English
Quarter 3 Module
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English – Grade 3
Alternative Delivery Mode
Quarter 3 – Module
First Edition, 2021
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shall be necessary for exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included
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do not represent nor claim ownership over them.
Published by the Department of Education Secretary:
Undersecretary: Assistant
Secretary:
Development Team of the Module
Authors: Marie Joy L. Francisco, Edir R. Olapani
Editor: Rhoda Reyes, Shirley R. Parreño, Elma Reyes
Reviewers: Lucy G. Perez, Juanita G. Pantolla, Marilyn J. Santiago,
Josephine S. de Ocampo
Illustrator: Josephine L. Lapuz, Richelle R. Junasa
Layout Artist: Joyce Ann T. Bibal
Printed in the Philippines by Schools Division of Las Piñas City
Department of Education – Schools Division of Las Piñas City
Office Address:
Gabaldon Bldg., Brgy. Elias Aldana,
Telefax:
E-mail Address:
Padre Diego Cera Avenue, Las Piñas City
(02) 8-835-9030 I (02) 8-822-3840
laspinas.city@deped.gov.ph
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English
Quarter 3 – Module
My Reading Journey
This instructional material was collaboratively developed and reviewed by
educators from public schools. We encourage teachers and other education stakeholders
to email their feedback, comments, and recommendations to the Department of Education
at action@deped.gov.ph.
We value your feedback and recommendations.
Department of Education • Republic of the Philippines
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Introductory Message
For the facilitators:
Good reading and comprehension skills are the key to accomplish success.
Reading skills lead a learner to interact and gain meaning from written language.
Learning to read is about listening and understanding what is printed on the
page. It makes a difference to learners’ educational performance. Reading can be
a fun and imaginative time for children which open doors to all kinds of new
world for them. Without reading and comprehension skills, children will struggle
to grow academically as reading is the foundation to all academic subjects.
This module presents a new paradigm to meet the needs of the 21st century
learners. It is anchored on a holistic approach in developing the New Most
Essential Learning Competencies in English to increase learners’ grammar and
comprehension awareness, enhance vocabulary management skills and explore
real-life tasks and situations.
To the parents:
As parents, you play a vital role in educating your child’s life. You are your
child’s first teacher. Beginning at birth, you help provide the support and stimuli
that children need to begin to make sense of the world. By talking to and
interacting with your child, you help build the uniquely human gift and cognitive
tool of language.
Reading books and playing with your child are all activities that help build
a positive attitude towards language and literacy. By supporting the development
of your child’s early language skills, you also foster a love of reading before and
after children start their formal schooling. Since we are facing the social and
economic effects of the coronavirus pandemic at present, now is the perfect time
for you, parents, to make your home a school and act as a teacher to your child.
After all, a good education always begins at home.
For the learner:
Welcome to a new journey of discoveries and exploration! This module is
designed to expose you to a world of imagination, showing that nothing is
impossible in this world. By reading this module, you begin to have a better
understanding on a topic that interest you and build a more solid foundation for
communication. Eventually, you will learn how to develop and perform reading
comprehension skills, knowledge, and experiences to become competent and
enthusiastic readers. Have a wonderful learning adventure!
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What I Need to Know
This module is designed and written as a learning guide. The lessons
are all presented to achieve proficiency in the domains of learning.
With this module, all activities are carefully chosen to tailor fit the
interest of learners and instill in them the sense of diversity and
sensitivity. The scope of this module permits it to be used in many
different learning situations. The learner is expected to be proficient
language reader, ready to compete globally and meet the needs for
the 21st century learners.
The module contains eight lessons, namely:
• Lesson 1 - Homonyms, Homographs, Hyponyms
• Lesson 2 - Identifying Possible Solutions to Problems
• Lesson 3 – Identifying the Elements of an
Informational/Factual Text Heard
• Lesson 4 - Reading Words with Long a, i, o, u Sound
(ending in e)
Reading Phrases, Sentences, Stories, and Poems
Consisting of Long a, i, o, u Words.
• Lesson 5 - Asking and Responding to Questions About
Informational Texts Listened to (Environment,
Health, How -to’s, etc.)
• Lesson 6 - Comparing and Contrasting Information Heard
• Lesson 7 - Reading Words with Affixes
• Lesson 8 - Writing a Simple Story
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What I Know
Match the words that have the same sound. Write the letter of your
answer on your answer sheet.
1. mail
2. but
3. ice
4. sun
5. right
Lesson
1
a. write
b. son
c. eyes
d. bat
e. male
Homonyms, Homographs,
Hyponyms
After you go through this lesson, you are expected to:
1. recognize homonyms, homographs, and hyponyms.
2. increase
one’s
vocabulary
through
homonyms,
homographs, and hyponyms.
3. use homonyms, homographs, and hyponyms correctly.
What’s In
There are many ways on how we can improve our
vocabulary. One of them is by using homonyms, homographs, and
hyponyms. In this lesson you will learn about homonyms, homographs,
and hyponyms.
What’s New
Let us differentiate
hyponyms one from the other.
homonyms,
homographs,
and
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A. Homonyms - refer to words that have the same sounds (and
sometimes spellings) but have different meanings.
Examples:
1. mail
male
Mail and male are homonyms. They have different
spellings but have the same sound. They also differ in
meanings.
Maria sent a mail to her male friend.
mail
male
letter
2. flower
flour
man
Flower and flour are homonyms. They have the same
sound while they differ in meaning and spelling.
A flower is in a sack of flour.
flower
flour
a part of a plant
fine soft powder
She puts ice on her swollen eyes.
ice
eyes
frozen water
used for seeing
B. Homographs- are words that have the same sound and spelling
but have different meanings.
Examples:
Bow1 and bow2 are homographs. They are
spelled the same, have the same sounds
but with different meanings. Bow1 means
1
2
bow
bow
a knot formed by doubling a ribbon while
\ ˈbō \
\ˈbō\
bow2 is a weapon that is used to propel an
arrow.
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Other examples of homographs:
ruler1 (one that rules)
wave1 (hand gesture)
ruler2 (measuring instrument)
wave2 (a raised movement of sea water)
C. Hyponyms- are the specific examples of a general word,
group, or classification.
Examples:
Fruits
guava, avocado,
mango, apple
Colors
blue, red,
green pink
Gadgets
cellphone,
ipad, laptop,
tablet
Animals
dog, cat, pig,
goat
What Is It
Directions: Write on your answer sheet the correct word that
will complete the sentence.
1. My _______played under the ______ yesterday. (sun, son)
2. They _____ a bicycle to travel the long _______. (rode, road)
3. Father will _______ you to give a kilo of ______. (meet, meat)
4. Please, ______ a letter to that girl _______ next to you. (right, write)
5. I love the _______ that talks about how the dog wags its ______.
(tail, tale)
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What’s More
Directions: Identify the meaning of the underlined
homographs
answer
using
on
context
clues.
your
Write
the letter
answer
of
your
sheet.
____1. She hit all the pins the first time she played bowling.
____2. Mother bought a lot of pins to fasten her clothes.
A. Targets in a bowling game B. a small, pointed metal
_____3. The teachers train their pupils well.
_____4. I must take a train going to Binondo.
A. teach
B. a form of transportation
Directions: Underline the hyponyms in the sentence that fall under
the given words.
5. Insects Frogs enjoy eating flies, mosquitoes, and dragonflies.
6. Family My mother and father visited my sister and
brother who are based in Taiwan.
What I Have Learned
Directions: Fill in the blanks with the correct word. Write your
answer on your answer sheet.
We can improve our vocabulary by using homonyms,
homographs, and hyponyms. ______________ are words that have
the same sounds (and sometimes spellings) but have different
meanings. Homographs are words that have the same sound and
______________ but have different meanings. Hyponyms are
______________ examples of a general word, group, or
classification.
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What I Can Do
Directions: A. Add/subtract letters to form the homonym
of the given word. Write the homonym that fits each sentence. The
first one is done for you.
1. knew – k = new
2. h + our = ______
3. knight – k =______
Gwen bought a new dress for her birthday.
She was late for almost one ______.
We can see the stars at _______.
B. Read the given meanings and identify the correct homograph
for them. Write your answer on your answer sheet. The first one
is done for you.
Meaning
Homograph
correct
right
4. part of the body
5. sound made by a
dog
___________
___________
Meaning
opposite of left
a box where something is
kept
outside covering of the stem
of the tree
Assessment
Directions: Write the correct word that will complete the idea of
each sentence.
1. She monitors her _______ every day. (weight, wait)
2. I want to ______ my family this Christmas. (see, sea)
3. We all want _______in our community. (peace, piece)
4. Carrots, cabbage, and eggplants are all (fruits, vegetables.)
5. Ranz did not attend his class because he has ______. (flu, flew)
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Additional Activity
Directions: Write on your answer sheet the word that
does not belong to the group.
1.
milk
coffee
juice
bread
2.
site
sight
cite
seat
3.
true
two
to
too
4.
pencil
plate
eraser
crayon
5.
they’re
their
dear
they’re
Lesson
2
Identifying Possible Solutions
to Problems
As you go through this lesson, you are expected to:
1. identify the problem and the solution in the given situation.
2. identify possible solutions to the given problems.
What I Know
Directions: What will you do in the following situations? Write
the letter of your answer on your answer sheet.
1. Your teacher announced that she will give a test next meeting.
A. Study your lessons.
C. Pretend that you are sick.
B. Be absent the next day.
D. Watch movies the whole night.
2. While your mother is in the office, you saw that there are dishes
on the sink.
A. Throw them away.
C. Keep them under the sink.
B. Wash the dishes.
D. Wait for your mother to wash them.
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What’s In
Directions: Read the given situation and answer the
questions below it.
1A boy lost his puppy after a visit to a park. 2He put up flyers and a
kind neighbor returned his dog.
1. What is the problem in the given situation?
2. How does a problem get fixed?
The situation above talks about a problem-solution relationship. The
first sentence talks about the problem while the second sentence
gives the solution.
What’s New
Problem- solution shows a relationship of ideas in a sentence
or selection where one idea presents the problem and the other
provides possible solution to it. Problem is an issue or difficulty that is
wanted to be changed or fixed while the solution is the way to solve
or fix it. Remember, there might be more than one solution to a
problem.
Example:
Problem
Many people suffer from
Covid-19 virus.
Solutions
The government advised the
public to stay at home.
People wash their hands regularly.
People practice social distancing.
People wear masks and face
shield when they go out in public.
People got vaccinated.
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What Is It
Directions: Box the problem and underline the solution
in each statement.
1. Ella is hungry. She makes an egg sandwich.
2. Father looks for the key. He lost it at the office.
3. The plants are getting dry. My sister waters them every day.
4. Her sister is not feeling well; her mom takes her to the hospital.
5. There is a pile of garbage in the park. Barangay officers place
trash bins in every corner of the park.
What’s More
Directions: Match the problem with the appropriate solution.
Write the letter of the correct answer on your answer sheet.
Problems
1. You always get up late.
2. Sarah missed her school bus.
3. Ralph forgot his lunch at home.
4. You did not understand the lesson.
5. You accidentally step on your
classmate’s foot.
Possible Solutions
A. Say sorry.
B. Ask your teacher.
C. He bought his food.
D. Set your alarm clock.
E. Her mother brings her
to school.
What I Have Learned
Directions: In your notebook, complete the paragraph
by filling in the blanks with the correct word.
___________________ shows a relationship of ideas in a sentence or
selection where one idea presents the problem and the other
provides possible ______________ to it. ____________ is an issue or
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difficulty that is wanted to be changed or fixed while the
_____________is the way to solve or fix it.
What I Can Do
Directions: Read the given situations, then give the problem
and the solution.
1.
Chester was too short to reach the shelf. He got a stool and
stood on it to get the snacks.
What is the problem?
2.
What is the solution?
Rica spilled her milk on the floor. She mopped the floor and
made her milk again.
What is the problem?
What is the solution?
Assessment
Directions: Check (/) the sentence that talks about the
possible solutions to the given problem and cross out (x) if not.
Problem: How can you make your plants grow healthy?
_____ 1. Use organic fertilizer.
_____ 2. Put them in a dark place.
_____ 3. Water your plants every day.
_____ 4. Make sure plants get enough sunlight.
_____ 5. Cultivate the soil around the plants so they can
breathe.
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Additional Activity
Directions: Give possible solutions for the given problem.
1. Mark got lost on his way home from his friend’s house.
Give two possible solutions for this.
Solution 1
Lesson
3
Solution 2
Identify the Elements of
Informational/Factual Text
As you go through this lesson, you are expected to:
1. describe what an informational text is
2. identify the elements of informational/factual texts heard
What’s In
Directions: Ask someone at home to read the text for you.
Then, answer the questions below it. Write your answer on your
answer sheet.
Parts of the Plants
Plants have many different parts. They have roots that
take in water and nutrients from the soil. Plants have stems that
hold them up and carry the nutrients to the other parts. Plants
have leaves. Leaves use the sun to turn water and air into food.
Plants have flowers that help attract insects like bees. Plants also
have seeds. The seeds help to grow new plants.
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1. What is the text all about?
2. What is the purpose of the text?
3. What are the different parts of the plants? Give the function of
each.
4. What information does the text give?
What’s New
The text above gives information or facts about the different
parts of the plants. It aims to inform the readers about the topic. It is
called an informational or factual text. An informational or a factual
text presents information, facts, or details about a particular lesson or
subject
matter.
What Is It
This is another example of an informational or factual text.
Read it carefully and identify the elements or information mentioned
in the text by answering the questions in “What’s More.”
If there’s one thing that is unique about Las Piñas, it is the
Bamboo Organ, which is considered a Philippine National
Treasure.
The St. Joseph Parish Church in Las Piñas houses the Bamboo
Organ. On November 24, 2003, it was given this recognition by the
National Museum of the Philippines since “it is the only 19th
century Bamboo Organ in the Philippines that has survived and is
still functioning.” This unique musical instrument is composed of
1,031 pipes, and 902 of which are made of bamboo while the rest
are metal.
The man behind this masterpiece was a Spanish missionary
called Fray Diego Cera Dela Virgen Del Carmel, who was in fact,
the first parish priest in Las Piñas during the Spanish era.
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What’s More
A. Directions. Answer the questions about the text that
you have read in “What’s It.”
1. What is the text all about?
2. What makes Las Piñas City unique?
3. Where can you find the Bamboo Organ?
4. Give 2 interesting facts about Bamboo Organ.
__________________________________________________________
5. ___________________________________________________________
What I Have Learned
Remember: Most of the texts that we read aim to educate
or inform. They are called informational or factual texts.
They aim to inform the readers about the topic. An
informational or a factual text presents information, facts,
or details about a particular lesson or subject matter.
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What I Can Do
Directions: Read the informational text below and give 5
amazing facts or information about turtles.
Turtles
Turtles are reptiles. They are cold-blooded, so they need
sunlight to keep them warm and active.
Turtles have a hard shell on their back. This protects them
from their enemies. Some turtles can even hide their heads
inside their shells if they are being attacked!
Turtles lay their eggs in the sand, then leave the eggs to
hatch on their own. When they hatch, the baby turtles
scramble down into the water. They must be quick so that
they don’t get eaten by larger animals.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
5. _____________________________________________________________
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Assessment
Directions: Check the statements that give facts about the
Covid-19 Virus.
______1. COVID-19 is a respiratory disease.
______2. COVID-19 affects different people in different ways.
______3. COVID-19 was first reported in China in December
2019.
______4. Common symptoms of COVID-19 include a fever,
cough, and shortness of breath.
______5. Some people have a greater risk of becoming sick
with COVID-19.
Additional Activity
Directions: Ask your parents about the legend of Las
Piñas City. Give five interesting facts about it.
Lesson Reading Words, Phrases, Sentences, Stories, and
Poems Consisting of Long a, i, o, and u Words
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As you go through this lesson, you are expected to:
1. read words with long a, i, o, and u (sounds ending in e)
2. read phrases, sentences, stories, and poems consisting of long
a, i, o, and u words
What I Know
Directions: Read the following words with short vowel
sound correctly.
1. van
3. fin
5. nap
2. con
4. sit
6. Dun
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What’s In
Directions: Add a letter -e at the end of each word above.
The words that you will form have long vowel sounds. Ask the
assistance of your guardian to know if you are reading them correctly.
1. van + e = vane
2. con + e = cone
3. fin + e = fine
4. sit + e = site
5. nap + e = nape
6. dun + e = une
What’s New
Read the following words, phrases, and sentences with
long vowel sound:
a /ey/
i /ay/
o /ow/
u /yu/
cake
bike
rope
muse
bake
like
pole
huge
mate
site
nose
cube
gate
mile
cone
fuse
Phrases:
sweet cake
Sentences:
Lilo loves to fly a kite.
long line
I put a red rose in the vase.
high pole
Pope digs a deep hole near the pole.
huge gate
It is hard to open that huge gate.
What Is It
The words above are examples of words with long vowel
sounds that end in e. They are long vowels considering that the
vowel sounds of each word are read like how the letter names
of the vowels are also read.
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What’s More
Directions: Read the poem and underline the words with
long vowel sounds.
Jake and Kate are twins
They both love sweets
So, they bake a cake
And ate it near the lake.
They rode a bike
While flying a kite
When they see their muse
Smiles with glee.
What I Have Learned
Directions: Write 3 examples of words with long vowel
sounds.
a /ey/
i /ay/
o /ow/
u /yu/
What I Can Do
Directions: Read the story. In your notebook, list the
words with long vowel sounds.
Jane went to a sale to buy a cake. She was late because she
could not open the gate. Dave saw her and helped her open
the gate. While Kate was away, Dave got a long rope and tied
the gate. So, it remained wide open. After a few minutes, Kate
came with a cake and a smile on her face.
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Assessment
Directions: Answer the following questions based on the
story that you have read in “What I Can Do.”
1.
2.
3.
4.
5.
6.
Who went to a sale?
What will she do in a sale?
Why was Jane late in a sale?
Who helped her open the gate?
What did Dave use to tie the gate?
How did Kate feel when she came back? Write the
sentence that tells that Kate was happy.
Additional Activity
Directions: Read the following phrases with words that
have vowel sounds.
1. cute face
2. nine holes
3. rope on a pole
Lesson
5
4. a long note
5. a snake bite
Responding to Questions About
Informational Text
After you go through this lesson, you are expected to:
1.
ask and respond to questions about informational text.
What I Know
Directions: Read the text below and then, answer the
following questions:
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Las Piñas – Our Home
Las Pinas showcases dynamic modern communities, historical
sites, and effective local governance. Home to the famous Bamboo
Organ, Las Piñas is also home to hundreds of residential subdivisions,
numerous commercial establishments, educational institutions, and
industrial complexes. Once a fishing village, known for its salt beds
and jeepney factories, it has transformed into one of the most
forward-moving cities of Metro Manila. Under a legislative fiat in 1997,
Las Piñas was granted cityhood status after 90 years of its foundation
as an independent municipality.
1. What is the text about?
2. What does Las Pinas City showcase?
3. What can you say about the city of Las Pinas?
4. What made Las Pinas City famous?
5. How was Las Pinas City granted cityhood status?
What’s New
Directions: Read the text below. Then, complete the
graphic organizer below:
Since COVID-19 hit our country, many people got
infected by the virus and died from it. So, our government planned
and sought a solution to address the problem arising in our
country. The government advised the people to stay at home and
practice safety protocols. The government encouraged people
to get vaccinated. Hence, people who got vaccinated will be
safer than those who were not vaccinated yet.
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Problem
What Is It
Most of the materials that you may have encountered or
read aim to educate or inform. They are called informational texts.
These texts are used to present information, details, or facts about a
particular topic or subject matter.
 Text/selections have different purposes. Some intend to
inform or educate, while others aim to amuse or entertain.
Types of Informational Texts
 Sequence -it tells the steps on how to do something.
 Cause and effect -it identifies why something happens or and its
possible effects.
 Descriptive-describes a person, place, thing, event, etc.
 Comparison/contrast- it presents the similarities/differences
between two or more persons, places, things, topics, etc.
 Problem and solution-presents the problem and possible solution
to it.
 Persuasive- convinces a person to agree or believe on certain
issues/stands.
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What’s More
Directions: Identify what kind of informational text is
used in each statement.
______________1. Dogs are better pets than cats. They can do things
a person could do. They can be our good friends, too. They can warn
us when bad people are coming through their barks. They can also
make us happy when we feel sad or annoyed.
_____________2. Since the COVID-19 hits our country, many things
have changed. Strict implementation of community quarantine has
been imposed, and face-to-face classes are switched to a distance
learning modality.
__________3. Here are the steps in cooking rice. First, wash the pot.
Next, place the right amount of rice inside it. Then, wash it two times.
Afterward, put in the right amount of water. Then, place the pot on
the stove. Lastly, wait for it to be cooked.
____________4. I have a friend whose name is Dominique. He is a little
bit chubby but funny. His eyes are big, but he looks lovely. We love to
eat spicy foods and go to happy and enjoyable places.
___________5. Jobert and Robert are twins. They both study in Las
Pinas City. They are both in grade three. Jobert is a little bit timid, while
Robert is confident. Robert loves reading, while Jobert loves eating.
Twins may be alike physically, but they have differed in so many
ways.
What I Have Learned
Most of the materials that you may have encountered
or read aim to educate or inform. They are called informational
texts. These texts are used to present information, details, or facts
about a particular topic or subject matter.
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 Text/selections have different purposes. Some intend to
inform or educate while others aim to amuse or entertain.
Types of Informational Texts
 Sequence -it tells the steps on how to do something.
 Cause and effect -it identifies why something happens or and its
possible effects.
 Descriptive-describes a person, place, thing, event, etc.
 Comparison/contrast- it presents the similarities/differences
between two or more persons, places, things, topics, etc.
 Problem and solution-presents the problem and possible solution
to it.
 Persuasive- convinces a person to agree or believe on certain
issues/stand
Assessment
Directions: Identify what kind of informational text is
used in each text. Choose your answer from the box.
Descriptive
Sequence
Comparison/Contrast
Problem and Solution
Cause and effect
_________1. It describes a person, place, thing, event, etc.
_________2. It tells the steps on how to do something.
_________3. It identifies why something happens and its possible
effect.
_________4. It presents the similarities and differences between
the two or more persons, places, things, topics, etc.
_________5. It presents the problem and possible solution to it.
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Additional Activity
Directions: Give the possible effect to the statement
below:
Cause: Martha did not study the lesson last night. She also slept late.
Possible effects:
1.
2.
3.
4.
5.
Lesson
6
Comparison and Contrast
As you go through this lesson, you are expected to:
1. compare information heard
What I Know
Complete the table below.
Similarities
Gumamela and
waterlily
Chicken and pig
Mango and guava
Coke and royal
Coffee and milk
Differences
27
What’s In
Directions: Read and understand the paragraph below.
Sydney and Susie are students in Las Piñas Elementary School.
They both love to read books. Sydney has long hair while Susie has
short hair. Susie loves to wear skirts while Sydney loves to wear a dress.
After their class, they love to go to the garden, and they pick roses.
Fill out the table below:
Susie/Sydney
Susie
Similarities
Sydney
Differences
What’s New
Directions: Put a check on each blank if the sentences
are comparing and cross (x) if the sentences are contrasting.
_____1. Rojo and Zandro are both tall.
_____2. A dog is a mammal while a parrot is a bird.
_____3. Gumamela and Sampaguita are both flowers.
_____4. Martha and Sarah are both intelligent students.
_____5. A dove symbolizes peace while tiger symbolizes strength.
What Is It
Directions: Tell whether the statement is contrasting or
comparing.
1. Jollibee and Mcdo are both fast food.
2. Eyes are for seeing as the nose is for smelling.
3. Catanduanes is a province, while Las Pinas is a city.
4. Teaching is for the teacher, as cooking is for the chef.
5. The doctors and the teachers are both community helpers.
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What’s More
Directions: Write the similarities and differences of the
following:
Similarities
Differences
dog
cat
What I Have Learned
 Another way of presenting and understanding
details in an informational text is through
comparison and contrast.
 Through this strategy, two or more persons, places,
things, events, or topics are compared.
What I Can Do
Read the story of THE ANT AND THE GRASSHOPPER.
Fill in the chart and give their similarities and differences.
Similarities
Both are insects.
ant
Differences
grasshopper
Assessment
Directions: Encircle the objects/persons being compared
or contrasted in each sentence.
1. SM South Mall is smaller than Mall of Asia.
2. Rdie loves singing while Lailanie loves reading.
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3. Sampaguita and Ilang-Ilang have a good smell.
4. Catanduanes and Albay are both in Bicol Region.
5. Sarah Geronimo and Morisette Amon are both singers.
Additional Activity
Directions: Complete the table below.
DOG
Similarities
CAT
Both eat fish
4.__________________
1. __________________
2. __________________
3. __________________
Lesson
7
5.__________________
Words with Affixes
As you go through this module, you are expected to:
1. read word with affixes
What I Need to Know
Directions: Underline the root word of the following.
1. bicycle
2.
disagree
3.
unclear
4.
preschool
5.
uncover
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What I Know
Directions: Match the root word to the correct affix. Write
the letter of the correct answer on your answer sheet.
A
B
1. happy
2. conduct
3. price
4. like
5. play
a. misb. -less
c. -ly
d. une. re-
What’s In
Affixes refer to letters and/or syllables added at the
beginning or at the end of the base or root word. The meaning of
the base word changes when affixes are added to it.
Affixes are classified into two: the prefix and the suffix.
Prefixes are placed before the base word while suffixes are
added after the base word.
Examples:
Prefix
Base word
unhappy
impossible
replay
preview
Examples:
Suffix
Base word
-ful
beauty
-less
color
-er
teach
New Word
unhappy
impossible
replay
preview
Meaning
not happy
not possible
play again
see or view before
New Word
beautiful
colorless
teacher
Meaning
full of beauty
without color
one who teaches
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What’s New
Directions: Encircle the word with affixes in each
sentence.
1. Bob unsent the message in the messenger.
2. Excuse me, ma’am, can I refill water outside?
3. The girl lost her money, so she became unhappy.
4. My little brother eats lots of chocolate carelessly; he looks
untidy.
5. My mom puts make-up on her face, so she looks more
beautiful.
What Is It
Directions: Box the prefix and underline the root word. On
the blank, write the meaning of the word.
1. preview
_________________
2. replay
_________________
3. imperfect
_________________
4. unzip
_________________
5. unhappy
_________________
What’s More
Directions: Add the correct affixes to the word inside
the parenthesis to complete the idea of the sentence.
1. Bob and Rob rides in (-cycle.) ___________
2. Jamie sees flowers with different colors. They are (color-.)
__________.
3. The student cannot join the online class because the
internet connection is (-stable.) ______________
4. The teacher (-sent) ________ a message because it did not
send immediately in the messenger.
5. The boy is (fear-). ____________ He is not afraid to try new
things.
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What I Have Learned




> Root or base words are the main part of the word.
Affix is added to the root of a word to change its
meaning.
Prefixes are letters or syllables added at the beginning
of a root word.
Suffixes are letters or syllables added at the end of a
root word.
What I Can Do
Directions: Complete the graphic organizer below.
Think of root words which end in -ful. Write them in each
box.
-ful
Assessment
Directions: Read each word with prefixes and suffixes.
Then, write them in their proper column.
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unpleasant
careless
misunderstood
Words with Prefixes
useful
disregard
Words with Suffixes
Additional Activity
Directions: Read the following sentences. Underline the
word with affixes.
1. The girl wears colorful dress.
2. Landon enjoys riding in bicycle.
3. The teacher tells the pupil to retell the story.
4. The pupil was sent to guidance office due to misconduct.
5.
Sarah and Susie didn’t talk because they had
misunderstanding.
Lesson
8
Simple Story
As you go through this module, you are expected to:
1. write a simple story
2. be creative in creating a story
What I Know
Writing a simple story is an exciting activity. To create a
simple story, you should first identify its elements.
 The elements of the story are:
 Setting- tells when or where the story happened.
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 Character- describes the persons/animals that act in the
story.
 Plot- gives the correct order of events
 Beginning- tells the beginning of the story.
 Middle- gives the most exciting part of the story.
 Ending -provides the last part of the story.
 Moral - talks about values or lessons gained from the story.
What’s In
Directions: Identify the elements described in each
sentence. Write S for setting, C for character, and P for plot.
_____1. The story took place in a beautiful kingdom.
_____2. Princess Sarah is a beautiful lady in the whole kingdom.
_____3. One day, the palace held a feast for the princess. Everyone
enjoyed it while the servants served delicious food.
_____4. King Mori and Queen Jasheen are very generous to their
people.
_____5. The prince saw the princess, and suddenly, his heartbeat so
fast. He could not explain why he felt that way.
What’s New
Directions: Match the description in column A with the
correct term in column B. Write the letter on your answer
sheet.
A
B
1. It tells how the story ends.
A. moral
2. It gives values or lessons in the story.
B. character
3. It describes the persons who act in the story.
C. plot
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4. It tells when and where the story takes place.
D. ending
5. It presents the order of events in the story.
E. setting
What Is It
Directions: Complete the story below:
The Helpful Boy
Bert is a helpful boy. Every time he sees an old person
crossing the street, he will go there and help him. One day, he saw
his teacher carrying heavy things, _______________________. The
teacher _____________________________. And then,
_________________________________________________.
What’s More
Directions: Identify the elements of a story described in
each statement. Choose your answer below:
Setting
characters
plot
ending
moral
___________1. Snow White and the Prince live happily ever after.
___________2. Cinderella has two stepsisters who look unpleasant.
___________3. The prince saw a beautiful princess sleeping in a castle.
___________4. The story of Snow white happened in the forest where
the elves live.
___________5. Real beauty comes from within.
What I Have Learned
 The elements of the story are:
 Setting- tells when or where the story happened.
 Character- describes the person who acts in the story.
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 Plot- gives the correct order of events
 Beginning- tells the beginning of the story.
 Middle- gives the most exciting part of the story.
 Ending -provides the last part of the story.
 Moral - talks about values or lessons gained from the story.
What I Can Do
Directions: Write a simple story. Choose the title for your
story below and follow the given format:
The Princess Who Became a Frog
Our Beautiful Garden
Roy, the Playful Boy
Title: _________________________________________________
Setting: ______________________________________________
Characters: __________________________________________
Plot: _________________________________________________
Moral: _______________________________________________
Assessment
Directions: Write a simple story based on the given
situation below:
Sammie is a girl who doesn’t like to sleep early. She just
loves to play.
Directions: Write a home reading report about your
Title: _______________________________________
Characters: ______________________________________________________
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Plot:
Moral:
_______________________________________________________
_______________________________________________________
_______________________________________________________
Additional Activity
Directions: Recall your favorite story. Make your own
version and make a home reading report. Take note of the elements
of the story.
Home Reading Report
Title: ________________________________________________
Characters: _________________________________________
Setting: _____________________________________________
Plot: ________________________________________________
Moral: ______________________________________________
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References:
https://www.laspinascity.gov.ph/lifestyle/18/bamboo-organ
https://familydoctor.org/know-the-facts-about-covid-19/
https://google.com
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