening activities (10 mins)
 Students work with partner to retell the steps in the recipe.
 Teacher facilitates discussion linking text to student’s personal experiences. (Student answers will
differ.)
o Have you ever made a Leche Flan?
o What did you make it for? Was it for a celebration? What celebration?
o Is it easy to make?
o What other types of food do you make?
Component 5: Lesson conclusion (5 mins)
 The purpose of this section is to consolidate learning.
 Students work together in pairs.
 Students turn to sequencing activity in their workbook.
 Students sequence pictures as Teacher reads the number and the simplified steps in the recipe.
1. First, get the things you need: eggs, milk sugar.
2. Next turn on the oven to 180 degrees.
3. Melt the sugar in a saucepan.
4. Pour the melted sugar into a pan.
5. Beat the eggs.
6. Add the milk and mix them together.
7. Pour the eggs and milk into the pan with the sugar.
8. Put some boiling water into a bigger pan.
9. Bake the flan in the oven for 1 hour.
10. Take the flan out of the oven to cool.
11. Put it into the fridge.
12. Serve the flan.
12.
3.
5.
9.
80
1.
11.
4.
6.
180
10.
7.
2.
8.
81
Lesson 29 – Introduce reading text
Time: 45 Minutes
Component 1: Review previous lesson (5 mins)
 Teacher and students review previous lesson about how to make Leche Flan.
 Teacher explains that they will now review the focus words, look at a spelling/ grammar rule and
then read the recipe.
Component 2: Review focus words and word meanings (10 mins)
 Teacher reviews focus words and meanings, students repeat after teacher.
 Students practice reading focus words in pairs, small groups; highlight known words, identify
unknown words; discuss meanings. (Teachers can find the word meanings for text 10 in the teacher
resource book.)
 Teacher circulates and provides feedback on student performance.)
recipe
dessert
caramel
popular
fridge
served
cover
ready
sugar
milk
yolk
condensed
evaporated
celebration
parties
saucepan
teaspoon
oven
half
color
pour
swirl
knife
bottom
upside down
mixed
Word study (5 mins)
 Teacher introduces the spelling point: confusing ‘c’ sound.
 Teacher asks Students to circle the words in the focus word list that have a ‘c’ (recipe, celebration,
condensed, saucepan, color, cover)
 Teacher pronounces each word and asks students to identify the different sounds. (Some words
have a ‘k’ sound and others have a ‘s’ sound.)
 Teacher explains the rule: When ‘c’ is followed by an ‘e’, ‘i’ or ‘y’ it makes an ‘s’ sound. When it is
followed by ‘a’,’o’ or ‘u’, or by a consonant such as ‘cl’ or ‘cr’ it makes a ‘k’ sound.
 Students brainstorm other words with ‘c’. (e.g., can, crab, place, ice, force, face)
 Students sort the ‘c’ words in the focus word list into the correct sound group:
‘c’ sounds like ‘s’
‘c’ sounds like ‘k’
recipe
condensed
celebration
color
saucepan
cover
Component 4: Flash cards (5 mins)
 Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 4.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
 The teacher introduces the flash cards for week 4 by reading each word aloud as the students follow
along.
 The procedure is the same as in the previous weeks. Students take turns to turn over the flash
cards, read the flash cards and record their results on the Flash Card Graph.
 Students then swap the roles so that each student has the chance to read and record their results
on the graph.
 Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
82


through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect.
Teacher and students then discuss the results and review the errors.
The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise every day in the second and third lessons.
Component 5: Reading and fluency practice (15 mins)
Reading
 Students turn to text 10, “Leche Flan Recipe”, in their workbooks.
 Teacher reads text 10 and students follow along, underlining any words they are unsure of.
 Students and teacher discuss difficult words and refer to the word meanings in their workbook if
necessary.
Fluency practice
 Repeated reading – students take it in turns to read sentences from the text in groups. Teacher
circulates and gives feedback on student accuracy and fluency.
Lesson conclusion (5 mins)
 Matching exercise – Students in pairs match the sentences with the pictures.
1. First, get the things you need: eggs, milk
sugar.
2. Next turn on the oven to 180 degrees.
180
3. Melt the sugar in a saucepan.
4. Pour the melted sugar into a pan.
5. Beat the eggs.
6. Add the milk and mix them together.
7. Pour the eggs and milk into the pan with the
sugar.
83
8. Put some boiling water into a bigger pan.
9. Bake the flan in the oven for 1 hour.
10. Take the flan out of the oven to cool.
11. Put it into the fridge.
12. Serve the flan.
84
Time: 45 minutes
Lesson 30 – Comprehension and consolidation
Component 1: Flash cards (5 mins)
 In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then we’ll go back to the “Leche Flan Recipe” and practice asking and answering
questions. Then we’ll play a game.
 Students repeat the flash card activity as in the previous lesson using the Week 4 flash cards (pairs
or small groups, record answers, graph results).
 Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Component 2: Focus words (5 mins)
 Teacher reviews words that students struggled with in lessons 28 and 29.
 Teacher reads focus words and students repeat.
recipe
dessert
caramel
popular
fridge
served
cover
ready
sugar
milk
yolk
condensed
evaporated
celebration
parties
saucepan
teaspoon
oven
half
color
pour
swirl
knife
bottom
upside down
mixed
Students practice reading in pairs or small groups; highlight known words, identify unknown words;
discuss meanings. Students can refer to the word meanings for Day 10 in their workbooks if
necessary.
Component 3: Word study (5 mins)
 Compound words – Sometimes, two words are joined together to make a new word. These are
called compound words. Can you find any compound words in the text?
 Teacher asks students to circle the compound words in the text (teaspoon, half-way, up-side down,
sauce-pan)
 Teacher and students discuss meanings of each element in a compound word, and the meaning
when the words are joined together:
o tea = a hot drink made with dried leaves and boiling water +
o spoon = a thing you use with a round bowl and a long handle to stir liquids or pick up food
with.
o teaspoon = a small spoon used for adding sugar to and/or stirring hot drinks.
 Students work in pairs to talk about the meanings of the other compounds then check with the
teacher.
o half = ½ + way = a road or path to travel on to reach a place; halfway = at a point in the
middle between two other points
o up = in the higher position + side = the edge of something + down = in the lower position; upside down = with the upper side where the lower side should be.
o sauce = a liquid used to put on food, like tomato sauce + pan = a metal bowl used for cooking
food; saucepan = a round metal cooking pot with a handle and a lid.

Component 4: Comprehension exercise and feedback (10 mins)
85






Students turn to “Leche Flan Recipe” comprehension exercise in their workbook.
Teacher and Students review strategies for reading questions and finding answers in the text.
Students work with a partner to identify question words and underline important information.
Students locate/underline answers in text.
Students write answers individually.
Check answers as a class. Students record on their sheets whether correct, maybe, or incorrect.
Leche Flan Recipe Comprehension answers
 Where did Leche Flan come from?
This dessert came from Spain / from the Spanish.
 When is this dessert served?
This dessert is served at celebrations/ at parties and fiestas.
 What are three things you need to make Leche Flan?
Three of the following:
1 cup of sugar, 1 teaspoon of water, 1 can of evaporated milk, 1 can of evaporated milk; 6 eggs
or 12 egg yolks
 How do you make the caramel?
Melt the sugar in a saucepan with 1 teaspoon of water until the sugar becomes a dark brown
color.
 When can you eat the flan?
You can eat it after it is cooled and set in the fridge, then turned upside down onto a plate and
served.
Component 5: Comprehension extension (5 mins)
 Teacher reviews different question words. (who, what, when, where, why, how, how many, how
much, can you name all the…?, What does … mean? What happens when…?)
 Each student chooses two question words or stems from the list and writes two questions about the
text. Teacher circulates and assists where necessary. (Questions might include: What happens when
you cook sugar slowly? What is leche flan made from? How many eggs do you need? What does
caramel mean? Where do you put the leche flan after you take it out of the oven?
 Students share their questions with a partner. They must justify their answers showing evidence
from the text.
Component 6: Games (10 mins)
 Students turn to compound word matching game in their workbook.
 Students match the words to make a compound word.
every
thing
86
tea
in
tooth
some
fire
hand
out
eye
eye
half
sauce
Component 7: Wrap up and consolidation (5 mins)

spoon
side
pick
thing
wood
bag
side
brow
lash
way
pan
Students discuss the following questions in groups:
o What’s your favorite dessert/food?
o What is it made from?
o How do you make it?
87
Day 11
Time: 45 Minutes
Lesson 31 – Speaking and listening
Component 1: Lesson introduction (10 mins)
 Introduce topic of lesson through questions and pictures to activate prior knowledge.
 Teacher tells students: Today we are going to read ab out the water cycle. In this lesson we will be
practicing listening and speaking, and in the next lessons we will practice reading. We’ll start this
lesson by talking about these pictures.
 Teacher directs students to the pictures in their workbook:


Teacher asks students:
o What is this picture? (water, rain)
o Where does it come from? (the sky, clouds)
o Where does the water go? (drains, into the ground, into lakes, rivers, sea, ocean)
o How does it get into the clouds? (Students may have answers, but it is not necessary at this
stage.) This is what we are going to talk about today.
Teacher directs students to “water cycle” picture in their workbook. What can you see in this
picture?
o Students in groups describe what they see in the picture (water/river/lake, trees, mountains,
clouds, sun, rain, snow). Students may not realize that the middle section is a water source
(river or lake). The teacher should indicate this is a water source if students are not sure.
Component 2: Listening to the text (15 mins)
 Teacher introduces text 11 “The water cycle”; Teacher asks students to listen for the answer to the
last question above (How does the water get into the clouds?)
 Teacher reads text 11 while students listen.
The water cycle
The water cycle is how water moves around our planet. It starts with the Sun heating up
water in rivers, lakes, and oceans. When the water gets warm, it turns into a gas called water
vapor and goes up into the sky. This change from liquid water to water vapor is called
evaporation.
88
In the sky, the water vapor cools down and turns back into tiny drops of water. This change
is called condensation. These droplets come together and make clouds. When the clouds get
full of water, it starts to rain or snow.
When it rains or snows, the water falls back to the ground. This is called precipitation. Some
of it soaks into the soil and is used by plants and animals. Some of it goes into rivers, lakes
and oceans. And some of it evaporates and goes back up into the sky again.
This process keeps happening over and over. The water goes up into the sky as vapor, forms
clouds, and then comes back down as rain or snow. It's like a big circle that never ends. This
is how we always have water to drink, swim in, and use for plants and animals.
The water cycle is very important. It gives us the water we need to live, and it helps keep our
planet healthy.

Teacher checks understanding, e.g., through questions. Teacher provides feedback.
a. What is the water cycle? (the way that water moves around the planet.)
b. What does the sun do? (It heats the water.)
c. What happens to the water when it gets warm? (It becomes water vapor/ a gas.)
d. How does the water get into the clouds? (The water gets cool and changes back to water
drops and the drops of water make the clouds.)
e. Where does the water go when it rains? (It goes into the ground, and into rivers, lakes and
the ocean.)
Component 3: Focus words (5 mins)
 Teacher introduces focus words. We are now going to look at some of the words from this text.
 Students turn to Day 11 focus words in their workbook.
 Students highlight the words they are unsure of. Teacher and students discuss meanings. (Teachers
can find the word meanings for text 11 in the teacher resource book.)
 Teacher reads words and students repeat each word after the Teacher.
cycle
planet
heat
river
lake
ocean
warm
vapor
sky
change
turn
tiny
droplet
cloud
rain
snow
become
soak
soil
precipitation
process
happening
over
form
circle
drink
plants
animals
important
healthy
89
liquid
cool
evaporate
evaporation
condense
condensation
Component 4: Speaking-Listening activities (10 mins)
 Students work with partner to describe the steps in the water cycle.
 Teacher facilitates discussion linking text to students’ personal experiences.
o The water cycle keeps happening over and over, again and again. Can you think of any other
cycles, any other things that happen again and again that affect your lives? Students
brainstorm in groups (e.g., seasons, school term and holidays; yearly events/festivals, life
cycles – e.g., egg-caterpillar-pupa-butterfly, egg-tadpole-frog)
Component 5: Lesson conclusion (5 mins)


The purpose of this section is to consolidate learning.
Teacher directs students to label the elements in picture 1 in their workbooks. Students work in
pairs, then teacher and students check their answers. All answers are written on the picture.
sun
clouds
rain
trees
water
90
Time: 45 Minutes
Lesson 32 – Introduce reading text
Component 1: Review previous lesson (5 mins)
 Review previous lesson about the water cycle and explain that they will now read the text together.
Component 2: Review focus words and word meanings (10 mins)
 Teacher reviews focus words and meanings, students repeat after teacher.
 Students practice reading focus words in pairs, small groups; highlight known words, identify
unknown words; discuss meanings. (Teachers can find the word meanings for text 11 in the teacher
resource book.)
 Teacher circulates and provides feedback on student performance.
cycle
planet
heat
river
lake
ocean
warm
vapor
sky
change
liquid
cool
turn
tiny
droplet
cloud
rain
snow
become
soak
soil
precipitation
evaporate
evaporation
process
happening
over
form
circle
drink
plants
animals
important
healthy
condense
condensation
Component 3: Word study (5 mins)
 Word study (5 mins)
 Teacher introduces the suffix -tion and asks students to highlight the suffix in their focus word list.
o This suffix is added to a verb to form a noun: evaporate – evaporation; condense –
condensation; (from yesterday’s lesson) celebrate – celebration.
o If the verb ends in ‘e’, drop the ‘e’ before adding -tion.
o Students break the words into syllables: e/va/po/ra/tion; con/den/sa/tion; pre/ci/pi/ta/tion;
ce/le/bra/tion
o Teacher pronounces the words slowly and asks students what they notice about the
pronunciation of the final syllable. (The ‘ti’ in -tion is pronounced like ‘sh’.)
o Students repeat the words after the teacher.
Component 4: Flash cards (5 mins)
 Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 4.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
 The procedure is the same as in the previous weeks. Students take turns to turn over the flash
cards, read the flash cards and record their results on the Flash Card Graph.
 Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
 Students then swap the roles so that each student has the chance to read and record their results
on the graph.
91


Teacher and students then discuss the results and review the errors.
The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise every day in the second and third lessons.
Component 5: Reading and fluency practice (15 mins)
Reading
 Students turn to text 11, “The Water Cycle”, in their workbooks.
 Teacher reads text 11 and students follow along, underlining any words they are unsure of.
 Students and Teacher discuss difficult words and refer to the word meanings in their workbook if
necessary.
Fluency practice
 Repeated reading – students read the first paragraph with the teacher, then read the remaining
paragraphs with a partner. Teacher gives feedback on student accuracy and fluency.
 Students practice reading the text in groups; Teacher circulates and provides feedback.
Component 6: Lesson conclusion (5 mins)
 Students continue to label diagram with technical terms from the reading with Teacher support:
o When the sun shines on the water and warms it, what happens? (The water becomes water
vapor.) And what is a special word we use to describe this? (Evaporation). Yes, write
evaporation at the top of that arrow in picture 3 in your workbook.
sun
clouds
rain
EVAPORATION
trees
water
o
o What happens to the water vapor when it goes up to the sky? (The vapor changes back to
drops of water.) What is the special word we use to describe this change? (condensation) Yes,
write condensation over the next arrow in picture 3:
CONDENSATION
EVAPORATION
o What happens when the cloud gets full of water droplets? (It falls as rain or snow.) What is
the special word to use to describe this? (precipitation) Yes, write the word above the next
arrow:
92
sun
clouds
CONDENSATION
rain
PRECIPITATION
EVAPORATION
trees
water
o Finally, what is this whole process called? (the water cycle.) Good. Write this in the center of
your diagram:
sun
clouds
CONDENSATION
rain
PRECIPITATION
WATER CYCLE
EVAPORATION
trees
water
93
Time: 45 minutes
Lesson 33 – Comprehension and consolidation
Component 1: Flash cards (5 mins)
 In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then we’ll go back to “The water cycle” text and practice asking and answering
questions. Then we’ll play a game.
 Students repeat the flash card activity as in the previous lesson using the Week 4 flash cards (pairs
or small groups, record answers, graph results).
 Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
 Students review progress reading flash cards.
Component 2: Focus words (5 mins)
 Teacher reviews words that students struggled with in lessons 31 and 32.
 Teacher reads focus words and students repeat; students practice reading in pairs or small groups;
highlight known words, identify unknown words; discuss meanings.
cycle
planet
heat
river
lake
ocean
warm
vapor
sky
change
liquid
cool
turn
tiny
droplet
cloud
rain
snow
become
soak
soil
precipitation
evaporate
evaporation
process
happening
over
form
circle
drink
plants
animals
important
healthy
condense
condensation
Component 3: Word study (5 mins)
 Teacher introduces word study point: the letter ‘q’.
 The letter ‘q’ is almost always followed by ‘u’. ‘qu’ is pronounced like /khw/
 Students underline ‘qu’ in the text. (liquid)
 Students repeat the word after the teacher.
 Students brainstorm other words beginning with the sound /khw/ (e.g., quick, quiet, question,
queen, quiz).
 Teacher writes the words on the board. Students write the words in their workbooks.
Component 4: Comprehension exercise and feedback (10 mins)
 Students turn to “The water cycle” comprehension exercise in their workbook.
 Teacher and students review strategies for reading questions and finding answers in the text.
 Students work with a partner to identify question words and underline important information.
 Students locate/underline answers in text.
 Students write answers individually.
 Check answers as a class. Students record on their sheets whether correct, maybe, or incorrect.
94
The water cycle – Comprehension Answers
1. What is the water cycle?
The water cycle is the way water moves around the planet.
2. What is evaporation?
Evaporation is the change from liquid water to water vapor.
3. What is condensation?
Condensation is the change from water vapor to drops of water.
4. What is precipitation?
Precipitation is when water falls from the sky as rain or snow.
5. What could happen if the water cycle was broken (for example, too much rain or not
enough rain)?
The planet would become unhealthy, and plants, animals and maybe also people could die.
Component 5: Comprehension extension (5 mins)
 Teacher reviews different question words. (who, what, when, where, why, how, how many, how
much, can you name all the…?, What does … mean? What happens when…?)
 Each student chooses two question words or stems from the list and writes two questions about the
text. Teacher circulates and assists where necessary. (Questions might include: What happens when
the sun heats the water? What does precipitation mean? Can you name all the steps in the water
cycle? Where does the rainwater go? Why is the water cycle important?)
Students share their questions with a partner. They must justify their answers showing evidence
from the text.
Component 6: Games (10 mins)
 Bingo – Students turn to the Essential word list and the Bingo sheets in their workbooks.

Teacher explains game: Students write words from Essential Word List 4 into the bingo grid – one
word for each square. They should not copy another student. When they have done this, the
teacher will read a word at random from list 4, and the students find the word on their bingo sheet
and cross it out if it is there.

As soon as they have crossed out 5 in a row (either across, down or diagonally), they say Bingo! The
person who finishes first is the winner.
 The game can be repeated on another bingo sheet if there is time.
Essential word list 4
have
ever
our
do
again
never
house
into
said
over
out
who
each
her
about
to
read
before
found
two
baby
for
down
too
every
or
how
school
very
more
now
new
give
own
good
can’t
live
show
look
don’t
Component 7: Wrap up and consolidation (5 mins)
In groups, students have 3 minutes to write as many new words as they can remember from today’s
three lessons. The group with the most words spelled correctly wins.
95
Day 12
Lesson 34 – Speaking and listening
Time: 45 Minutes
Component 1: Lesson introduction (10 mins)

Introduce topic of lesson through questions, pictures to activate prior knowledge.

Teacher asks students: Do you remember last week we read about big cats? Do you remember
some different types of big cat?
(lions, tigers, jaguars)
Today we are going to read about some different big cats: jaguars (which were in the reading “Big
cats” last week), leopards, and cheetahs. In this lesson we will practice listening and speaking, and
then in the next lessons we will practice reading.
Students look at the three cat pictures in their workbook:




Teacher asks students:
o What can you tell me about the cat in the first picture? (Students may notice different
features. At this stage, any answer is acceptable, e.g., It has black spots and white and brown
fur. It is sitting up and looking at the camera. Its mouth is open)
o What can you tell me about the cats in the second picture? (Students may notice different
features. At this stage, any answer is acceptable, e.g., They are brown with black spots. One
cat is licking the other cat’s face.)
o What can you tell me about the cat in the third picture? (Students may notice different
features. At this stage, any answer is acceptable, e.g., It is brown with some black spots and
some round marks. It is sitting down.)
o Can you tell me, which one is a jaguar, which is a leopard, and which is a cheetah? (Students
make guesses about the pictures. At this stage, the teacher does NOT tell the students the
correct answer.)
Component 2: Listening to the text (15 mins)

Teacher introduces text 12 “Differences between jaguars, leopards and cheetahs”. I’m going to read
this information text and I want you to listen for the differences between these three types of cats.

Teacher reads text 12 while students listen.
Differences between jaguars, leopards and cheetahs.
What is the difference between jaguars, leopards and cheetahs? They look quite similar.
Some people even think that they are the same animal, but these three big cats have
some clear differences between them. We can see it in their coats, their bodies and their
faces.
Coat differences
The jaguar’s coat has big black rosettes with black spots in the center. This coat helps them
96

Teacher checks understanding through questions.
o What three parts of these big cats are being compared? (Their coats, their bodies and their
faces)
o Do the three types of cats have the same marks on their coats? (No. They all have black spots,
but in different patterns.)
o Which cat is big and heavy? (The jaguar is big and heavy.)
o Which cats are thin? (The leopard and cheetah are thin.)
o Which cat can run very fast? (The cheetah can run very fast.)
o Which cat climbs trees? (The leopard climbs trees.)
o Which cat has a small head? (The cheetah has a small head.)
o Which cat has short legs? (The jaguar has short legs.)
Component 3: Focus words (5 mins)


Teacher introduces the focus words. Let’s have a look now at the focus words from the information
text you just heard.
Teacher directs students to turn to the Day 12 focus words in their student workbook.
different
difference
rosette
center
belly
muscle
facial
feature
97
jaguar
leopard
cheetah
similar
clear
coat
body
face


hide
joined
simple
bulky
large
head
jaw
fairly
muscular
climb
size
medium
thin
slim
tail
wide
semi-circle
muzzle
pointed
tear
inner
corner
Teacher reads the words and students repeat after the teacher.
Students highlight the words they are unsure of. Teacher and students discuss meanings. (Teachers
can find the word meanings for text 12 in the teacher resource book.)
Component 4: Speaking-Listening activities (10 mins)

Students look again at the pictures of the three cats from the beginning of the lesson, labelled A, B
and C:
A.
B.
C.
Students work with a partner to identify the three cats using the information from the listening text.
They must give reasons for their answer. (For example, X is a jaguar because it is bigger than the
other two cats.)
 Teacher facilitates discussion linking this text to their personal preferences (all answers will vary):

o Which of these three cats do you like the best? Why?
o Do you think it is better for these cats to be in the zoo or in the wild? Why?
Component 5: Lesson Conclusion (5 mins)


A.

The purpose of this lesson conclusion is to consolidate learning.
The teacher directs the students’ attention to the pictures of the cats’ coats: Do you know which cat
belongs to which of these coats? Can you explain why?
B.
C.
Students work in groups to explain the differences in the coats and which coat belongs to which cat.
(The leopard has smaller rosettes than the jaguar. The jaguar has spots inside the rosettes. The
cheetah has simple spots with no rosettes. A is the leopard, B. is the jaguar, and C. is the cheetah.)
98
Time: 45 Minutes
Lesson 35 – Introduce reading text
Component 1: Review previous lesson (5 mins)


Teacher and students review the previous lesson about jaguars, leopards and cheetahs. Teacher
asks students:
o Do you remember the name of the three big cats that we talked about in lesson 34? (jaguar,
leopard and cheetah)
o Do you remember any of the differences between them? (several answers are possible here:
e.g., jaguar is bigger in size; cheetah is thin and has a small head; their coats have different
spot patterns; leopards climb trees; leopards have a long tail and long legs; jaguars have short
legs and a fairly short tail; cheetahs have tear marks on their face.)
Teacher explains that they will now review the focus words, look at a spelling or grammar rule and
then read text 12.
Component 2: Review focus words and word meanings (10 mins)

Teacher reviews focus words and meanings. Students repeat after the teacher.

Students practice reading focus words in pairs, identifying known words, and highlighting unknown
words. Students discuss meanings with their partners. Teacher circulates and provides feedback on
student performance. (Teachers can find the word meanings in the teacher’s resource book.)
different
difference
jaguar
leopard
cheetah
similar
clear
coat
body
face
rosette
center
hide
joined
simple
bulky
large
head
jaw
fairly
belly
muscle
muscular
climb
size
medium
thin
slim
tail
facial
feature
wide
semi-circle
muzzle
pointed
tear
inner
corner
Component 3: Word study (5 mins)




Teacher introduces the spelling/grammar point to focus on:
More suffixes. Teacher asks students if they remember what a suffix is. (It is added to the end of
words to change the meaning or the grammar. For example, it can change a noun to an adjective or
a verb to a noun.)
Teacher directs students to focus word list. Can you see any suffixes in the focus word list? If you
can, circle them. (Students may be able find -ce, -ly, -ial, -y)
If students can find suffixes, the teacher can confirm what they have circled. The teacher then
writes the words with suffixes in the focus word list on the board and underlines the suffixes
(difference, fairly, muscular, rosette, facial, joined, pointed. We have already seen -ly and -ed
before, but the others are new. The teacher then explains the changes and meanings for the
following words and their suffixes:
o different – difference (replace the ‘t’ with ‘ce’ to change an adjective to a noun.
o muscle – muscular (insert ‘u’ between the ‘c’ and the ‘l’, drop the ‘e’ and add -ar to change
the noun into an adjective)
o point – pointed, join – joined (here, the -ed is like the past tense form of the verb, but the
word acts like an adjective)
o rose – rosette (-ette doesn’t change the grammar of the word here, but it changes the
meaning to a smaller form of something. Here, it refers to a small rose shape.)
99

o power – powerful (add -ful to a noun to change it into an adjective)
Students write the words in their workbook and underline the suffixes.
Component 4: Flash cards (5 mins)



Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 4.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
The procedure is the same as in the previous weeks. Students take turns to turn over the flash
cards, read the flash cards and record their results on the Flash Card Graph.
Students then swap the roles so that each student has the chance to read and record their results
on the graph.

Teacher and students then discuss the results and review the errors.

The teacher explains the process and tells the students: This exercise will help you with your
reading. After a lot of practice, you will be able to see a word and read the word very quickly. We
will do this exercise every day in the second and third lessons.
Component 5: Reading and fluency practice (15 mins)
Reading
Students turn to text 12 in their workbook.
The teacher reads text 12 and students follow along, underlining any words they are unsure of.
Students and teacher discuss difficult words, checking meanings, spelling and pronunciation.
(Teachers can find the word meanings for text 12 in the teacher resource book.)
Fluency practice



Repeated reading – students read the first paragraph with the teacher, then read the remaining
paragraphs with a partner; teacher circulates and provides feedback.
 Students practice reading the text in groups; teacher circulates and provides feedback on student
performance.
Component 6: Lesson Conclusion (5 mins)


Matching exercise: Students in pairs complete the word meaning matching exercise in their
workbook.
different
not the same
similar
almost the same, alike
coat
fur or hair that covers an animal
facial
belonging to the face, on the face
100
jaw
pointed
V-shaped
center
climb
go up something high like a tree
tear
water from your eyes
😢😢
corner
1.
101
Lesson 36 – Comprehension and consolidation
45 minutes
Component 1: Flash cards (5 mins)



In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then we’ll go back to the reading “Differences between jaguars, leopards and
cheetahs” and practice asking and answering questions about the text. Then we’ll play a game
Students repeat the flash card activity as in the previous lesson using the Week 4 flash cards (pairs
or small groups, record answers, graph results).
Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Component 2: Focus words (5 mins)



Students go back to focus word page in their workbook.
Teacher reviews focus words that students struggled with in lessons 34 and 35.
Teacher reads focus words and students repeat; students practice reading in pairs or small groups;
highlight known words, identify unknown words; discuss meanings.
different
difference
jaguar
leopard
cheetah
similar
clear
coat
body
face
rosette
center
hide
joined
simple
bulky
large
head
jaw
fairly
belly
muscle
muscular
climb
size
medium
thin
slim
tail
facial
feature
wide
semi-circle
muzzle
pointed
tear
inner
corner
Component 3: Word study (5 mins)



Teacher introduces the different vowel combinations with one sound (a blend) and with two sounds
(a diphthong).
Sometimes two vowels together make one sound. Teacher and students locate examples in text 12
and students repeat the words after the teacher:
o head – the sound of ‘ea’ is the short ‘e’ sound /e/
o feature – the sound of ‘ea’ is the long ‘i’ sound /i:/
o coat – the sound of ‘oa’ is the long ‘o’ sound /o/
o leopard – the sound of ‘eo’ is the short ‘e’ sound /e/
Sometimes two vowels together make two different sounds. Teacher and students find examples of
this in the text and the students repeat the words after the teacher:
o jaguar – the sound of ‘ua’ is /yua/
o clear, tear – the sound of ‘ea’ is /ia/
o medium – the sound of ‘iu’ is /ia/
Component 4: Comprehension exercise and feedback (10 mins)

Teacher directs students to “Differences between jaguars, leopards and cheetahs” comprehension
exercise in their workbooks.
102

Teacher and students review strategies for answering questions:
o Underline the important information in the question.
o What is the question asking? What is the question word?
o Circle the verb in the question.
o Go to the text and underline the answers.
o Write your answers in your workbooks.

Students work with a partner and follow the strategies for answering questions.

Students write answers individually in their workbooks.

Teacher checks answers with students. Students record in their workbooks whether correct, maybe,
or incorrect.
Differences between jaguars, leopards and cheetahs – Comprehension
1. What three places can we see a difference on the bodies of jaguars, leopards and
cheetahs?
We can see differences on their coats, their bodies and their faces.
2. Which animal has a long body and a small head?
A cheetah has a long body and a small head.
3. What is different between the faces of jaguars, leopards and cheetahs?
Different possible answers:
•
•
Jaguars have a wide head, leopards have a slim face and cheetahs have a small
head.
Jaguars have a white semi-circle above their nose, leopards have a pointed muzzle,
and cheetahs have a black tear mark.
4. How are the coats different in these three big cats?
Jaguars have black rosette with a black spot in the center, leopards have black
rosettes with no spot in the center, and cheetahs have a simple black spot.
5. Give one example of how these differences help these cats to live?
The cheetah’s muscular body helps it to run fast. The jaguar’s coat helps it to hide in
the forest. The leopard’s long legs and tail help it to climb trees.
Component 5: Comprehension extension (5 mins)

In this segment, students can make up their own questions to consolidate comprehension of the
reading text, and to promote discussion.

Teacher reviews different question words. (who, what, when, where, why, how, how many, how
much, can you name all the…?, What does … mean? What happens when…?)
Students work in pairs to choose four different question words or stems and write questions about
the text.
Students join with another pair to share/ ask and answer their questions.
The teacher circulates and assists students where necessary.



Component 6: Games (10 mins)

Bingo – Students turn to the Essential word list and the Bingo sheets in their workbooks.
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
Teacher explains game: Students write words from Essential Word List 4 into the bingo grid – one
word for each square. They should not copy another student. When they have done this, the
teacher will read a word at random from list 4, and the students find the word on their bingo sheet
and cross it out if it is there.

As soon as they have crossed out 5 in a row (either across, down or diagonally), they say Bingo! The
person who finishes first is the winner.

The game can be repeated on another bingo sheet if there is time.
Essential word list 4
have
ever
again
never
said
over
each
her
read
before
baby
for
every
or
very
more
give
own
live
show
our
house
out
about
found
down
how
now
good
look
do
into
who
to
two
too
school
new
can’t
don’t
Component 7: Wrap up and consolidation (5 mins)

Students reflect on their learning this week:
o Which text was the most interesting: Leche Flan recipe, the water cycle, or the differences
between jaguars, leopards and cheetahs?
o Name three things that you learned about these topics.
o What three things did they learn about English spelling and/or grammar?
o What areas do you need to work on next week: reading, writing, spelling or grammar?
104
Day 13
45 Minutes
Lesson 37 – Speaking and listening
Component 1: Lesson introduction (10 mins)

Introduce topic of lesson by reviewing lesson 12 from last week through questions and pictures to
activate prior knowledge.

The teacher tells the students: Last week we read about how to tell the difference between three
big cats. Do you remember which cats? (jaguar, cheetah and leopard)
Teacher shows the three pictures below. Which one is the jaguar, which is the cheetah and which is
the leopard?

Leopard





Cheetah
Jaguar
How do you know? What features do they have that help you to tell them apart? (The leopard has
rosettes on its coat, and it is slim with long legs and a long tail. The cheetah has a small head, simple
black spots on its coat, and black tear marks on its face. The jaguar is bigger and heavier, it has a big
head, and on its coat, it has rosettes with black spots in the middle.)
So, we know something about what they look like, but what other information could you find out
about these animals?
Students brainstorm answers in groups then share with the class.
(Possible answers: where they live, what food they eat, what they do, problems they face)
Teacher writes the suggestions on the board.
Component 2: Listening to the text (15 mins)


The teacher introduces text 13 “More interesting facts about cheetahs, leopards and jaguars”. I’m
going to read this information about the cats, and I want you to listen and then tell me which of
your suggestions is reported on in this text.
Teacher reads text 13 while students listen.
More interesting facts about cheetahs, leopards and jaguars
Cheetahs, jaguars and leopards have developed to exist in their own natural habitats. Cheetahs
live in the grasslands of Africa. Their body is thin and muscular, so they can run very fast. They
are the fastest land animal in the world. They can reach speeds of up to 130 kilometers per hour.
This helps them to hunt their prey, including deer, birds and rabbits. They hunt during the day.
Leopards hunt at night. They are the smallest of these three cats. They live in forests, mountains
and deserts in Africa and Asia. Leopards have a slim body and are very good at climbing trees.
They can even carry their prey up into trees to keep it safe from other animals. Their prey
includes fish, reptiles, deer and zebras.
Jaguars are the largest and heaviest of these three cats. They live in the rainforests in Central
and South America. Unlike most other cats, jaguars are very good swimmers. They can even
swim across large rivers. They hunt in both the day and the night. Their big jaws help them to kill
prey three or four times heavier than they are. They eat fish, deer and even cows and sheep.
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All three of these big cats are in danger of dying out. Humans are their biggest enemy. Humans
hunt these cats for their skin and to sell as pets. Humans are also moving into the habitats of
these cats, so the cats have less area to live and hunt for food.

Teacher checks understanding through questions:
o What new information did you hear about these cats? (food, hunting, habitat/where they
live, enemies/dangers)
o Where do they live? (Africa, Central or South America, Asia/ grasslands, forests, desert)
o What do they like to eat? (cows, sheep, fish, birds, rabbits, reptiles, deer, zebras)
o When do they go hunting? (Cheetahs hunt in the day; leopards hunt at night; and jaguars
hunt in the day and night)
o What is the most dangerous thing for these cats? (Humans)
Component 3: Focus words (5 mins)


Let’s have a look now at the focus words from this information text that you just listened to.
Teacher directs students to turn to Day 13 focus words in their student workbook.
develop
exist
own
fastest
world
kilometer
smallest


forest
mountain
desert
rainforest
grasslands
natural
habitat
climbing
heaviest
south
central
Asia
Africa
America
carry
prey
hunt
during
unlike
swimmer
heavier
night
even
danger
deer
bird
reptile
rabbit
sheep
fish
cow
dying
human
enemy
Teacher reads the words and students repeat after her.
Students highlight the words they are unsure of. Teacher and students discuss meanings. (Teachers
can find the word meanings for text 13 in the teacher resource book.
Component 4: Speaking-Listening activities (10 mins)


Teacher facilitates a discussion about the future of these animals. (Answers may vary.)
o Is it important to look after these animals? (Yes, because they are in danger. No, because…)
o What will happen if they all die out? (There will be no more for people in the future to see. It
will change the environment/ the places where they live. Animals that depend on them will
also suffer. Animals that used to be their food will increase in numbers.)
o How can we protect them? (Don’t allow people to hunt them or keep them as pets. Have
special parks where people can’t build houses or farms. Put them in zoos.)
Teacher facilitates discussion linking this text to their personal experience:
o Do you know of any animals in the Philippines that are in danger of dying out? (some possible
answers: Philippine eagle, tamaraw, Philippine crocodile, net coral, tarsier, Philippine forest
turtle, Visayan leopard cat. However, students may not know of any. If not, the teacher can
tell the students.)
o Have you ever seen any of these animals in the zoo or in the wild? (Answers will vary.)
106
Component 5: Lesson Conclusion (5 mins)


This concluding part of the lesson will help the students to become familiar with the vocabulary and
meanings from the text.
Matching exercise: Students in pairs turn to the Day 13, Lesson 37 matching activity in their
workbook. Students match the cats with their habitats and food. Some of the pictures may be
matched with more than one animal.
Draw lines to match the habitat and food with the correct cat. Some choices may be used
more than once.
Habitat
Cat
Food
Cheetah
Leopard
Jaguar
107
Lesson 38 – Introduce reading text
45 Minutes
Component 1: Review previous lesson (5 mins)


Teacher and students review the previous lesson about jaguars, leopards and cheetahs.
o What new information did we learn about them? (We learnt about what they eat, where they
live and that they are in danger of dying out.)
Teacher explains that they will now review the focus words, look at a spelling or grammar rule and
then read text 13.
Component 2: Review focus words and word meanings (10 mins)
1. Teacher reviews focus words and meanings. Students repeat after the teacher.
2. Students practice reading focus words in pairs, identifying known words, and highlighting unknown
words. Students discuss meanings with their partners.
3. Teacher circulates and provides feedback on student performance.
develop
exist
own
fastest
world
kilometer
smallest
forest
mountain
desert
rainforest
grasslands
natural
habitat
climbing
heaviest
south
central
Asia
Africa
America
Component 3: Word study (5 mins)








carry
prey
hunt
during
unlike
swimmer
heavier
night
even
danger
deer
bird
reptile
rabbit
sheep
fish
cow
dying
human
enemy
Teacher introduces the spelling/grammar point to focus on: Tricky sight words.
Teacher writes desert and dessert on the board.
Teacher reads the words, and the students repeat after the teacher.
Teacher asks students: What’s the difference between the spelling of these words? (One has one ‘s’
and the other has two ‘s’)
What does each word mean? (Desert is a place with little water and not many trees. Dessert is the
sweet food that we eat after a meal, like ‘leche flan’).
How many syllables do they have? (2)
Teacher underlines the stressed syllables in each word and directs students to do the same in their
workbooks: desert, dessert. Teacher pronounces the words carefully, putting the stress on the first
syllable for desert and on the second syllable for dessert. Students repeat after the teacher.
Teacher introduces two more words from the text with tricky spelling:
o climb: the ‘b’ at the end of the word is silent. The word rhymes with ‘time’. Teacher asks
students if they can think of any more rhyming words. (e.g., rhyme, lime)
o prey: the ‘ey’ in this word sounds the same as ‘ay’. The word rhymes with ‘say’. Teacher asks
students to think of more words that rhyme with prey. (e.g., day, may)
Component 4: Flash cards (5 mins)



Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 5.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
The teacher introduces the flash cards for week 5 by reading each word aloud as the students follow
along.
The procedure is the same as in the previous weeks. Students take turns to turn over the flash
cards, read the flash cards and record their results on the Flash Card Graph.
108


Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect.
Students then swap the roles so that each student has the chance to read and record their results
on the graph.

Teacher and students then discuss the results and review the errors.

Teacher asks students to look at their progress as they have recorded it over the last four weeks.
How many words could they read in one minute in week 1? How many words per minute are they
reading now?
Component 5: Reading and fluency practice (15 mins)
Reading
Students turn to text 13 in their workbook.
The teacher reads text 13 and students follow along, underlining any words they are unsure of.
Students and teacher discuss difficult words, checking meanings, spelling and pronunciation.
(Teachers can find the word meanings for text 13 in the teacher resource book.)
Fluency practice





Repeated reading – Teacher put the students into four groups. Each group reads one paragraph
aloud for the class. Teacher provides feedback on student performance.
Students practice reading the text in groups; teacher circulates and assists where necessary.
Component 6: Lesson Conclusion (5 mins)


This component of the lesson will help to consolidate students’ understanding of the text.
Teacher directs students to the table activity in their workbook. Students in groups work together to
fill in the information from the text.
Cat
Habitat
Food
Body
What can
they do?
run very fast
Cheetah
Africa
grassland
deer, birds,
rabbits
thin and
muscular
Leopard
Africa and Asia
forest
desert
mountain
fish, reptiles,
deer, zebras
small and slim
body
climb trees
Jaguar
Central and
South America
rainforest
fish, deer, cows,
sheep
Large and heavy
swim
109
Time: 45 minutes
Lesson 39 – Comprehension and consolidation
Component 1: Flash cards (5 mins)




In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then we’ll go back to the reading text 13 and practice answering and asking
questions about the text. Then we’ll play a game.
Students repeat the flash card activity as in the previous lesson using the Week 5 flash cards (pairs
or small groups, record answers, graph results).
Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Students review progress in reading flash cards.
Component 2: Focus words (5 mins)



Students go back to focus word page in their workbook.
Teacher reviews focus words that students struggled with in lessons 37 and 39.
Teacher reads focus words and students repeat; students practice reading in pairs or small groups;
highlight known words, identify unknown words; discuss meanings.
develop
exist
own
fastest
world
kilometer
smallest
forest
mountain
desert
rainforest
grasslands
natural
habitat
climbing
heaviest
south
central
Asia
Africa
America
carry
prey
hunt
during
unlike
swimmer
heavier
night
even
danger
deer
bird
reptile
rabbit
sheep
fish
cow
dying
human
enemy
Component 3: Word study (5 mins)


Students refer to the picture of two trees in their workbook.
Teacher reviews the comparative suffix -er.
Do you remember how we compare two things like these trees? We say: the tree on the left is bigger
than the tree on the right. Or if we use ‘small’, what can we say? (The tree on the right is smaller
than the tree on the left.)
Yes, we add the suffix -er to the adjective to make the comparison.
110





What if we have three trees?
How can we describe the tree on the left? We can say, the tree on the left is the biggest tree.
Teacher writes ‘biggest’ on the board and underlines the suffix -est. What about the tree on the
right? (The tree on the right is the smallest tree.)
Students complete the sentences in their workbook.
Teacher asks students to circle all the words with -est or -er suffixes in text 13. (fastest, smallest,
largest, heaviest, heavier, biggest)
Teacher reviews the spelling rules. Students write the examples in their workbook:
o If the adjective ends in ‘e’, add ‘st’ – large largest.
o If the adjective ends in ‘y’, change the ‘y’ to ‘i’ and add -est – heavy  heaviest.
o If the adjective has a short vowel and ends in a consonant, double the final consonant and
add -est – big  biggest.
o For all other adjectives, add -est to the end of the word – small  smallest.
Component 4: Comprehension exercise and feedback (10 mins)


Teacher directs students to “More interesting facts about cheetahs, leopards and jaguars”
comprehension exercise in their workbooks.
Teacher and students review strategies for answering questions:
o Underline the important information in the question.
o What is the question asking? What is the question word?
o Circle the verb in the question.
o Go to the text and underline the answers.
o Write your answers in your workbooks.

Students work with a partner and follow the strategies for answering questions.

Students write answers individually in their workbooks.

Teacher checks answers with students. Students record in their workbooks whether correct, maybe,
or incorrect.
Interesting facts about cheetahs, leopards and jaguars – Comprehension
1. Why have these three cats developed in different ways?
They have developed so that they can live in their natural habitats.
2. Name three places where these big cats live.
Answers can include three of the following: rainforests, grasslands, mountains, deserts, Africa, Asia,
Central and South America.
3. Name three animals that these cats eat.
Any three of the following: deer, birds, rabbits, fish, reptiles, zebras, cows, sheep
4. What do jaguars do that is different from other cats?
Unlike other cats, jaguars swim.
5. How can we make sure that these cats don’t die out?
Several answers possible, e.g., protect their habitat; keep humans and the cats apart; make special
parks for them where humans can’t live, make a law to stop people killing them and keeping them as
pets.
Component 5: Comprehension extension (5 mins)
111

In this segment, students can make up their own questions to consolidate comprehension of the
reading text, and to promote discussion.

Teacher reviews different question words. (who, what, when, where, why, how, how many, how
much, can you name all the…?, What does … mean? What happens when…?)
Students work in pairs to choose four different question words or stems and write questions about
the text.
Students join with another pair to share/ ask and answer their questions.
The teacher circulates and assists students where necessary.



Component 6: Games (10 mins)

Bingo – Students turn to the Essential word list and the Bingo sheets in their workbooks.

Teacher explains game: Students write words from Essential Word List 5 into the bingo grid – one
word for each square. They should not copy another student.

When they have done this, the teacher will read a word at random from list 5, and the students find
the word on their bingo sheet and cross it out if it is there.

As soon as they have crossed out 5 in a row (either across, down or diagonally), they say Bingo! The
person who finishes first is the winner.

Students play the game again on the second bingo sheet if there is time.
Essential word list 5
after
people
gone
are
first
know
ask
girl
boy
father
were
because
they
work
saw
their
world
Mr
any
here
mother
many
year
other
friend
pretty
become
says
little
come
Component 7: Wrap up and consolidation (5 mins)







some
does
done
could
should
pull
put
you
through
write
The teacher reviews the comparative and superlative forms of adjectives using students in the
class.
For example, the teacher asks the class: Who is the tallest student in this class?
Students must decide which student is the tallest. The tallest student will then say: I am the tallest
in this classroom.
The tallest students then asks another question, for example: Who is the smallest?
Students must decide which student is the smallest.
Then the smallest student thinks of another question, e.g., Who is the biggest student? Who is the
oldest? Who is the youngest? Who is the fastest?
Each student should have a turn in forming a question and then the class has to decide which
student fits the description best.
112
Day 14
Time: 45 Minutes
Lesson 40 – Speaking and listening
Component 1: Lesson introduction (10 mins)

Introduce topic of lesson through questions and pictures to activate prior knowledge.

Teacher tells students: Do you remember last week we read about the water cycle? Do you
remember what happens to the water? Can you explain the process with your partner?

Students look at the water cycle diagram in their workbook and explain the steps in the water cycle
with a partner.
Next, the students answer the teacher’s question prompts:
o What does the sun do to the water?
The sun heats the water, and it becomes water vapor and rises.
o What’s this called?
This is evaporation.
o What happens when the water evaporates?
The water vapor goes up into the sky and forms clouds.
o What happens to the water vapor inside the clouds?
It changes back into water droplets.
o What is this process called?
Condensation
o What happens to the water droplets inside the cloud?
When it gets too heavy, it falls as rain back down to the ground.
o What is this process called?
Precipitation
o Then what happens to the water when it falls to the ground?
It waters the plants and goes back into the rivers and ocean and then the sun evaporates the
water again.
Teacher then directs students to look at the storm picture. What is happening in this picture?


(storm, lightning, thunder)
(If students do not know the words in English, the teacher can help them.)
Component 2: Listening to the text (15 mins)

Teacher introduces text 14 “Storms”. I’m going to read this information text about storms. Some of
the processes are related to what we read about the water cycle. Listen to the text and see if you
can tell me: What processes in the water cycle also occur during storms?

Teacher reads text 14 while students listen.
Storms
Storms happen when some conditions in the air occur together. One common type of storm is
113

Teacher checks understanding through questions. Teacher can help students with some of the more
difficult questions.
o What processes were similar to what we read about in the water cycle? (evaporation,
condensation and precipitation OR warm air rises and forms clouds. As it cools, the water
vapor condenses to form water droplets and then falls as rain when the water drops get too
heavy.)
o What kind of air is needed for a storm? (warm moist air)
o What does the warm moist air mix with? (cooler air)
o What else is inside the cloud? (air moving up and down)
o What else can happen during a storm? (lightning and thunder)
114
o What is lightning formed from? (electricity, positive and negative particles create an electrical
charge)
Component 3: Focus words (5 mins)


Let’s have a look now at the focus words from the information text you just heard.
Teacher directs students to turn to the Day 14 focus words in their student workbook.
storm
thunderstorm
happen
condition
occur
together
common
piece
expand
ice crystals


moist
moisture
ocean
area
next
cause
field
force
negative
positive
underneath
condense
unstable
direction
build
mountain
lightning
might
downward
upward
two
temperature
humidity
collide
collision
continue
electric
electricity
movement
create
Teacher reads the words and students repeat after the teacher.
Students highlight the words they are unsure of. Teacher and students discuss meanings. (Teachers
can find the word meanings for text 14 in the teacher resource book.)
Component 4: Speaking-Listening activities (10 mins)

The teacher asks students to visualize the explanation in the text and draw a diagram about how a
thunderstorm occurs.

From what you heard about thunderstorms, can you draw a picture like the water cycle picture to
show how a thunderstorm happens? If possible, use a red color to show the warm air and blue to
show the cold air.

Students work together in pairs to draw a diagram that shows:
o warm air rising into the cloud and mixing with cold air,
o the water vapor condensing into water droplets and ice crystals,
o the water droplets and ice crystals bumping together and separating into positive and
negative particles, forming lightning,
o the water droplets or ice crystals falling as rain, hail or snow.


Students compare their diagrams with other students.
Students only need to draw the arrows to show warm air rising and cold air moving down. They
could also draw rain, hail or snow forming and/or falling; and lightning. They do not need to write
any explanations. The teacher tells the students that they will return to this activity at the end of
the day.
Component 5: Lesson Conclusion (5 mins)
 Teacher asks students: Storms can be dangerous. What dangers are there and what should you do
to keep safe during a storm?
 Students in groups discuss. (Many answers possible, e.g., Lightning can cause fires. Too much rain
can cause floods and landslides. Wind can blow down houses and trees. You should stay inside and
away from water during a thunderstorm.)
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Time: 45 Minutes
Lesson 41 – Introduce reading text
Component 1: Review previous lesson (5 mins)


Teacher and students review the previous lesson about thunderstorms.
o What did you learn about thunderstorms? (We learnt about how they are formed and how
lightning is formed.)
Teacher explains that they will now review the focus words, look at a spelling or grammar rule and
then read text 14.
Component 2: Review focus words and word meanings (10 mins)

Teacher reviews focus words and meanings. Students repeat after the teacher.

Students practice reading focus words in pairs, identifying known words, and highlighting unknown
words. Students discuss meanings with their partners.
Teacher circulates and provides feedback on student performance.

Storm
thunderstorm
happen
condition
occur
together
common
piece
expand
ice crystals
moist
moisture
ocean
area
next
cause
field
force
negative
positive
Component 3: Word study (5 mins)


underneath
condense
unstable
direction
build
mountain
lightning
might
downward
upward
two
temperature
humidity
collide
collision
continue
electric
electricity
movement
create
Teacher reviews the suffix -tion.
o Do you remember what focus words we had last week that end in -tion? (evaporation,
condensation, precipitation, celebration)
o What does the suffix -tion do? (It changes a verb into a noun.)
There are different forms of this suffix, depending on the ending of the verb that it is added to: tion, -ation, -sion
o In -tion, -ation words, the ‘t’ is pronounced like ‘sh’ /-ʃən/
o Use -tion when a word ends in ‘t’ or ‘te’ (with a silent ‘e’):
o act – action
o celebrate – celebration
o evaporate – evaporation
o Students repeat the words after the teacher.
o Use -ation when a word ends in ‘se’:
o condense – condensation
o cause – causation
o Students repeat the words after the teacher.
o Use -sion when a word ends in ‘de’:
o -sion is pronounced /-ʒən/ when it follows a vowel:
o collide – collision
o conclude – conclusion
o Students repeat the words after the teacher.
o -sion is pronounced like ‘sh’ /-ʃən/ when it follows a consonant:
o expand – expansion
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
o Students repeat the word after the teacher.
Teacher asks students to add the suffix and then sort the words into the correct column in their
workbook.
-tion
Act
conclude
action
celebration
evaporation
Component 4: Flash cards (5 mins)




cause
celebrate
collide
condense
evaporate
expand
-ation
-sion
condensation
collision
causation
conclusion
expansion
Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 5.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
The procedure is the same as in the previous weeks. Students take turns to turn over the flash
cards, read the flash cards and record their results on the Flash Card Graph.
Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Students then swap the roles so that each student has the chance to read and record their results
on the graph.

Teacher and students then discuss the results and review the errors.

Teacher asks students to look at their progress as they have recorded it over the last four weeks.
What words were difficult at the beginning in the first week? Can the student read those words
more easily now? What words did they find difficult last week? Can they read those words now?
Component 5: Reading and fluency practice (15 mins)
Reading



Students turn to text 14 in their workbook.
The teacher reads text 14 and students follow along, underlining any words they are unsure of.
Students and teacher discuss difficult words, checking meanings, spelling and pronunciation.
(Teachers can find the word meanings for text 14 in the teacher resource book.)
Fluency practice
 Repeated reading – Teacher reads the first sentence of the text. Each student then reads one
sentence. The first three paragraphs should be read in this way, going around the class so that each
student has read at least one (but possibly more than one) sentence aloud.
 Teacher provides feedback on student reading and fluency performance.
 Students read the final paragraph in groups. Teacher circulates and assists where necessary.
Component 6: Lesson Conclusion (5 mins)


In this concluding component, students work on reconstructing complex sentences from the text, to
help them with the more complex grammar.
The teacher directs students to the following sentences in text 14:
o When the warm air starts rising, it continues to go up if there is something that helps it along.
o When these water drops or ice pieces become too heavy, they fall as rain, hail, or snow.
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



o As the charges build up, the electric field between the cloud and the ground can become very
powerful.
The teacher and students read the sentences together.
Students turn to the sentence reconstruction activity in their workbook. Students work in three
groups. The three sentences are jumbled up. Each group works to rewrite one sentence. Teacher
reminds students that a sentence begins with a capital letter and ends with a full stop. This should
help the students to find the first and last words of the sentences.
Students rewrite the sentences with the words in the correct order before checking their rewritten
sentence in text 14.
Students then read their correct sentence for the other groups.
The following sentences come from the reading “Storms”. Write the sentences with the words
in the correct order, then check your answers with the text.
1. air along. something the starts When continues there rising, it it warm up go if is to helps
that
When the warm air starts rising, it continues to go up if there is something that helps it along.
2. fall become drops these hail, water ice too as pieces When heavy, rain, they snow. or or
When these water drops or ice pieces become too heavy, they fall as rain, hail, or snow.
3. become powerful. electric build, cloud ground field charges and between can up very As
the the the the
As the charges build up, the electric field between the cloud and the ground can become very
powerful.
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Time: 45 minutes
Lesson 42 – Comprehension and consolidation
Component 1: Flash cards (5 mins)



In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then we’ll go back to text 14 and practice answering and asking questions about
the text. Then we’ll play a game.
Students repeat the flash card activity as in the previous lesson using the Week 5 flash cards (pairs
or small groups, record answers, graph results).
Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Component 2: Focus words (5 mins)



Students go back to focus word page in their workbook.
Teacher reviews focus words that students struggled with in lessons 40 and 41.
Teacher reads focus words and students repeat; students practice reading in pairs or small groups;
highlight known words, identify unknown words; discuss meanings.
Storm
thunderstorm
happen
condition
occur
together
common
piece
expand
ice crystals
moist
moisture
ocean
area
next
cause
field
force
negative
positive
underneath
condense
unstable
direction
build
mountain
lightning
might
downward
upward
two
temperature
humidity
collide
collision
continue
electric
electricity
movement
create
Component 3: Word study (5 mins)







Teacher introduces tricky sight words ‘lightning’ and ‘might’ and writes them on the board.
What is similar about these two words? (They are both spelled with ‘ight’.)
The ‘i’ in these words is a long ‘i’ sound /ai/. The ‘gh’ in these words is silent.
Can you think of any other word that rhymes with light and might? (white, write, bite)
Words with ‘-ight’ have the same sound as words spelled with ‘-ite’.
There are many words that are spelled with ‘ight’. We can call it a word family. Can you think of any
other words that are spelled with ‘ight’? (fight, sight, right, night, tight)
Teacher writes these on the board and students copy them into their workbooks.
Component 4: Comprehension exercise and feedback (10 mins)


Teacher directs students to “Storms” comprehension exercise in their workbooks.
Teacher and students review strategies for answering questions:
o Underline the important information in the question.
o What is the question asking? What is the question word?
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o Circle the verb in the question.
o Go to the text and underline the answers.
o Write your answers in your workbooks.

Students work with a partner and follow the strategies for answering questions.

Students write answers individually in their workbooks.

Teacher checks answers with students. Students record in their workbooks whether correct, maybe,
or incorrect.
Storms – Comprehension answers
1. What kind of air is needed for a thunderstorm?
Warm moist air is needed underneath cold air.
2. What two things help the warm air to rise?
Mountains and a change in the wind direction can make the warm air rise.
3. What forms the clouds?
The warm air gets cool as it rises, and this causes the water vapor to change into water
droplets or ice crystals and form clouds.
4. What does the air do inside the clouds?
The air moves upwards and downwards inside the clouds.
5. What causes lightning and thunder?
Lightning is caused when the water and ice collide, making electric charges/electricity. These
get stronger and push through the air down to the ground. At the same time, the lightning
expands and makes a sound wave that we hear as thunder.
6. Why do you think you can see the lightning before you hear the thunder?
You can see the lightning before you hear the thunder because light is faster than sound.
Component 5: Comprehension extension (5 mins)

In this segment, the teacher introduces the suffix ‘-ward’ and ‘-wards’. This word study will assist
students with the game in the next component.

The teacher asks students to underline the words in the text with ‘up’ and ‘down’.
Storms
Paragraph 2:
To start the storm, the warm air needs something to make it rise. For example, mountains
can force the air upward. When the warm air starts rising, it continues to go up if there is
something that helps it along. For example, a change in wind direction can push it up. As the
warm air rises, it cools down. This causes the moisture in the air to condense into tiny water
droplets or ice crystals, forming clouds. These clouds keep growing and become big, tall,
and dark.
Paragraph 3:
Inside these clouds, there are strong upward and downward movements of air. The upward
movements carry the water droplets and ice crystals higher. They then collide and stick
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together, forming bigger drops of water or pieces of ice. When these water drops or ice
pieces become too heavy, they fall as rain, hail, or snow.
Paragraph 4:
During a thunderstorm, you might also see lightning and hear thunder. Lightning is caused
when the collisions of water and ice create electric charges. Some particles get a positive
charge and others get a negative charge. The positive charges come together at the top of
the cloud. The negative charges come together at the bottom. As the charges build up, the
electric field between the cloud and the ground can become very powerful. It can then push
through the air and make a path for the electricity to travel down to the ground. This is a
lightning bolt. At the same time, the air around the lightning bolt expands quickly. This
creates a sound wave that we hear as thunder.

The teacher tells the students: ‘-ward’ is added to prepositions to give a meaning of direction.
o It can be used as an adjective to describe something: -ward – an upward movement;
o or it can be used as an adverb: -wards – The air moves upwards.
Component 6: Games (10 mins)

Teacher introduces pair work speaking activity:
o Teacher draws the following shapes on the board:
o
o
o
o
o
o
o
o
o
o
o
Teacher checks that students know the names of the shapes.
(circle, square, rectangle, triangle, star, cloud, line)
The teacher writes the names on the board under each shape.
Students turn to the pair work activity in their workbook.
Students work in pairs as Student A and Student B.
Student A looks at diagram A in the student workbook (on page 134). They must not show
their diagram to Student B. Student B must not look at diagram A.
Student A describes the picture to student B. (For example: Draw a square in the right-hand
corner at the top of the page. Draw a circle in the center of the page. Draw a straight line
upwards from the circle to the corner of the square. Draw a triangle pointing downwards
to/towards the bottom of the page. Write ‘F’ inside the circle.)
Student B cannot see the picture and must draw the picture following student A’s
description. Then they compare the original with the student picture.
Change roles and student B looks at diagram B (on page 135 of the student workbook).
Student B describes while student A draws.
If there is time at the end, students can unjumble the letters in each drawing to make a 5letter word from the text. (A: TMOSR = STORM; B: OECRF = FORCE)
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Component 7: Wrap up and consolidation (5 mins)


To wrap up, the teacher asks the students to go back to the diagram that they drew at the
beginning of the day.
Now that you have read the text about how thunderstorms occur, check your original diagram, and
then compare it to the diagram at the end of Day 14 in their workbook.
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Erick Brenstrum, 'Weather - Thunderstorms', Te Ara - the Encyclopedia of New Zealand, http://www.TeAra.govt.nz/mi/interactive/7767/how-athunderstorm-forms (accessed 20 May 2023). Creative Commons Attribution-NonCommercial 3.0
1. Student pairs from the morning lesson compare their diagram with the pictures; amend if necessary
and add labels to their own diagram.
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Day 15
Time: 45 Minutes
Lesson 43 – Speaking and listening
Component 1: Lesson introduction (10 mins)

Introduce topic of lesson through questions, pictures to activate prior knowledge.

Today is the last day, so today, we are going to review some of the readings that we read this week
and last week. To start with, in a group, talk about the following:
o
o
o
o
o
What are three things that you liked in this course? Why?
What are three things that you learnt in this course?
What is one thing you would like to know more about?
Which story did you like the best? Why?
Which information text was the most interesting? Why?
Student responses will differ.
Component 2: Listening to the text (15 mins)

Teacher introduces the listening text: Today, I’m going to read a summary of four texts that we read
in this course. A summary is a short statement of the main points of a text. I want you to listen and
tell me which four texts I am summarizing.

Teacher reads the summary:
Over the last two weeks we read two texts about some big cats, one about the water cycle,
and one more about thunderstorms. The two texts about leopards, cheetahs and jaguars
looked at the differences between these three big cats, their physical features, their behavior
and the habitats where they live. They highlighted the way that the three animals differ in their
coats, their bodies, and their faces. If you know about the differences, it’s much easier to tell
them apart when you see them. These big cats are facing dangers due to human activities
and habitat loss.
Another text we read was about the water cycle. It explained the processes of evaporation,
condensation, precipitation, and the way that water on our planet goes through a continuous
cycle. The water cycle is very important for life and a healthy planet.
The final reading was about thunderstorms. The text explained how thunderstorms form
through evaporation, condensation and precipitation as described in the water cycle text also.
The text also explained how lightning and thunder form during a storm, by positive and
negative particles in the cloud that create an electric field.

Teacher asks students: Which texts did I summaries?:
a. The differences between jaguars, leopards and cheetahs
b. More interesting facts about cheetahs, leopards and jaguars
c. The water cycle
d. Storms

Teacher asks the students to discuss the following questions in groups:
e. What information from those texts did the summary include?
f. What information did it not include?
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Students discuss the answers then share with the class.
g. It included that differences between the big cats were in body, face and coat, but was not
specific about the features.
h. It mentioned the habitat and the loss of habitat, but again did not mention the details.
i. It talked about the processes of evaporation, condensation and precipitation in the water
cycle and how water keeps circulating around the planet.
j. It did not give details about what evaporation and condensation are/how they occur.
k. It also talked about storms and how they occur in a similar way to the processes in the water
cycle.
l. Finally, it mentioned lightning and thunder and how they are formed by positive and negative
particles in the clouds.

Component 3: Focus words (5 mins)
Let’s have a look now at the focus words.
Teacher directs students to turn to the Day 15 focus words in their student workbook. These words
are selected from the focus words of the four readings.


exist
difference
liquid
movement
habitat
similar
evaporate
condense
heavier
collision
create
center
cause
joined
simple
expand
large
cloud
night
cycle
desert
natural
electricity
prey
important
lightning
climb
unstable
muscular
two
facial
feature
common
circle
force
pointed
moisture
healthy
corner
vapor
Students read the words in groups and highlight the words they are unsure of. Teacher and students
discuss meanings if necessary. (Teachers can find the word meanings for text 15 in the teacher
resource book.)

Component 4: Speaking-Listening activities (10 mins)
Students are put into four groups (A, B, C, and D). Each group is assigned one of the four readings
(A. The differences between jaguars, leopards and cheetahs; B. More interesting facts about
cheetahs, leopards and jaguars. C. The water cycle; and D. Storms). Students recall the main points
from their assigned text and then report back to the rest of class.
Answers will depend on the text that the group is trying to recall.

Component 5: Lesson Conclusion (5 mins)





Focus word Bingo!
Students fill in the Bingo! Grid in their workbook with words from the Day 15 focus word list.
Teacher calls out the words from the focus word list at random and students cross off the word if
they have it in their grid.
If a student has crossed off five words across, down or diagonally, they should out Bingo!
The first student to do this is the winner.
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45 Minutes
Lesson 44 – Introduce reading text
Component 1: Review previous lesson (5 mins)




Teacher and students review the previous lesson. What texts did you review in Lesson 43?
Last lesson we reviewed two texts from this week and two texts from last week. We are going to
read these texts again today.
Teacher explains that the class will be split into two groups, and they will get two readings each to
work with.
First, in this lesson, they will review the focus words, look at a spelling or grammar rule and then
read the first text.
Component 2: Review focus words and word meanings (10 mins)

Teacher reviews focus words and meanings. Students repeat after the teacher.

Students practice reading focus words in pairs, identifying known words, and highlighting unknown
words. Students discuss meanings with their partners. (Teachers can find the word meanings for
Day 15 in the teacher resource book.)

Teacher circulates and provides feedback on student performance.
exist
difference
liquid
movement
habitat
similar
evaporate
condense
heavier
collision
create
center
cause
joined
simple
expand
large
cloud
night
cycle
desert
natural
electricity
prey
important
lightning
climb
unstable
muscular
two
facial
feature
common
circle
force
pointed
moisture
healthy
corner
vapor
Component 3: Word study (5 mins)







Teacher introduces the prefix unUn- is added to the beginning of an adjective to mean not.
Teacher directs students to find this prefix in the focus word list. (unstable)
Stable means something is steady, not changing. Unstable means that it is not steady.
Teacher says: If something is not common, it’s uncommon.)
What if I am not happy? (You’re unhappy.)
Teacher writes these words on the board and students copy them into their workbooks.
Component 4: Flash cards (5 mins)



Students work in pairs or small groups of 3. Each pair/group has a set of flash cards for week 5.
There are 60 flash cards in each set. The goal is to read as many as they can correctly in one minute.
The procedure is the same as in the previous weeks. Students take turns to turn over the flash
cards, read the flash cards and record their results on the Flash Card Graph.
Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
126

record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Students then swap the roles so that each student has the chance to read and record their results
on the graph.

Teacher and students then discuss the results and review the errors.

Teacher asks students to look at their progress as they have recorded it over the last four weeks.
How much faster have students become in reading the flash cards? How many words did students
read at the beginning in one minute? How many words can they read now in one minute? What
words were difficult at the beginning? Can the student read those words now? What words did they
find difficult last week? Can they read those words now?
Component 5: Reading and fluency practice (15 mins)

The teacher explains that students will work in two groups. Group 1 will read “The water cycle” and
Group 2 will read “Differences between jaguars, leopards and cheetahs”. Each group will then write
five questions and the answers about the text. The teacher explains that they will return to these
questions at the end of the next lesson.

Students read the texts aloud in their groups (1 and 2). Teacher circulates and listens. Teacher gives
students feedback on their performance.

Teacher reviews different question words. (who, what, when, where, why, how, how many, how
much, can you name all the…?, What does … mean? What happens when…?)
In their groups, the students choose five different question words or stems and write questions and
answers about the text.
The teacher circulates and assists students where necessary.


Component 6: Lesson Conclusion (5 mins)


Focus Word Bingo! Teacher asks students to write words from the Day 15 focus word list into the
Bingo! grid in their student workbook. They will need to write 25 words at random into the grid.
They should not look at the words their partner or other students are writing.
The teacher reads out the focus words at random and students cross off the words as they hear
them. When a student has crossed off five words either across, down or diagonally, they say Bingo!
The student who finishes first is the winner.
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45 minutes
Lesson 45 – Comprehension and consolidation
Component 1: Flash cards (5 mins)




In this lesson we will practice the flash cards again so you can record your progress, and we’ll review
the focus words. Then you’ll read a second text and write some questions and answers about the
text. Then we’ll have a quiz using all your questions.
Students repeat the flash card activity as in the previous lesson using the Week 5 flash cards (pairs
or small groups, record answers, graph results).
Teacher times the activity, asking students to change after 1 minute. The teacher walks around the
classroom, listening to the students. The teacher should listen to at least one student reading
through the flash cards for the whole minute and help the other student(s) in the pair/group to
record whether correct or incorrect. This pair/group should be different from the pair/group in the
previous lesson so that each pair/group gets feedback.
Teacher and students review progress over the five weeks with the flash cards.
Component 2: Focus words (5 mins)



Students go back to focus word page in their workbook.
Teacher reviews focus words that students struggled with in lessons 43 and 44.
Teacher reads focus words and students repeat; students practice reading in pairs or small groups;
highlight known words, identify unknown words; discuss meanings. (Teachers can find the word
meanings for Day 15 in the teacher resource book.)
Component 3: Word study (5 mins)




More suffixes: Teacher asks students to find the following suffixes in the focus word list:
o -ure (moisture)
o -ity (electricity)
o -ment (movement)
o -y (healthy)
Teacher explains:
o -ure changes some adjectives to a noun: moist – moisture
o -ity changes some adjectives to a noun: electric – electricity
o -ment changes some verbs or adjectives to a noun: move – movement
o -y changes a noun into an adjective: health – healthy
Teacher directs students to the word matrix in their student workbooks. This exercise will help you
with some of the many suffixes that we have seen over the last five weeks.
Students work in pairs to add the prefix or suffix to the base words.
Prefix
Base
un
happy
Suffix
curl
y
celebrate
tion
move
ment
moist
ure
electric
ity
Component 4: Comprehension exercise and feedback (10 mins)

The teacher explains that students will continue to work in two groups. Group 1 will read “More
interesting facts about cheetahs, leopards and jaguars” and Group 2 will read “Storms”. Each group
will then write five questions and the answers about the text.
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
Students read the texts aloud in groups. Teacher circulates and listens. Teacher gives students
feedback on their performance.
Component 5: Comprehension extension (5 mins)



Teacher reviews different question words. (who, what, when, where, why, how, how many, how
much, can you name all the…?, What does … mean? What happens when…?)
In their groups, the students choose five different question words or stems and write questions and
answers about the text.
The teacher circulates and assists students where necessary.
Component 6: Games (10 mins)







Teacher explains that they will have a competition with the questions that the groups have written
in lessons 44 and 45.
First, A student from group 1 will read out a question, and a student from group 2 will answer.
Group 1 will then confirm whether the answer was correct, partially correct or incorrect.
A correct answer will score 10 points, a partially correct answer will score 5 points and an incorrect
answer will score 0 points.
The teacher will write the scores for each group on the board.
Next, a student from group 2 will read out a question, and a student from group 1 will answer.
Group 2 will then confirm whether the answer was correct, partially correct or incorrect.
When all the questions have been asked and answered by each group, the teacher and add up all
the points.
The team with the most points is the winner.
Component 7: Wrap up and consolidation (5 mins)

The teacher asks the students to discuss their progress in this course.
o Name three things they have learned about words and spelling in English.
o How many words can they read in a minute?
o What was the best thing about the course?
o What do they need to improve?
o What will they do to improve their English reading, writing and speaking?
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