III

Republic of the Philippines

Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO DEL NORTE

Eight-Week Reading Curriculum

in ENGLISH
for
Non-Reader Level Readers

Written by:

CRISTY M. LONDRES
MT–I
Maniki Central Elementary School SPED Center- Kapalong East District

Approved by:

DR. ALLEN T. GUILARAN

Education Program Supervisor in MTB-MLE/English

DR. EDUARD C. AMOGUIS

Curriculum Implementation Division Chief

DR. ROMMEL JANDAYAN

Assistant Schools Division Superintendent

DEE D. SILVA, DPA, CESO V

Schools Division Superintendent

Address: Mankilam, Tagum City, Davao del Norte

Telephone Number: (084) 216 0188
Website: www.depeddavnor.ph | Facebook: DepEd Davao del Norte
 WEEK 1

VOWELS
Aa Ee Ii Oo Uu

Day 1 Sound /Aa/

Aa
This is letter Aa that sounds /a/.
Can you say the sound/a/?
Introduce how to write the letter Aa.

Let’s do it:
1. Write the big and small letter a in the air, floor and palm
while saying the /a/.
2. Sing the song “The Aa says /a/.
3. Write the shape of letter Aa on your paper.
Follow the sound presented by the teacher.

/Aa/

a…a…apple

a…a…ant

a…a…ax

a…a…arm

a…a…arrow
 Name: ________________________________
Exercises 1

Find and circle all the A vowel.

O E I E A I A
O E O I
A I A

Find and circle all the a vowel.

o e a e a i
a o i o e a
i a

Find and circle all the Aa vowel.

Oo Ee Ii Ee Aa Ii

Aa Oo Ee Oo

Ii Aa Ii Aa
 Name:________________________

Exercises 2

Color the middle letter and write it on the blank.

Day 2
 Sound/Ee/

Ee
This is letter Ee that sounds /e/.
Can you say the sound/e/?
Introduce how to write the letter Ee.

Let’s do it :

1. Let us write the big E in the air while saying the /e/. Do
this five times.

2. Let us write the small letter e in the palm while saying the
/e/. Do this five times.

3. Let us write the big and small letter e on the floor while
saying the /e/. Do this five times.

4. Sing the song “The Ee says /e/”.

Follow the sound presented by the teacher.

/Ee/

e…e…elephant

e…e…envelop

e…e…egg
Name:_______________________

Exercises 1

Color all the big letter blue and small letter pink.
Name:_______________________

Exercises 2
Color the pictures with initial /e/ sound.

E
Say the name of each picture. Fill in the missing vowel in each
word.

w__b

t__n

n__t
 Day 3
Sound /Ii/

Ii
This is letter Ii that sounds /i/.
Can you say the sound/i/?
Introduce how to write the letter Ii.

Let’s do it :

1. Let us write the big I in the air while saying the /i/. Do this
five times.

2. Let us write the small letter i in the palm while saying the
/i/. Do this five times.

3. Let us write the big and small letter Ii on the floor while
saying the /i/. Do this five times.

4. Try to write the big and small letter Ii on your paper.

Follow the teacher in sounding letter Ii.

/Ii/

i...i…igloo

i…i…ink

i…i…insect

i…i…iguana
Name:_____________________________
Exercises 1
Name:__________________________________
Exercises 2
Say the name of each picture. Circle the letter that matches the
beginning sound.

a i e

i u e

e o i

Say the name of each picture. Fill in the missing vowel in each
word.

s_x

p_n
 Day 4
Sound /Oo/

Oo
This is big and small letter Oo.
The letter Oo has sounds /o/. Can you say the sound /o/?

Introduce how to write the letter Oo.

Let’s try this!

1. Write the big and small letter oin the air, floor and
palm while saying the /o/.
2. Sing the song “The Oo says /o/”.
3. Write the shape of letter Oo on your paper.
Repeat doing this five times.
Follow the teacher in sounding letter Oo.

/Oo/

o…o…octopus

o…o…okra

o…o…onion

o…o…orange

o…o…ocean
Name:__________________________________
Exercises 1
Say the name of each picture. Box the letter that matches
the beginning sound.

a i o

o u e

e o i

e a o

d__g What’s in the

middle?

a u o
l__g

e o a Color the middle letter and

e write it on the blank.
b__x
 Day 5
Sound/Uu/

Uu
The letter Uu has a sound /u/.
Can you say the sound /u/?
Introduce how to write the letter Uu.

Let’s try this!

1. Write the big and small letter u in the air, floor and
palm while saying the /u/.

2. Sing the song “The Uu says /u/”.

3. Write big and small letter Uu on your paper.

Follow the teacher in sounding letter Uu.

/Uu/
u…u…umbrella

u…u…under

u…u…uphill

u…u…uncle

u…u…upstairs
Name:__________________________________

Exercises 1
Name the pictures. Trace the letter “u” to complete the
word of each picture.
 ASSESSMENT –WEEK 1

I. Read the correct sounds of the following letters.

/ a/ /e/ /i/ /o/ / u/

A O I U E
O U A E I
I E U O A
E I O A U
U A E I O

a o i u e
o u a e i
i e u o a
e i o a u
u a e o i

Aa Ee Ii Oo Uu

Ee Ii Oo Uu Aa

Ii Oo Uu Aa Ee

Uu Aa Ee Ii Oo
II. Say the name of the picture and write the missing
initial vowel sound.

a e i o u

__mbrella
__nk

__ctopus __nt

__ggplant
III. Say the name of the picture and write the missing
medial vowel sound.

a ei o u

d_g b_s p_g

s_x b_g b_d

IV. Match the big letters to its small letters by connecting a
line.

A. . o

E. . u

I. .a

O. .e

U. . i
 WEEK 2

CONSONANTS

Mm Tt Yy Ss
Kk Nn Ll Pp
Bb Gg Dd Hh
Ww Rr Jj Ff
Cc Vv Xx Qq
Zz
Day 1. Sounds /Mm/ and /Tt/

/Mm/
This is letter Mm that sounds /m/.
Can you say the sound /m/?
Introduce how to write the letter Mm.

Let’s do this:

1. Write the big and small letter m in the air and

palm while saying the /m/.
2. Sing the song “The Mm says /m/.
3. Write the shape of letter Mm on your paper.
Say the initial sound of the pictures presented.

m………..mango

m……...meteor

m………mirror

m………moon

m………mug
Name:___________________________
Exercises1

Say and write the initial sound of the pictures

presented.

___at ____edal

___ule ___op

____itten
The teacher will read the story about a tree.

The Mango Tree

It was Friday afternoon when teacher Tina had no

class. Tony and his friends went home. On their way to the
village they saw a mango tree with many fruits.Tony
climbed up the tree. He got fruits from the mango tree.
Suddenly, a dog came and barked at the kids. Tony was
afraid of going down while his friend runs. Until the owner of
the fruit tree came and ordered the dog to sit. Tony climbs
down from the tree and said sorry for his mistake.

The teacher will ask questions:

1. Who climbed at the mango tree?
2. What did Tony and his friend do?
3. What are the words that begin with the letter Tt?
Introduce how to write the letter Tt.

Activity:

1. Write the big and small letter t in the air, floor

and palm while saying the /t/.

2. Do it five times.

3. Write the shape of letter Tt on your paper.

Say the initial sound of the pictures presented.

t………tablet

t……….tent

t……….tiger

t………toga

t………tub
Name:_______________________________

Exercises 1
Color the star that has letter Tt with yellow.

Tt
Tt

Mm Mm

Tt
 Day 2
Sounds /Yy/ and /Ss/

This is letter Yy that sounds /y/.

/Yy/
Introduce how to write the letter Yy.

Do this activity.
1. Write the big and small letter y in the air, floor
and palm while saying the /y/.

2. Sing the song “The Yy says /y/.

3. Write the shape of letter Yy on your paper.

4. Say the sound again ten times.

Say the initial sound of the pictures presented.

/Yy/

y…yatch

y…yeast

y…yield

y…yoyo
Name:________________________
Exercises 1

Name each picture and put a check { / } if it

begins with the letter Yy.
Name:_________________________
Exercises 2

Give the sounds of all the letters in the box.

Color the box that has letter Yy with blue.

Mm Ss Yy
Yy Mm Aa
Ee Yy Ss
Tt Oo Yy
Uu Yy Tt
The teacher will read the song.
Twinkle, Twinkle Little Star
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!
****
When the blazing sun is gone,
When he nothing shines upon,
Then you show your little light,
Twinkle, twinkle, all the night.
Twinkle, twinkle, little star,
How I wonder what you are!
****
Then the traveller in the dark,
Thank you for your tiny spark,
He could not see which way to go,
If you did not twinkle so.
Twinkle, twinkle, little star,
How I wonder what you are!
****
In the dark blue sky you keep,
And often through my curtains peep,
For you never shut your eye,
Till the sun is in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!
****
As your bright and tiny spark,
Lights the traveller in the dark,—
Though I know not what you are,
Twinkle, twinkle, little star.
Twinkle, twinkle, little star,
How I wonder what you are!
From the song, find out and encircle the words that
begin with the letter Ss.
Present picture of letter Ss.

Ss
Ask: What letter is this?
Can you say the sound /s/?
Show the letter Ss to the child. Ss

/Ss/
Let’s do this:
1. Introduce how to write the letter Ss.

2. Produce sound of /s/ ten times.

3. Write the big and small letter s in the air, floor
and palm while saying the /s/.
Say the initial sound of the pictures presented.

/Ss/

s…..sand

s…..seed

…..sink

s…..sofa

s…..sun
Name:_______________________________________
Exercises 1

Look at the stars, read the sound of the letters.

Color the star yellow if it has letter Ss.

Aa Ss

Ss

Yy Ss
Name:_______________________
Exercises 2

Write the letters on the blank to complete the

word.

___unflower ___ack

___eed ____ister

___oap
 Day 3

/Kk/ and/Nn/
These are letters Kk and Nn.
Letter Kk has sound/k/ and letter Nn has sound /n/.
Introduce how to write the letter Kk and Nn.

and

Let’s follow this.

1. Write big and small letter Kk and Nn in the air
while saying the sounds /k/ and/n/.
2. Sing the song “The Kk says /k/ and “Nn says /n/”.
3. Write the shape of letter Kk and Nn on your paper.
4. Say the sound of the letter Kk and Nn ten times.
Pictures that begin with the letter sound /k/.

/Kk/

K………Kangaro

k………keg

k………king

k……..Koala

k………kudu
Pictures that begin with the letter sound /n/.

/Nn/

n…n… napkin

n…n… net

n…n… night

n…n… nose

n…n… nun
Name:________________________________________
Exercises 1
Give the sound of the letters inside the box.
Encircle all the letter Nn.

Ss Nn Yy
Nn Mm Aa
Ee Nn Nn
Oo Ii Nn
Yy Ss Mm
Nn Kk Nn
Kk Ss Aa
Name:______________________________________
Exercises 2

Write the missing small letter k and n inside the

flower.

K_ N_

N_ K_

K_ N_
 Day 4

/Ll/ /Pp/ and

Show the letter Ll and Pp to the child.

Can you say the sound/l/ and/p/?
Introduce how to write the letter Ll and Pp.

and

Activity:
1. Write the big and small letter l and p in the air,
floor and palm while saying the sound of
/l/and/p/.
2. Sing the song “The Ll says /l /”. Change it with
letter Pp.

3. Write the shape of letter Ll and Pp on your

paper.
Say the initial sound of the pictures presented.

/Ll/

l…l…ladder

l…l…leaf

l…l…lion

l…l…log

l…l…lung
/Pp/

p…p…pan

p...p…pencil

p…p…pillow

p…p…potato

p…p…pumpkin
Name:____________________________________
Exercises 1

Box the pictures that begin with sound /l/.

Encircle all the pictures that begin with sound /p/.
Name:_______________________________
Exercises 2

Name the following pictures and write the beginning letter

that is missing to complete the word.

Ll and Pp

__og ___ot

__ollipop __encil

___illow __adder
 Day 5

/Bb/ and /Gg/

These are letters Bb and Gg that sound /b/
and/g/.
Introduce how to write the letter Bb.

and
We can do this.
1. Write big and small letters Bb and Gg on the
floor.
2. While writing, produce the sound of the letters.
The letter Bb sounds /b/ repeat five times.
The letter Gg sounds /g/ repeat five times.
3. Sing the song “The Bb says /b/” followed by Gg
which sounds /g/.
4. Write the shape of letters Bb and Gg on your
paper.
 Bb Sound

Say name of the picture presented by the teacher.

b…b…bag

b…b…bell

b…b…bird

b…b…book

b…b…bug
 GgSound
Say the name of the picture presented by the
teacher.

g…g…garlic

g…g…gecko

g…g…girl

g…g…goat

g…g…gun
Name:___________________________________
Exercises 1

Connect the big letter to its small letter by using a line.

B. .g

G. .b
Draw things that begin with letter Bb and Gg.

Bb Gg
Name:_____________________________
Exercises 2

Name the following pictures and write the beginning letter

that is missing to complete the word.

Bb and Gg

___ox ___un

___oy ___all

____uitar ___oat
 Assessment
Week 2

Let us read…

I –Ready…. Get set…….. read……..

m t y s

mango tent yoyo sun

k n l p

King net lion pencil

b g

book gun
II. Encircle the beginning sound of each picture.

k m g b

g k n p

p l
g t
III. Write the small letters of the following big letters.

M____ T _____ Y

____

S ____ K ___ N ___

L ____ P ___ B ___

G ___
 Week 3
CONSONANT

Dd Hh Ww Rr
Jj Ff Cc Vv
Xx Qq Zz
Day 1. Sounds of/Dd/ and /Hh/

Sing the previous letter name and sound learned.

“The Bb says /b/”

“The Gg says /g/”

Change the letter Bb and Gg to all the letters

presented last week.

/Dd/ and /Hh/

Present picture of letters Dd and Hh.
Can you say the sounds /d/ and /h/?
Introduce how to write the letter Dd and Hh.

and
Let’s follow this.
1. Write the big and small letters Dd and Hh on the
air.

2. Say the sound of the letters Dd and Hh while

writing in the air.

Sounds/Dd/ and /Hh/

3. Sing the song “The Hh says /h/ followed by Dd

which sounds /d/.
4. Write the shape of letters Dd and Hh on your
paper.
5. Sound the letters Dd and Hh five times.
Say the initial sound of the pictures presented.

/Dd/
d…d…dad

d…d…den

d…d…digger

d…d…dog

d…d…duck
Say the initial sound of the pictures presented.

/Hh/

h…h…ham

h…h…hen

h…h…hill

h…h…horse

h…h…hut
Name:_____________________________
Exercises 1
Write the initial letters Dd and Hh to complete the names
of the pictures.

____ urian ____ orse

eart
____ ____ ove

ice
____ entist
____

en
____ ___ aisy
Name:________________________________
Exercises 2

Read the sound of the letters inside the box.

Color the box with /d/ sound, red and /h /sound, yellow.

Dd Hh Bb Ss
Mm Dd Hh Yy
Hh Hh Dd Ss
Yy Ss Dd Hh
Aa Yy Hh Ee
 Day 2
Sounds/w/ and/r/

/Ww/ and /Rr/

These are letters Ww and Rr that sound /w/
and/r/.
Introduce how to write the letter Ww.

and

Let’s do this.
1. Get a rubber band, cut it with scissors and try to
form letters WW and Rr.
2. While doing this say the sound /w/ and /r/.
3. Write the big and small letters Ww and Rr in the air
while saying the sounds /w/ and /r/.
Say the initial sound of the pictures presented.

/Ww/

w…w…watch

w…w…web

w…w…window

w…w…worm

w…w…wug
Say the initial sound of the pictures presented.

/Rr/
r…r…rabbit

r…r…rectangle

r…r…ribbon

r…r…rose

r…r…rug
Name:______________________________

Exercises 1
Encircle the pictures that begin with the letters Ww and Rr.
Name:______________________________

Exercises 2
Name the pictures below and write the initial
sound on the blank to complete the words.

1. ___ing 4. ___orm

2. __uler 5. __atch

3. ___obot
 Day 3

Sounds /j/ and /f/

/Jj/and /Ff/
These are letters Jj and Ff that has sound /j/ and/f/.
Can you say the sounds /j/ and /f/?
Introduce how to write the letters Jj and Ff.

and
Let’strythis.
1. Get a newspaper and try to make big and small
letters Jj and Ff out of it.

2. While making the letters Jj and Ff say the sounds

/j/ and /f/.

3. Write the big and small letter j and f on your palm

while saying the /j/ and /f/ sounds.
4. Write the shape of letters Jj and Ff on your paper.
Say the initial sound of the pictures presented.

/Jj/

j…j…jar

j…j…jet

j…j…jigsaw

j…j…journal

j…j…juice
/Ff/

f…f…fan

f…f…fern

f…f…fish

f…f…fox

f…f…funnel
Name:______________________________

Exercises 1
Draw three objects that begin with letter Jj inside the box.

Draw three objects that begin with letter Ff inside the box.
Name:______________________________

Exercises 2

Box the pictures with beginning sound /j/.

Check those with sound /f/.
 Day 4

Sounds /c/ and /v/

/Cc/and /Vv/
These are letters Cc and Vv that sound /c/ and
/v/.
Introduce how to write the letters Cc and Vv.

and

Let’s try this.

1. Get a newspaper and try to make big and
small letters Cc and Vv out of it.
2. While making the letters Cc and Vv say the
sounds /c/ and /v/.
3. Write the big and small letters Cc and Vv on
your palm while saying the /c/ and /v/.
4. Write the shape of letters Cc and Vv on your
paper.
Say the initial sound of the pictures presented.
Present to the child that letter Cc has the sound
/k/ and /s/.

/Cc/

c…c…cat

c…c…cellphone

c…c…circle

c…c…computer

c…c…cucumber
/Vv/

v…v…van

v…v…vest

v…v…violin

v…v…volcano

v…v…vulture
Name:______________________________

Exercises 1
Encircle the words that begin with letters Cc and Vv inside
the box.

cat van mat

fat sat hat
rat candy corn
vest met let
gum son tin
net cam mom
vote kill can
 Day 5

Sounds /x,/q/ and /v/

/Xx/, /Qq/and /Zz/

These are letters Xx, Qq and Zz that sounds
/x/, /q/ and /z/.
Introduce how to write the letters Xx, Qq and Zz.

, and

Let’s try this.

1. Get a newspaper and try to make big and
small letters Xx, Qq and Zz out of it.
2. While making the letters Xx, Qq and Zz say the
sounds /x/,/q/and /z/.
3. Write the big and small letters Xx, Qq and Zz
on your palm while saying the /x/, /q/ and /z/
sounds.
4. Write the shape of letters/x/, /q/ and /z/on
your paper.
Say the initial sound of the pictures presented.

/Xx/

x…x…xanax

x…x…xbox

x…x…x-ray

x…x…xylophone
/Qq/

q…q…quail

q…q…queen

q…q…quilt

q…q…quotation
/Zz/

z…z…zebra

z…z…zero

z…z…zipper

z…z…zoo

z…z…zucchini
Name:______________________________

Exercises 1
Identify the pictures below and write the initial sound on
the blank to complete the word.

_ero _ueen

__-ray ___ipper

__ylophone
 ASSESSMENT-WEEK 3
I. Connect each big letter to its small letter with a line.

D h
H j
W q
R v
J f
F w
C z
V d
X r
Q c
Z x
II. Give the sound of each consonant letter.

Dd hh Ww
Rr Jj Ff
Cc Vv Xx
Qq Zz
III. Write the initial letter on the blank to
complete the name of each picture.

d h w r j f
c v x q z

__uice __ern __ero

__an __ellphone __an

__ibbon __atch __urian

__uail __ammer
 Week 4

CONSONANT-VOWEL-CONSONANT PATTERN

For teacher and parent: Once your child can identify and master initial sounds,

proceed to try middle and final sounds.

Teacher or parent will model and guide the child in this learning.

1. Introduce the word family.

2. Say the initial sound.

3. Stretch out the sounds.

4. Blend the sounds together.

5. Say the word.

Day 1

/ ă / word families
Focus:

ab ad ag am an ap ar at
Let’s sound, connect and read.
Activity 1

a. ab word family

a + b = ab ab ab

c + ab = cab

t + ab = tab

b. ad word family

a + d = ad ad ad

d + ad = dad

l + ad = lad

m + ad = mad

p + ad = pad
 s + ad = sad
c. ag word family

a + g = ag ag ag

b + ag = bag

r + ag = rag

t + ag = tag

w + ag = wag
d. am word family

c + am = cam

h + am = ham

d + am = dam
e. an word family

a + n = an an an

c + an = can

f + an = fan

m + an = man

p + an = pan

v + an = van

f. ap word family

a + p = ap ap ap

c + ap = cap
 l + ap = lap

m + ap = map

n + ap = nap

t + ap = tap
g. ar word family

a +
r =
ar ar ar

b + ar = bar

j + ar = jar

w + ar = war
h. at word family

a +
t =
at at at

b + at = bat

c + at = cat

f + at = fat

m + at = mat

r + at = rat

s + at = sat
Activity 2:
Draw a line to connect the picture to its name.

cat

van

dad

bag

jar
Activity 3: Read the words and draw.

mat cap pad

ham pan car

hat fan jar

 Day 2
Activity 1

/ ě / word families

Focus:
ed eg ell en et

a. ed word family

e + d = ed ed ed

b + ed = bed

f + ed = fed

r + ed = red

w + ed = wed
b. eg word family

e + g = eg eg eg

l + eg = leg

k + eg = keg
c. ell word family

e + ll = ell ell ell

b + ell = bell

s + ell = sell

w + ell = well

y + ell = yell
d. en word family

e + n = en en en

d + en = den

h + en = hen

m + en = men

p + en = pen

t + en = ten
d. et word family

e + t = et et et

j + et = jet

m + et = met

n + et = net

p + et = pet

s + et = set

w + et = wet
Activity 2: Flip a word.

Allow the child to flip a card to complete a word based on

the picture presented. Read the word being formed.

w eb

b ell

h en

k eg

j et
Activity 3: Read the words inside the box.

den bell hen

pen bed keg

leg pet set

beg red fed

leg sell men

 Day 3

Activity 1

/ ǐ / word families

Focus:
ib id ig im in ip it

a. ib word family

i + b = ib ib ib

b + ib = bib
r + ib = rib
b. id word family

i d id id id
+ =

h + id = hid

k + id = kid
l + id = lid
c. ig word family

i + g = ig ig ig

b + ig = big

d + ig = dig

f + ig = fig

p + ig = pig

w + ig = wig

d. im word family

i + m = im im im

d + im = dim

r + im = rim
 s + im = sim

e. in word family

i + n = in in in

b + in = bin

f + in = fin

p + in = pin

t + in = tin

w + in = win
f. ip word family

i +
p =
ip ip ip

d + ip = dip

h + ip = hip

l + ip = lip

s + ip = sip

t + ip = tip

z + ip = zip
g. it word family

i + t = it it it

b + it = bit
 f + it = fit

h + it = hit

k + it = kit

l + it = lit

p + it = pit

h. ix word family

i + x = ix ix ix

f + ix = fix

m + ix = mix

s + ix = six
Activity 2: Read the following word list:

1. hip kit bit

2. big fin rid
3. win pin him
4. kiss bill dim
5. bin tip bin
6. wig dim gig
7. six pit mix
8. sip sit rib
 Day 4
Activity 1

/ ǒ / word families

Focus:
ob od og op ot ox

a. ob word family

o + b = ob ob ob

c + ob = cob

j + ob = job

r + ob = rob

s + ob = sob
b. od word family

o + d = od od od

c + od = cod
G + od = God

p + od = pod
r + od = rod
c. og word family

o + g = og og og

d + og = dog

f + og = fog
h + og = hog
 j + og = jog
l + og = log
d. op word family

o + p = op op op

c + op = cop

h + op = hop

m + op = mop
p

p + op = pop

t + op = top
e. ot word family

o + t = ot ot ot

c + ot = cot

d + ot = dot

h + ot = hot

p + ot = pot

r + ot = rot
f. ox word family

o x ox ox ox
+ =

b + ox = box

f + ox = fox
Activity 2: READ, CHOOSE and COLOR
Read the words in each box and color the matching pictures.
box

cot

fog

mop

sock
Activity 3: Read the words inside the box.

dot bog doll

dog log rot
not hog cop
hop fog jog
bog fox cod
 Day 5
Activity 1

/ ǔ/ word families
Focus:
ub ud ug um up us ut

a. ub word family

u + b = ub ub ub

c + ub = cub

h + ub = hub

r + ub = rub

t + ub = tub
b. ud word family

u + d = ud ud ud

b + ud = bud

c + ud = cud

m + ud = mud

c. ug word family

u + g = ug ug ug

b + ug = bug
d + ug = dug
h + ug = hug
j + ug = jug
+ =
m ug mug
+ =
r ug rug
d. um word family

u + m = um um um

s + um = sum

g + um = gum
m
h + um = hum
m + m
um = mum
e. un word family
u
m
u + n = un un un

b + un = bun
u
f + un = fun
m
u
g + un = gun
m
u
n + un = nun
m
u
m
 r + un = run
u
s + m
un = sun
f. us word family
u
m
u + s = us us us

b + us = bus
u
e. ut word family m
u t ut ut ut
+ =

c + ut = cut
h + utu = hut
m
n + utu = nut
m
u
m
Activity 2: Read and Draw

Read the words. Draw pictures to illustrate the words.

mug jug nun

cup nut bug

rug sun bus

 Activity 3: Read the words inside the box.

cup pup run fun

mum hug bug sum
rum bud jug bun
hut cut bus sun
nun mud rug cub
 Week 5
Basic Sight Words

Day 1

I can read and memorized sight words.

D

The teacher will read the sentence.

The boy runs on the road.

Let’s do it!
1. Encircle the words the, on and is while saying them.
2. Introduce the whole word by saying;
“When I touch it I will say it and I will keep on saying it
as long as I touch it.”
3. Read the words the, on and is at least five times.
4. Say “When I touch it you will say it and you will keep
on saying it as long as I touch it.”
Touch the words the, on and is.
5. Teach them the little song “The, the, t h e, the”. Go on
with on and is.
6. Write the, on and is on your palm.
 Activity 1

Use flashcards to introduce sight words.

the the the the the

on on on on on

is is is is is

Activity 2.
I will show a flashcard, you read the word. If you got it right
step forward.

the

is

on

Activity 3.
Clap your hands as you spell each letter of the word.

t h e the

o n on

i s is
 Day 2

I can read and memorized sight words.

The teacher will read the sentence.

They are in the park.

Encircle the words they, are and in while saying them.
Let’s try this!

1. Write they, are and in on your palm while saying the

words.
2. Read the words they, are and in at least five times.
3. Say “When I touch it you will say it and you will keep on saying
it as long as I touch it.”
Touch the words they, are and in.

Activity 1 - “Look and Listen”

Use flashcards to introduce sight words.

they they they they they

are are are are are

in in in in in
 Activity 2: “Match and Read”
The student will find the same word in from column A to column B.
After the activity let the child read the sight words.
A B

they are

are in

in they

Activity 3: “Spell it out”

Spell and read each letter of the word.

t h e y they

a r e are

i n in
Read the sight words.

the they
is are
on is
 Day 3

Introduce previous sight words using flash cards.

Repeat flipping the flashcards many times for
familiarization.

The teacher will read the sentence.

The children look for animals at the zoo.

Let’s do it!

1. Instruct the child to encircle the words look, for,

and at while saying them.
2. Prepare a crayon and a paper. Let the child
copy and read each sight word flashed.
3. Read the words look, for, and at at least five
times.
4. Write look, for, and at on your desk while
saying the words.
 Activity 1
Let the child read the sight words.

at look for
Activity 2

Use flashcards to introduce sight words.

at at at at at

look look look look look

for for for for for

Activity 3: “Match and Read”

The student will find the same word in column A to in
column B.
After the activity let the child read the sight words.
A B

at look

look for

for
at
 Day 4

Introduce previous sight words using flash cards.

Repeat flipping the flashcards many times for
familiarization.

The teacher will read the sentence.

The hens go out to look for food.

Instruct the child to encircle the words go, out and to while
saying them.

Let’s do it!

1. Write go, out and to on your palm while saying the

words.
2. Read the words go, out and to at least five times.
3. Say “When I touch it you will say it and you will keep
on saying it as long as I touch it.”
 Activity1: Point and Read
Point your finger to the words and read them.

out

go

to

Activity 3: “Match and Read”

The student will find the same word in column A to column
B.
After the activity let the child read the sight words.
A B

out go

go to

to out

Activity 3: “Spell it Out”

Spell and read each letter of the word.

o u t out

g o go

t o to
 Day 5
Review sight words presented from previous lessons.

the in
on at
is look
they for
are out
go to
Teacher will read the story.
Sam has a big blue cap.
The cap was on his head.
He went out and the rain fell.
Sam was sad.
That the cap got wet.

Let’s do it!
1. Instruct the child to encircle the words has, was, a, he
and his while saying them.
2. Read the words has, was, a, he and his at least five
times.
3. Write has, was, a, he and his on your palm while saying
the words.
 Activity 1: “Match and Read”
The student will find the same word from column A to
column B.
After the activity let the child read the sight words.
A B

has his

was he

a
has

he
a

his
was

Activity 2: “Spell it Out”

Spell and read each letter of the word.

h i s his

a a

h a s has

h e he

w a s was
 Activity3: Read it, memorize it!
Read and memorize the sight words in each box.

the is on
they are in
go out look
for at to
his a has
was he an
 WEEK 6

Phrases

For teacher and parent: Once your child can read cvc pattern and simple

sight words, proceed to read phrases.

Teacher or parent will model and guide the child in this learning.

1. Introduce the sight words.

2. Say the words.

3. Read the phrases with pictures.

Note: Use this guide for week 6 activities.

 Day 1

I can read simple phrases.

Introduce sight word a.

Touch and read the word.

a a a a
Activity 1
Read the phrases using flashcards.

a mop
Read

a bug

a hat

a sun

a bat
 Activity 2

Read the phrase in each box three times and color the
matching picture.

a mop

a bat

a sun

a hat

a bug
 Activity 3
Read each phrase inside the box.

a sun

a mop

a bug

a bat

a hat
 Day 2

I can read simple phrases.

Introduce sight word is.

Touch and read the word.

is is is is
Activity 1
Read the phrases using flashcards.

is hot

is big

is fat

is sad
 Activity 2
Identify the picture in column A and connect to its phrase
in column B.

A B

is sad

is big

is hot

is fat
 Activity 3
Read each phrase inside the box.

is sad

is big

is fat

is hot
 Day 3

I can read simple phrases.

Introduce sight words the, in, and at.

Touch and read the word.

the the the the

in in in in
at at at at
Activity 1
Read the phrases using flashcards.

in the van

in the box

at the zoo

in the bus
 Activity 2
Read each phrase in the box three times and color the
matching picture.

in the van

in the box

at the zoo

in the bus
 Activity 3
Read the phrase in each box.

in the van

in the box

at the zoo

in the bus
 Day 4

I can read simple phrases.

Introduce sight word my.

Touch and read the word.

my my my my
Activity 1
Read the phrases using flashcards.

my pet cat

my pet dog

my pet pig

my pet bird

my pet fish
 Activity 2
Read the phrases inside the box three times and color the
matching picture.

my pet cat

my pet dog

my pet pig

my pet bird

my pet fish
 Activity 3: Read and Draw

Read and draw each given phrase.

my pet cat

my pet dog

my pet pig

my pet bird

my pet fish
 Day 5

I can read simple phrases.

Introduce sight word after.

Touch and read the word.

after after after after

Activity 1
Read the phrases using flashcards.

after the dog

after the cat

after the rat

after the cow

 Activity 2
Identify the picture in column A and connect to its phrase
in column B.

A B

after the cow

after the dog

after the rat

after the cat

 Activity 3
Read the phrase in each box.

after the cow

after the dog

after the rat

after the cat

 ASSESSMENT-WEEK 6

Read the phrase inside box.

a mop
a sun
a bug
a hat
a bat
is sad
is big
is hot
is fat
in the van
in the box
at the zoo
 in the bus
my pet cat
my pet dog
my pet pig
my pet bird
my pet fish
after the cow

after the dog

after the rat

after the cat

 WEEK 7

SENTENCES

For teacher and parent: Once your child can read phrases proceed to

sentences.

Teacher or parent will model and guide the child in this learning.

1. Introduce the sight words.

2. Say the words.

3. Introduce the phrases.

4. Read the sentences with pictures.

(Don’t forget to use a pencil or your fingertip to point on each box.)

Note: Use this guide for week 7 activities.

 Day 1

I can read simple sentences.

Introduce sight word I, and see.

Touch and read the word.

I I I I

see see see see

Introduce the phrase.
Read each phrase three times.

a mop a bat a sun

a hat a bug
 Activity 1
Read the sentences in each box using flashcards.

I see a mop.

I see a bug.

I see a hat.

I see a sun.

I see a bat.
 Activity 2
Read the sentence in column A and connect to its picture
in column B.

A B

I see a mop.

I see a bat.

I see a hat.

I see a sun.

I see a bug.
 Activity 3
Read the sentences inside box.

I see a bug.

I see a sun.

I see a hat.

I see a bat.

I see a mop.
 Day 2

I can read simple sentences.

Introduce sight word the.

Touch and read the word.

the the the the

Introduce the phrase.
Read each phrase three times.

is hot is big

is sad is fat
 Activity 1
Read the sentences using flashcards.

The sun is hot.

The cat is big.

The man is fat.

The boy is sad.

 Activity 2
Draw a line from the sentences inside the box to its
matching pictures.

The cat is big.

The boy is sad.

The man is fat.

The sun is hot.

 Activity 3
Read and draw each sentence given.

The cat is big.

The sun is hot.

The man is fat.

 Day 3

I can read simple sentences.

Introduce sight word are.

Touch and read the word.

are are are are

Introduce the phrase.
Read each phrase inside the box three times.

in the van

in the box

in the bus
 Activity 1
Read the sentences using flashcards.

The toys are in the box.

The girls are in the van.

The boys are in the bus.

 Activity 2
Read each sentence in column A and connect it to its
matching picture in Column B.
A B

The toys are in the box.

The girls are in the van.

The boys are in the bus.

Activity 3
Read each sentence in the box.

The toys are in the box.

The girls are in the van.

The boys are in the bus.

 Day 4

I can read simple sentences.

Introduce sight word this and is.

Touch and read the word.

this this this this

is is is is
Introduce the phrase.
Read each phrase three times.

my pet cat

my pet dog

my pet pig

my pet bird
 Activity 1
Read the sentences using flashcards.

This is my pet cat.

This is my pet dog.

This is my pet pig.

This is my pet bird.

 Activity 2
Encircle the correct sentence that matches the picture.

This is my pet pig.

This is my pet cat.

This is my pet dog.

This is my pet bird.

This is my pet pig.

This is my pet cat.

This is my pet bird.

This is my pet pig.
 Activity 3

Read each sentence inside the box and answer the

question below.

This is my pet dog.

What is my pet?

This is my pet cat.

What is my pet??
 Day 5

I can read simple sentences.

Introduce sight word she.

Touch and read the word.

she she she she

Introduce the phrase.
Read each phrase inside the box three times.

after the cow

after the dog

after the rat

 Activity 1

Read the sentences using flashcards.

She ran after the dog.

She ran after the cat.

She ran after the cow.

She ran after the rat.

 Activity 2

Draw a line from the sentence inside the box to its matching
picture.

She ran after the cat.

She ran after the cow.

She ran after the rat.

She ran after the dog.

 Activity 3

Read each sentence inside the box and answer the

question below.

She ran after the cow.

What did she ran after?

She ran after the dog.

What did she ran after?

ASSESSMENT-WEEK 7
Read each sentence inside the box.

I see a bug.

I see a sun.

I see a hat.

The cat is big.

The sun is hot.

The man is fat.

The toys are in the box.

The girls are in the van.

This is my pet bird.

This is my pet pig.

She ran after the rat.

She ran after the dog.

 WEEK 8

READING TWO-THREE LINER STORY

For teacher and parent: Once your child can read sentences proceed to

the reading of a simple two-three liner story.

Teacher or parent will model and guide the child in this learning.

1. Introduce the sight words.

2. Say the words.

3. Introduce the sentences.

4. Read the story with picture.

(Don’t forget to use a pencil or your fingertip to point on each box.)

Note: Use this guide for week 8 activities.

 Day 1

I can read two liner story.

Introduce the sight word yellow.

Touch and read the word.

yellow yellow yellow yellow

Introduce the sentences.

Read each sentence inside the box three times.

I see a bug.

The bug is yellow and red.

Activity 1
Read each sentence inside the box and connect to its
picture.

I see a bug.

The bug is yellow and red.

 Activity 2

Read the story and encircle the correct answer to the

question below.

I see a bug.
The bug is yellow and red.

What is the color of the bug?

a. yellow and blue
b. red and black
c. yellow and red
 Day 2

I can read two liner story.

Introduce the sentence.

Read each sentence three times.

This is Tim.

Tim is a big cat.

Activity 1

Read each sentence and color the matching picture.

Tim is a big cat.

This is Tim.
 Activity 2

Read the story and encircle the correct answer to the

questions below.

This is Tim.
Tim is a big cat.
1. What is the cat’s name?
a. Rim
b. Tim
c. Kim
2. What kind of cat is Tim?
a. small
b. fat
c. big
 Day 3

I can read three liner story.

Introduce the sentence.

Read each sentence three times.

Len has a cat.

It was a fat cat.

The cat runs after the rat.

Activity 1
Complete the story by filling in the missing word.
Picture clues will help you.

Len has a __.

It was a fat __.

The __ runs after the __.

 Activity 2

Read the story and encircle the correct answer to the

questions below.

Len has a cat.

It is a fat cat.
The cat runs after the rat.

1. Who has a cat?

a. Len
b. Ben
c. Ren
2. Who runs after the rat?
a. rat
b. cat
c. dog
 Day 4

I can read three liner story.

Introduce sight words blue, many and small .

Touch and read the word.

blue blue blue blue

many many many many

small small small small

Introduce the sentence.

Read each sentence three times.

Nan has many toys.

The toys are big and small.

Blue, yellow and red toys are in the box.

 Activity 1

Draw a line to connect each sentence inside the box to

its picture.

Nan has many toys.

The toys are big and small.

Blue, yellow and red toys are in the box.

 Activity 2

Read the story and encircle the correct answer to the

question below.

Nan has many toys.

The toys are big and small.
Blue, yellow and red toys are in the box.

1. Who has toys?

a. Dan
b. Jan
c. Lan

2. Where are the toys?

a. in the box
b. on the mat
c. in the bag

3. What are the colors of the toys?

a. Blue and yellow
b. Blue, yellow and red
c. Blue, yellow and black
 Day 5

I can read three liner story.

Introduce the sight word plays .

Touch and read the word.

plays plays plays plays

Introduce the sentence.

Read each sentence three times.

Meg plays with a dog.

The dog runs fast.

Meg runs after the dog.

 Activity 1

Complete the story by filling in the missing word.

Picture clues will help you.

Meg plays with a ___.

The ____ runs fast.
Meg runs after the ___.
 Activity 2

Read the story and encircle the correct answer to the

question below.

Meg plays with a dog.

The dog runs fast.
Meg runs after the dog.

1. Who plays with a dog?

a. Meg
b. Neg
c. Mel

2. What did Meg and the dog do?

a. eat
b. take a bath
c. play