2

NATIONAL READING PROGRAM

Lesson Script in
English
Quarter 4 Week 8
National Reading Program
Lesson Script in English
Quarter 4: Week 8
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum.
It aims to assist in delivering the curriculum content, standards, and lesson competencies.

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Published by the Department of Education

Development Team

Writer: Billy Jean Pocyao

Content Evaluator: Alicia Rivera

Management Team

Regional Director: Estela P. Leon – Cariňo EdD, CESO III

Assistant Regional Director: Ronald B. Castillo, CESO V
CLMD Chief: Jennifer P. Ande, PhD
Regional Focal Person: Nover Keithley S. Mente PhD
Week 1 Lesson 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate ongoing development in decoding
high frequency words and content-specific vocabulary;
A. Content
understand and create simple sentences in getting and
Standards
expressing meaning about their environment and content-
specific topics.
B. Learning EN2VWK-IV-6 Read words correctly for meaning (based on
Competency word patterns)
At the end of the lesson, the learners are able to:
Day 1: 1. Recognize the meaning of words based on word
patterns like action word + er.
Day 2: 1. Recognize the meaning of words based on word
patterns like repeated consonant.
C. Learning Day 3: 1. Match pictures with words for meaning based on
Objectives word patterns.
2. Read words, phrases and sentences consisting of
word patterns.
Day 4: 1. Create simple sentences in getting and expressing
meaning about their environment and content-
specific topics with word patterns.
II. CONTENT: Reading words correctly for meaning based on word patterns
III. LEARNING RESOURCES
English 2 Curriculum Guide 2016
A. References
MATATAG curriculum
B. Other Flashcards, pictures, worksheets
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Day 1
Before/Pre-Lesson Proper
Good day, everyone! Are you ready for another exciting day of
learning? Let’s start!

Let’s recall the words that you have learned from your previous
lessons.
Read the pair of words on the flashcards. Tell if the pair of word
Activating Prior is a synonym or antonym.
Knowledge 1. glad-happy
2. big-large
3. tall-high
4. small-little
5. bad-good
Very good! You were able to identify words that are synonym
and antonyms.

1
 Today, we will read words correctly for meaning based on word
Lesson
patterns. Are you ready? Before that, let’s learn first the
Purpose/Intention
meaning of the word pattern.
Show the following patterns.

https://www.k5learning.com/worksheets/kindergarten/pattern-shapes-1.pdf

Say: These are patterns. Everybody says it again, “patterns.”

Why do we say these are patterns?
Lesson Language Expected answer: The objects are repeated. They follow a
Practice sequence.
(Accept pupils answer in mother tongue and reword it in
English.)

Say: Don’t you know that words follow also a pattern? Yes,
they do. Based on word patterns, we can tell the meaning as
we read them correctly. That is what we will discover as we do
some fun activities.
Are you ready! That’s great.
During/Lesson Proper
This time, I want you to listen as I read the story. From the
story, let’s see if we can identify word patterns.

(The teacher reads the story aloud. The teacher also

encourages some learners to read the short story again.)

The Farmer
By: Billy Jean Pocyao

Peter is a farmer.
He cuts weeds with a cutter.
He mows grass with a mower.
Reading the Key He always plants vegetables in the corner.
Idea/Stem He is a good planter.

Call other pupils to read again the story aloud.

Ask:
1. Who is the farmer? Expected answer: Peter is a farmer.
2. What Peter can do? Expected answer: He can cut
weeds. He can mow grass. He can plant different
vegetables.
3. What does he use to cut the weeds?
Expected answer: He cuts weeds with a cutter.
4. What does he use to mow the grass?

2
 Expected answer: He mows grass with a mower.
5. What does he always do?
Expected answer: He always plants vegetables.
6. Is it good to plant vegetables? Why?
Possible answer: Yes, so that we have something eat.
Let’s read the pair of words from the story. (Emphasize the er
sound when reading the words.)
1. cut – cutter
2. mow – mower
3. plant - planter

What can you say about the words on the left?

Expected answer: They tell what the farmer does.
Very good! They are action words.

What can you say about the ending letters of the words on
the right?
Expected answer: The words have er at the end.
When er is added in the end of the action words, do the
meaning of the word the same?
Expected answer: No. The word with er means the one who
does the action word.

That’s right. These words follow a word pattern. To form a

Developing new word, we add er at the end of the action word. In doing
Understanding of so, it has different meaning already. The first word tells the
the Key Idea/Stem action and the word with er tells the doer of the action. Let’s
read them correctly.

Let’s take a look at some examples.

(Emphasize the word pattern: action word + er. Ask the
pupils to tell the meaning of first word and the word with er.)

Examples:
sing + -er = singer beat + -er = beater eat + -er = eater
give + -er = giver drink + -er = drinker sweep + -er =
sweeper
Let’s read the pair of words again correctly.
Read after the teacher.

What do the first word tell us?

Expected answer: They tell action.

What do the words with er tell us?

Expected answer: They tell the doer of the action.

3
 Let’s try these activities to help us understand the lesson
better.
Emerging and
Transitioning/
Developing/Inte Enhancement
Consolidation
rvention
Let’s identify the Pupils work in Read the words
action word as pairs. One read correctly and tell the
shown in the correctly the word meaning of the
pictures below. that tells who the word.
Let’s add er and person in the
read the new picture using
formed word action word + er 1.
correctly. One of word pattern. The
you tells the other pupil tells https://www.google.com/search?q=clipart+of
+a+teacher
meaning of the meaning of the
the teacher
new formed word.
word.

1. 1.
2.
https://www.google.com/search?q=clipart+of
https://www.google.com/search?q=clipart +a+tplayer
+of+a+teacher
the player
https://www.google.com/search?q=cli
part+of+a+teacher the teacher
teach-the teacher
Deepening 3.
Expected answer:
Understanding of
Teacher is the 2. https://www.google.com/search?q=clipart+of
the Key Idea/Stem +a+read
person who https://www.google.com/search?q=clipart
the reader
+of+a+tplayer
teach. the player

2.
3. 4.
https://www.google.com/search?q=clipart+of
https://www.google.com/search?q=clipart +a+drink

the drinker
+of+a+read

https://www.google.com/search?q=cli
the reader
part+of+a+tplayer

play-the player
Expected answer: 5.
A player is the 4.
person who play. https://www.google.com/search?q=clipart
+of+a+drink https://www.google.com/search?q=clipart+of

the drinker +a+catch

the player
3.
5.
https://www.google.com/search?q=cli
part+of+a+read

read – the reader https://www.google.com/search?q=clipart

+of+a+catch
Expected answer: Amazing!
the player
Reader is the Very Good!
person who read.

4
 4.
https://www.google.com/search?q=cli
part+of+a+drink

drink – the
drinker
Expected answer:
Drinker is the
person who
drinks.

5.

https://www.google.com/search?q=cli
part+of+a+catch

catch – the
catcher

Expected answer:
Catcher is the
person who
catch.
Good job!
After/Post-Lesson Proper
What word pattern have we learn today?
Expected answer: We learn the action word + er word pattern.
Making What happens when we add er to the action word?
Generalizations Expected answer: We form new words.
and Abstractions What is the meaning of the new word formed when we add er
to the action word?
Expected answer: It tells the doer of the action.
Emerging and
Transitioning/
Developing/Inte Enhancement
Consolidation
rvention
Direction: Read Direction: Read the Direction: Read the
the words phrases correctly sentences correctly
correctly for and underline the and underline the
Evaluating meaning based words with action words with action
Learning on action word + word + er word word + er word
er word pattern. pattern. Ask pupils pattern. Ask pupils
Ask pupils to tell to tell the meaning to tell the meaning
the meaning of of the words. of the words
the words.
1. player 1. the smart player 1. The player plays
2. reader 2. the good reader ball.

5
 3. teacher 3. a teacher 2. He is a good
4. catcher 4. the catcher reader.
5. worker 5. the worker 3. The teacher teach
us.
4. The catcher catch
the ball.
See attached 5. She is a worker.
appendix 1-A See attached
appendix 1-B
Direction: List at least five words that has action word + er
Additional
word pattern. Read correctly as your siblings/parents/friends
Activities for
listen to you.
Application or
Remediation (if
(For emergent/developing pupils, parents/guardian help
applicable)
them in finding and listing the words.)
Remarks
Reflection
Day 2
Before/Pre-Lesson Proper
Good morning/afternoon! Do you recall our lesson from
yesterday?
Let’s review!

On a flashcard or slide, show words with action word + er

word pattern. Let the pupils read it out loud correctly.

Ask pupils to tell the meaning of the word.

Activating Prior
Knowledge
1. player
2. reader
3. mower
4. player
5. teacher

(For emerging/developing, the teacher can read the words

first, followed by the pupils.)
Lesson Today, let’s continue our lesson from yesterday on reading
Purpose/Intention words correctly for meaning based on word patterns.
Can you guess what’s in the jumbled picture? Raise your
Lesson Language
hand if you know the answer.
Practice

6
 You are given 1-2 minutes to think, then show the
unscrambled picture afterwards.

What do you think the jumbled

picture shows?
Expected Answer: A man riding a
bike.
Source: https://www.google.co.uk/search?sca_esv=58ef9298476ae25c&sca_upv=1&q=ride

Great! The man is riding on a bike.

During/Lesson Proper
Here’s a poem about the jumbled picture. Listen as I read it
to you.
The Biker
By: Billy Jean Pocyao

Mike has bike.

He is a biker.
He rides on his bike.
He is a rider.
He likes to spike,
while riding on his bike.
Reading the Key He is a spiker.
Idea/Stem Call other pupils to read the poem again.
Ask:
Who has a bike? Expected answer: Mike has a bike.
What does Mike do with his bike?
Expected answer: He rides on his bike.
What can he do while riding on his bike?
Expected answer: Spike.
When riding a bike on the street, what should you keep in
mind?
Possible answer/s: Stay on the biker’s lane. Be careful. Wear
helmet.

Let’s take a look at the action words in the poem. Listen

carefully as I read the words.

1. bike, ride, spike

What can you say about the ending letter of the action
Developing words?
Understanding of Expected answer: The action words end in letter e.
the Key Idea/Stem
Let’s take a look at these words from the poem. Listen
carefully as I read the words.
2. biker, rider, spiker

What can you say about the ending letter of the words?

7
 Expected answer: The action words end in er.

Let’s read correctly the words in pairs.

bike – biker ride – rider spike – spiker

Do the words have same meaning when we change the last

letter with er?
What is the meaning of the word biker?
Expected answer: A person who rides a bike.

What is the meaning of rider.

Expected answer: A person who ride.

What is the meaning of spiker.

Expected s answer: A person who spike.

These pair of words follow a word pattern that help us tell the
meaning upon reading them correctly. The word pattern is
action word + er sound. However, this time the action words
ends in letter e. We remove letter e at the end of the word and
change it to er.
Here are other examples.

write – writer bite – biter bake – baker dance -

dancer
Let’s read them correctly. What is the meaning of writer?
Expected answer: Writer is a person who writes.
(Do the same with biter, baker and dancer.)

Let’s have a practice. Try the given activities. You can do it!
Emerging and
Transitioning/
Developing/Inte Enhancement
Consolidation
rvention
Let’s identify the Pupils work in Pupils work
action word as pairs. One read independently. Read
shown in the correctly the the phrases
Deepening pictures below. phrase that tells correctly and tell its
Understanding of Let’s add er and who the person in meaning.
the Key Idea/Stem read the new the picture using
formed word action word + er
correctly. Ask: word pattern. The 1.
What is the other pupil its
meaning of meaning.
voter? etc.
https://www.google.com/search?q=clipart+of
+a+dancer

the dancer

8
1.
1. 2.

https://www.google.com/search?q=writer

the writer https://www.google.com/search?q=maker

https://www.google.com/search?q=cli
part+of+a+voter the coffee maker
vote -the voter
Expected answer:
2.
Voter is the
person who 3.
https://www.google.com/search?q=clipart
votes. +of+hiker https://www.google.com/search?q=clipart+of

the hiker +chase

the chaser

2.
4.
3.
https://www.google.com/search?q=clipart+of
https://www.google.com/search?q=cli https://www.google.com/search?q=clipart +volleyball+spiker
part+of+observer +of+diver
the saver of life
observe-the the diver
observer
5.
Expected answer: 4.
An observer is https://www.google.com/search?q=clipart+of
+a+catch
the person who the sender
observes.
https://www.google.com/search?q=clipart
+of+giver

3. the giver

https://www.google.com/search?q=cli
Amazing!
part+of+baker

bake – the baker

Expected answer: 5.
Baker is the
person who
https://www.google.com/search?q=clipart
bakes. +of+a+driver

the driver

4.

https://www.google.com/search?q=cli
part+of+volleyball+spiker
Very Good!
spike – the
spiker
Expected answer:
Spiker is the
person who
spikes the ball.

9
 5.

https://www.google.com/search?q=cli
part+of+rider

rider – the rider

Expected answer:
Rider is the
person who rides
on a motorcycle.

Good job!

After/Post-Lesson Proper
What is the ending letter of the action words that we learn
today?
Expected answer: The action words end in e.
Making
What happens when we add er to the action word?
Generalizations
Expected answer: We remove e and er. Then we form new word.
and Abstractions
What is the meaning of the new word formed when we add er
to the action word?
Expected answer: The words formed tell the doer of the action.
Emerging and
Transitioning/
Developing/Inte Enhancement
Consolidation
rvention
Direction: Read Direction: Read the Direction: Read the
the words phrases correctly sentences correctly
correctly for and underline the and underline the
meaning based words with action words with action
on action word + word + er word word + er word
er word pattern. pattern. Ask pupils pattern. Ask pupils
Ask pupils to tell to tell the meaning to tell the meaning
the meaning of of the underlined of the underlined
Evaluating
the words. words. words
Learning
1. rider
2. baker 1. the fast rider 1. The fast rider
3. spiker 2. the best baker wins.
4. voter 3. a strong spiker 2. He is the best
5. observer 4. the good voter baker.
5. the observer 3. The strong spiker
jumps.
4. The good voter
came.
5. She is an
observer.

10
 Fill in the baker’s hat with 3 words that has action word + er
word pattern.

Additional
Activities for
Application or
Remediation (if
applicable)

Remarks
Reflection
Day 3
Before/Pre-
Lesson Proper
Hello, hello, hello! Hello how do you do? Good morning class.
Welcome to a day of fun reading activities. First, let’s review
the words we read yesterday based on action word + er word
pattern.
Ready!
Let’s play Flip that Strip!

Pupils will be called one a time. Pupils flip the strip and read
Activating Prior the phrases correctly based on action word + er word pattern.
Knowledge Another pupil tells the meaning of the word.

the wise voter the best baker a strong spiker

the fast biker the observer the wise rider

(The teacher can read aloud the words for emerging,

developing, or intervention.)
This day you will read correctly for meaning more words
Lesson
based on word patterns. But before that, let’s learn more new
Purpose/Intention
words.
Match the word in column A to the picture in column B. Copy
the letter of the correct answer on the line before each
number. (Teacher post the activity on the board.)
A. B.
Lesson Language
Practice
____1. troll a.

https://www.google.com/search?q=roll+clipart

11
 ____2. roll b.

https://www.google.com/search?sca_esv=b34798ba992e8189&q=troll

____3. grill c.
https://www.google.com/search?q=hill+clipart

____4. hill d.
https://www.google.com/search?q=stroll+clipart

____ 5. stroll e.

https://www.google.com/search?q=grill+clipart

Very good! It’s very important to learn these words. These

new words can help us understand the poem that we will
read later.
During/Lesson Proper
Who among you walk to school? (Pupils may raise their
hands.)
Is it good to walk?
(Possible answer: It makes us strong and healthy.)

Let’s see who went for a walk in our poem.

Do a model reading of the poem “The Troll”. Then, ask some

pupils to read the poem again.
Reading the Key
Idea/Stem The Troll
Adopted from https://content.schoolinsites.com/api/documents/f16647a2e0b7431aa001eebeee7094cd.pdf

There was a troll who wanted a roll.

He cooked some on the grill.
He took a stroll to a grassy hill,
and ate until he had his fill!

(The teacher can read the text aloud first, then with the
pupils, for emergent, developing, or intervention purposes.)
Did you enjoy reading and listening to the poem?
Developing
Understanding of
Let's study the words taken from the poem.
the Key Idea/Stem
troll roll grill hill fill

12
 What common sound that you hear at the end of these
words?
Expected answer: We hear /l/at end of the words.

How many letters are there at the end of the words?

Expected answer: There two letter Ll at the end of the words.

That’s right. We call it repeated consonant. We use this

word pattern to spell and read the words correctly. When we
read them correctly, it helps us understand its meaning when
use in sentences.

Let’s take a look on other examples. Let’s name the picture

and

https://www.google.com/search?q=ball https://www.google.com/search?q=glass
https://www.google.com/search?q=cliff

ball glass cliff

https://www.google.com/search?q=dress https://www.google.com/search?q=buzz
https://www.google.com/search?q=well

dress buzz well

What repeated consonants can you hear at the end of each
picture?
Pupils produce the sound and tell what repeated consonants
are these.
Check pupils answer in case they give the wrong answer. Give
emphasis on the repeated consonant at the end of the words.

Emerging and
Transitioning/
Developing/Inter Enhancement
Consolidation
vention
Let’s name the Read the words Read the sentences
pictures with correctly in the correctly about the
repeated box with repeated pictures and
Deepening consonants at the consonants at underline the
Understanding of end. Read the end. Draw a line correct word with
the Key Idea/Stem words correctly to match the repeated
and circle the picture with word consonants at the
correct word for on the left. end to make the
the picture. sentence correct.
1. The pupils are
having their (class,
pass.)

13
 1. class dress 1. toss

https://www.google.com/search?q=class

https://www.google.com/search?q=class https://www.google.com/search?q=class 2. He likes to (floss,

2. floss toss 2. class toss) the coin.

https://www.google.com/search?q=toss
https://www.google.com/search?q=toss

3. fall 3. She wants to

(press, dress) the
https://www.google.com/search?q=toss

3. press dress
button.
https://www.google.com/search?sca_esv
=b34798ba992e8189&q=press
https://www.google.com/search?sca_esv=b
34798ba992e8189&q=press

https://www.google.com/search?sca_es
4. mass 4. Careful, you
might (fill, fall) on
v=b34798ba992e8189&q=press

https://www.google.com/search?q=fall+d
4. fill fall own the ground.

5. press
https://www.google.com/search?q=fall+dow
https://www.google.com/search?q=mass
n

https://www.google.com/search?q=fall+
down
5. They attend the
Awesome! (mess, mass.)
5. mess mass

https://www.google.com/search?q=mass

https://www.google.com/search?q=mas You did it!

s
See attached
Very Good! appendix 3-B
See attached
appendix 3-A

After/Post-Lesson Proper
Before we end our lesson, what can you say about the ending
of the words we learn today?
Expected answer: The words end with repeated consonants.

Making
How are we supposed to read them?
Generalizations
Expected answer: We need to read them correctly.
and Abstractions

What happens if we do not read them correctly?

Possible answer: We cannot understand them. We cannot find
the meaning of the words.
Emerging and
Evaluating Transitioning/
Developing/Inter Enhancement
Learning Consolidation
vention

14
 Read each word Read each phrase Read each sentence
with repeated with repeated correctly and
consonants at the consonants at the underline the word
end correctly in end correctly in with repeated
the box. Pick the the box. Choose consonants at the
picture that the letter of the end.
matches the word. picture that Choose the letter of
matches the word. the picture that
bill mess fill matches the
A. a toss
tall stuff sentences.
B. the tall man

C. the small ____1. The boys toss

1. doll the coin.
____2. The girl has a
D. the cliff small doll.
____3. You have a
https://www.google.com/search?q=peso
+bill E. a lot of mess
lot of mess.
2. ____4. I can fill that
_____1. glass with water.
____5. The tall man
https://www.google.com/search?q=mes
s attends the mass.
https://www.google.com/search?q=clipar
t+of+lot+of+mess

3.
____2.
https://www.google.com/search?sca_esv
=84c26764467f9508&q=clipart+of+toss+c A.
oin

https://www.google.com/search?q=fill

_____3. B.

4.
https://www.google.com/search?q=clipar
t+of+small+doll

_____4.
https://www.google.com/search?q=tall
C.
https://www.google.com/search?q=clipar
t+of+cliff

D.

5.
https://www.google.com/search?q=mes
s
_____5. E.

https://www.google.com/search?q=clipar See attached

t+of+tall+man

See attached appendix 3-D

appendix 3-C
Additional Direction: Write the correct word with double consonant at
Activities for the end to complete the sentences.

15
Application or 1.
I will ________ the button.
Remediation (if 2.
Tess has a red ________.
applicable) 3.
The car fell into the __________.
4.
He is ______ man.
5. You have 100 pesos __________.
See attached appendix 3-E.
Remarks
Reflection
Day 4
Before/Pre-Lesson Proper
Good morning class! Welcome to our exciting reading session
for today. I’m sure that you’re excited too. But wait, let’s
recall our lesson yesterday. Ready!
Let’s read the following sentences.
1. The baker bakes cake.
2. The rider rides by the cliff.
Activating Prior 3. They sell stuff in the market.
Knowledge
Can you tell the words that have pattern on the sentences?
Expected answer: Yes. Its baker, rider, cliff, sell, stuff.

What do these words have in common?

Expected answer: They have patterns. They are word patterns.
That’s correct.
Today, you will create sentences using the word patterns that
Lesson
we have learned for the past few days. Let’s start by doing the
Purpose/Intention
activity below.
Can you tell what are these people doing in the pictures?

Lesson Language
Practice https://www.google.com/search?q=clipart+of+a+community+helpers

Expected answers: He sweeps the street. She teaches the

children. He put outs the fire. He paints the wall.

Say: That’s correct. It’s important for us to identify the action

shown in the picture because it will help us create sentences
using the word patterns.

Say: Let’s read the short story below.

Reading the Key

To keep our place clean, we need to sweep the dirt and
Idea/Stem
dust on the street. When a fire broke out, we seek help put
out the fire. We need people to keep us safe. In the school, we

16
 need help to learn new things. Our school becomes brighter
and lovelier with all the colors, if somebody paint it.

Ask the pupils:

1. What do we do to make our place clean?
Expected answer: We need to sweep the dirt and dust
off the street.
2. What do we do to put out fires and make our place
safe?
Expected answer: We seek help to put out the fire and
keep us safe.
3. What do we learn in school?
Expected answer: We learn new things.
4. What makes our school brighter and lovelier?
Expected answer: We need paints to make our school
brighter and lovelier.
Say: Let’s talk more about our story. Let’s find out who helps
us make our community clean and safe. Let’s also find out
who helps us learn new things and make our school brighter
and lovelier. Are you ready?

Can you tell the job of these people in the pictures?

Expected answer:
sweeper teacher fire fighter painter

Say: These our community helpers.

Ask:
Developing an
Do you think these people our important to us? Why?
Understanding of
Expected answer: Yes, because they help us. They make our
the Key Idea/Stem
community clean, safe and healthy.
(Accept other possible answers from the pupils.)

Say: Based on the story and pictures of community helpers,

let’s create sentences using the word patterns. Let’s read the
sentences below correctly.
1. The sweeper sweeps the dirt and dust on the street.
2. The firefighter puts out the fire.
3. The teacher helps us to learn new things.
4. The painter makes our school brighter and lovelier.
Ask:
What are the underlined words in the sentences.
Expected answer: The underlined words are sweeper,
firefighter, teacher, and painter.

17
 What word pattern is this?
Expected answer: It follows the action word + er word pattern.

Say: That’s right! Using the word + er word pattern, we can

form new words. We can use these words to create sentences
including words with repeated consonants at the end of the
words for meaning. Let’s take a look on the examples below.

1. The sweeper sweeps the mess.

2. The teacher wears a dress.

3. The firefighter has a lot of stuff.

Ask the class to read each sentence correctly. Model how to

read correctly if pupils could not read them properly.

Say: For you to understand better our lesson for today, let’s
proceed to our next activity.
Emerging and
Transitioning/
Developing/Interven Enhancement
Consolidation
tion
Say: Take a look Say: Here are Say: Look at the
at these pictures. pictures on the pictures. Create a
Let’s create a board. Identify sentence using the
sentence about who is the person, pairs of word patten
each picture. the action being in the box.
shown in the
picture, the place small - doll
Deepening 1. or the objects in teacher-bell
Understanding of the picture. Then
fill in the missing climber-cliff
the Key Idea/Stem
word to complete sweeper-mess
https://www.google.com/search?q=clipa the sentences.
rt+of+a+person+climbing+the+cliff
Choose the correct buzz – well
words in the box.
Ask:
Where is the
man?
1.
Expected answer:
He on a cliff.
What is the man
The ______ rings

18
doing? the _______.
doll
Expected answer:
The man climbs bell 2.
the cliff.
cliff

What do we call to sweeper

persons who The _____ climbs
buzz
climbs. the ______.
Expected answer:
We call it a 1. 3.
climber.
What sentence The climber climbs
can we make the ________. The girl has
about this man? ______________.
Expected answer: 2.
The climber climbs
the cliff. The girl has small 4.
______.
Say: Let’s read The bees ________
correctly the on the ________.
sentence that we
created. 3.
“The climber The teacher rings
climbs the cliff.” the _______.
5.
Ask: What word 4.
patterns have we The __________
use to create a cleans the ________.
sentence? The _______ cleans
the mess. Awesome!
Expected answer:
The word patterns
are action word + 5.
er and repeated
consonants at the The bees _____ on
end. the well.

2. See attached
appendix 4-B.
You’re doing great!

https://www.google.com/search?q=clipa
rt+of+a+girl+holding+a+small+doll See attached
Ask: appendix 4-A.
Who has a doll?
Expected answer:

19
The girl has a doll.

What can you say

about the doll?
Expected answer:
The doll is small.

What sentence
can we make
about this girl
with a small doll?
Expected answer:
The girl has a
small doll.
Say: Let’s read
correctly the
sentence that we
created.
“The girl has a
small doll.”

3.

Ask: Who do you

think is she?
Expected answer:
She is a teacher.

What does she

have?
Expected answer:
She has a bell.

What does she do

with the bell?
Expected answer:
She rings the bell.

What sentence
can we create
from this picture?
Expected answer:
The teacher rings
the bell.

20
4.

https://www.google.com/search?q=clipa
rt+of+a+girl+cleaning+the+mess

Ask: What is the

girl doing?
Expected answer:
She is cleaning/
sweeping.

What is she
cleaning/
sweeping?
Expected answer:
She is cleaning/
sweeping the
mess.)

What sentence
can we create with
this picture?
Expected answer:
The girl cleans the
mess. / The girl
sweeps the mess.

5.

https://www.google.com/search?q=clipa
rt+of+a+well

Ask: Where are

the bees?
Expected answer:
The bees are on
the well.

What are the bees

doing on the well?
Expected answer:
The bees buzz on
the well.

What sentence
can we create

21
 from this picture?
Expected answer:
The bees buzz on
the well.)

You are doing

great! For that,
you can do easily
the next activity.
Ready?

After/Post-Lesson Proper
To wrap up our lesson for today, lets read the following
sentences correctly.
The climber climbs the cliff.
The girl has a small doll.
The teacher rings the bell.
The girl cleans the mess.
Making
The bees buzz on the well.
Generalizations
What are the word patterns used in the sentences?
and Abstractions
Expected answer: We use action word + er and repeated
consonants at the end word patterns.

What helps you create sentences using word patterns?

Expected answer: The pictures help us create sentences. We
use also the word patterns we learned last time.
Emerging and
Transitioning/
Developing/Interven Enhancement
Consolidation
tion
Direction: Create Direction: Create a Direction: Create a
a simple sentence simple sentence simple sentence
with word with word patterns with word patterns
patterns by by writing the about our
writing the correct correct phrase to community helpers.
word to complete complete the Write your answer
the sentences sentences about below each picture.
Evaluating
about the the pictures.
Learning 1. farmer
pictures.
1.
1.
The children _____.
The children 2. teacher
attend the ______. 2.

2. I ______________.
3. plumber
I _____ the button.

22
 3.
4. carpenter
3. This is a The ____________.
Philippine peso
_______.
4. 5. welder
My sister ________.
4.
My sister is a Source:
______. https://www.google.com/search?q=clipart+
of+community+helpers

5.
5.
He is a good
See attached
_______.
appendix 4-E.
He is a good _____. He _____________.
He kicks the ____.
See attached See attached
appendix 4-C. appendix 4-D.
Additional
Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection
Prepared by: Reviewed by: Approved by:

BILLY JEAN M. POCYAO ALICIA D. RIVERA Nover Keithley S. Mente

Name of Writer Content Validator Regional EPS – English

23
References
Hernew, M. 2007. “Using Suffixes -Er -or -Ar to Make Nouns Teaching Ideas.”
Accessed on July 8, 2024 at
https://www.skillsworkshop.org/sites/skillsworkshop.org/files/resources/g
enlit/e2e3l1ersuffixes.pdf.

Learnova. 2018. “Grade 2 - Word Patterns.” YouTube. October 31, 2018. Accessed
on July 8, 2024 at https://www.youtube.com/watch?v=trAlBh_W1FE.

Spellzone. 2024. “Word List Activities: Words Ending in Er.” Www.spellzone.com.

2024. Accessed on July 8, 2024 at
https://www.spellzone.com/word_lists/list-350.htm.

24
Appendix 1-A: For Transitioning/Consolidation

Name:

Direction: Read the phrases correctly and underline the

words with action word + er word pattern. Ask pupils to tell
the meaning of the words.

1. the smart player

2. the good reader

3. a teacher

4. the catcher

5. the worker

25
Appendix 1-B: For Grade Level Ready/Enhancement

Name:

Direction: Read the sentences correctly and underline the

words with action word + er word pattern. Ask pupils to tell
the meaning of the words

1. The player plays ball.

2. He is a good reader.

3. The teacher teach us.

4. The catcher catch the ball.

5. She is a worker.

26
Appendix 2-A: Additional Activity

Name:

Fill in the baker’s hat with 3 words that has action word +
er word pattern.

27
Appendix 3-A: For Transitioning/Consolidation

Name:

Direction: Read the words correctly in the box with

repeated consonants at end. Draw a line to match the
picture with word on the left.

1. toss

2. class

3. fall

4. mass

5. press

28
Appendix 3-B: For Grade Level Ready/Enhancement

Name:

Direction: Read the sentences correctly about the

pictures and underline the correct word with repeated
consonants at the end to make the sentence correct.

1. The pupils are having their (class, pass.)

2. He likes to (floss, toss) the coin.

3. She wants to (press, dress) the button.

4. Careful, you might (fill, fall) on the ground.

5. They attend the (mess, mass.)

29
Appendix 3-C: For Transitioning/Consolidation

Name:

Direction: Read each phrase with repeated consonants

at the end correctly in the box. Choose the letter of the
picture that matches the word.
A. a toss D. the cliff
B. the tall man E. a lot of mess
C. the small doll

_____1.

_____2.

_____3.

_____4.

_____ 5.

30
Appendix 3-D: For Grade Level Ready/Enhancement

Name:

Direction: Read each sentence correctly and underline

the word with repeated consonants at the end. Choose
the letter of the picture that matches the sentences.
____1. The boys toss the coin.

____2. The girl has a small doll.

____3. You have a lot of mess.

____4. I can fill that glass with water.

____5. The tall man attends the mass.

A. D.

B. E.

C.

31
Appendix 3-E: Additional Activities

Name:

Direction: Write the correct word with double consonant

at the end to complete the sentences.

1. I will ________ the button.

2. Tess has a red ________.

3. The car fell into the __________.

4. He is ______ man.

5. You have 100 pesos __________.

32
Appendix 4-A: For Transitioning/Consolidation

Name:

Direction: Fill in the missing word to complete the

sentences. Choose the correct words in the box.
doll bell cliff sweeper buzz

1. The climber climbs the ________.

2. The girl has small ______.

3. The teacher rings the _______.

4. The __________ the mess.

5. The bees ________ on the well.

33
Appendix 4-B: For Grade Level Ready/Enhancement

Name:

Direction: Create a sentence using the pairs of word

patten in the box.

small – doll teacher-bell climber-cliff

sweeper-mess buzz – well

1. The ___________ rings the _________.

2. The ___________ climbs the _________.

3. The girl ______________________.

4. The bees ___________ on the _________.

5. The______________ cleans the _________.

34
Appendix 4-C: For Emergent and Developing/Intervention

Name:

Direction: Create a simple sentence with word patterns

by writing the correct word to complete the sentences
about the pictures.

1. The children attend the _________.

2. I __________ the button.

3. This is a Philippine peso __________.

4. My sister is a __________.

5. He is a good ________.
He kicks the _________.

35
Appendix 4-D: For Transitioning/Consolidation

Name:

Direction: Create a simple sentence with word patterns

by writing the correct word to complete the sentences
about the pictures.

1. The children ______________________.

2. I _______________________________.

3. The _____________________________.

4. My sister ______________________.

5. He is a good __________________.
He _________________________.

36
Appendix 4-E: For Grade Level Ready/Enhancement

Name

Direction: Create a simple sentence with word patterns

about our community helpers. Write your answer below
each picture.

1. farmer _________________________________

2. teacher __________________________________

3. plumber _________________________________

4. carpenter _________________________________

5. welder _________________________________

37