Learning de BASIC EDUCATION ASSISTANCE FOR MINDANAO LEARNING GUIDE Grade One English Module 4 - SOUNDS AND LETTERS Second Grading Period

Grade One English

Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be

given by the author(s) or the BEAM Project Management Unit and the source must

be clearly acknowledged.

Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 8

Basic Education Curriculum Competencies

Grade 1 English: Sounds and Letters

• Identify speech sounds heard

➢ Initial and final consonant and vowel sounds e.g. /f/ vs. /p/; /e/ vs. /iy/

Speaking

• Produce words listened to with

➢ initial and final consonant sounds ➢ initial and medial vowel sounds

Reading

• Associate names of objects/pictures with their printed symbols e. g. words with

➢ initial and final consonant sounds ➢ critical consonants and vowel sounds

• Identify letters that are similar/different in a group of letters

Writing

• Write the letters of the alphabet according to:

➢ grouping

➢ proper sequence

Objectives

• Recite the alphabet.

• Name an animal.

• Identify beginning letter name and sound The English Alphabet has 26 lettersof words.

• Produce the beginning sound of words.

• Associate names of pictures with its printed symbols.

• Classify animals according to number of legs.

• Write the letters of the alphabet (by group and proper order)

• Produce words that start with specified beginning letter names and sounds.

• Color a mini-booklet on animals.

Essential concepts, knowledge and understandings targeted

• Each letter of the English Alphabet, except Q and X, have their corresponding speech sounds, also called phonemes.

• Letters Q and X have no corresponding speech sounds because they represent two consonants when sounded. Q has /k/ and /w/ while X has /k/ and /s/.

• Songs can help children easily recall letter names and thiei corresponding sounds. • Animals can be classified according to their number of legs.

Specific vocabularies introduced

• chant, letter name, speech sound or phoneme, grapheme, alphabet

Suggested organizational strategies

• Prepare enough materials to be used by the pupils. • Set up the classroom ready for group activities.

• Consider the mental capacity or ability of pupils in grouping them.

Activities in this Learning Guide

Activity 1: The Alphabet

• Verbal/Linguistic, Musical/Rhythmic, Interpersonal, Intrapersonal, Body/Kinaesthetic

Skills

• Seeing patterns, Observation and recall of information, Use information

Activity 2: Letter-Sound Song

• Visual/Spatial, Verbal/Linguistic, Musical/Rhythmic, Interpersonal

Skills

• Seeing patterns, Understanding information, Observation and recall of information, Use information

Activity 3: Picture-Word Match

• Visual/Spatial, Verbal/Linguistic, Logical/Mathematical, Interpersonal, Body/Kinaesthetic

Skills

Activity 4: Leg Count

• Visual/Spatial, Verbal/Linguistic, Logical/Mathematical, Interpersonal, Body/Kinaesthetic

Skills

• Seeing patterns, Understanding information, Organization of parts, Observation and recall of information, Use information

Activity 5: My First Letter

• Visual/Spatial, Verbal/Linguistic, Intrapersonal

Skills

• Seeing patterns, Understanding information, Observation and recall of information, Grasp meaning, Use information

Activity 6: That's My Name

• Verbal/Linguistic, Interpersonal, Intrapersonal

Skills

• Understanding information, Knowledge of major ideas, Observation and recall of information, Grasp meaning, Use information

Activity 7: Sound, Letter, Word

• Verbal/Linguistic, Interpersonal, Intrapersonal

Skills

• Translate knowledge into new context, Understanding information, Knowledge of major

ideas, Observation and recall of information, Use information

Activity 8: Animal Alphabet

• Visual/Spatial, Interpersonal, Intrapersonal, Body/Kinaesthetic

Skills

• Translate knowledge into new context, Organization of parts, Observation and recall of information, Use information

Key Assessment Strategies

Mind Map

The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.

Assessment

All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.

Stages of Learning

The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.

Background or purpose

This activity motivates the children to show how well they recite and sing their ABC's. It also assists recall and strengthens their learning.

Strategies

Songs are a brief composition written or adapted for singing.

Chants are a rhythmic text, repeated orally by individuals or a group to improve recall.

Materials

none

Activity 1: The Alphabet (20-30 min)

1. Sing the alphabet song. You may ask a pupil/pupils to lead the class in singing.

2. Do the chant below.

Instructions for the teacher:

Read the chant with rhythm. Let the children repeat every after you read each line.

3. Repeat the chant and let the children go along with the beat of the chant by clapping their hands, tapping their chairs/desks, or stamping their feet.

Formative Assessment

Teacher sings the alphabet song or recites the chant but suddenly stops. He/She then points to a pupil and lets him/her give the next letter.

A, B, C, D, E, F, G

H, I, J, K, L, M, N, O, P

Q, R, S, T, U, and V

W, X, Y and Z

Now I know my ABC

Won't you clap your hands for me

A <pause> B <

> C D E

You and I will always be.

F <

> G <

> H I J

Friends forever come what may.

K <

> L <

> M N O

Never quarrel, No, No, No!

P <

> Q <

> R S T

Love each other, you and me.

U <

> V <

> W

Help each other, Yes, that's true!

Example 1:

Teacher sings...

A, B, C, D, E, F

G

Example 2:

Teacher chants...

A <

pause

> B <

> C D

Pupil says...

E

Roundup

The children learned to show their ability to recite their alphabet in its proper order.

2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

Background or purpose

Animals are a very useful prompt for children to be motivated to listen and pay attention to whatever topic the teacher will introduce because almost all of them may have pets at home.

This stage will use the names of such animals as words for children to identify beginning and/or ending letters and their corresponding speech sounds. However, the song that they are going to replace with animal names will only focus on their beginning letter and sound.

Strategies

Visual Aids uses any graphical objects in the presentation of the topic.

Animal Photographs/Pictures are visual aids used to attract the interest of children while learning the targeted concepts of the topic.

Musical Activity is an instructional approach that will directly carry the curriculum content that the student is to learn. For example, if the student is to identify a letter or produce a speech sound, the lyrics to the educational song will deal directly with that target skill.

Research supports the use of music as mnemonic device for learning of new information, in addition to the role of music in focusing attention and providing a motivating context for learning. Educational research also supports that we learn and retain information better when it is interesting and meaningful to us. (http://www.newhorizons.org)

Materials

Activity 2: Letter-Sound Song (60-70 min)

1. Sing the song “London Bridge is Falling Down”. (Its tune will be used for the activity.)

2. Show a picture of an animal. Start with “ant”. Refer to Teacher Resource Sheet 1 “Animal Pictures” on pages 18-29.

3. Ask the pupils the following questions: (Add more if necessary)

➢ What is the name of the animal? (ant)

➢ What beginning sound do you hear when you say the word “ant”? (/æ/) ➢ What about its ending sound? (/t/)

➢ What letter represents the sound /æ/? (Write letter “Aa” on the board.)

4. Use the tune of “London Bridge is Falling Down” to sing the song below.

Reminder: A letter between slash marks shows the phoneme, or sound, that the letter represents, and not the name of the letter.

5. Do the same procedure in showing the next pictures. Replace the “ant” in the song with the shown animal's name as well as its corresponding starting letter and sound.

There is no picture provided for letters Qand X because these letters may create doubt to children when they identify and produce their initial sounds. These letters have no corresponding phonemes because they consist two different speech sounds, Q has /k/+/ w/ and X has /k/+/s/ (http://donpotter.net/PDF). However, in the succeeding activities, these letters will be included to complete the list of the alphabet.

Formative Assessment

➢ Divide the class into four groups.

➢ Distribute Assessment 1.a1 – 1.a4 “Letter-Sound Song” on pages 30-33.

➢ Use Performance Checklist on page 34 to score the presentation of each group.

Roundup

The children learned to name an animal, identified its beginning letter name and produced its initial sound respectively.

3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

Background or purpose

Picture-Word Association would only be an easy task for children if they are already phonemically aware of the word's initial sound.

“ant” begins with letter A

Letter A, Letter A

Activity 3 “Picture-Word Match” will expose the pupils to the alphabet's uppercase and lowercase styles that will help them locate the name of the picture and therefore familiarize themselves with what the word looks like.

Activity 4 “Leg Count” will motivate children's ability to group animals according to their number of legs and at the same time, match a picture with its printed name.

Strategies

Discovery Teaching is a constructivist approach wherein pupils begin learning with an activity designed to lead them to a particular concept or conclusion. The children acquire basic knowledge in a random order.

Letter Clues is a strategy wherein pupils find the name of a picture by matching the uppercase letter with a word that starts with its lowercase letter.

Collaborative Learning is a strategy that involves two or more students working together as a group to easily finish a given task.

For Activity 4 (Science Integration):

Graphic Organizers are a group of strategies that provide visual representations as a means of organizing and presenting information. They make visible the thinking of the students. They help students represent abstract concepts and ideas in concrete forms. They display the relationships between pieces of information, connect new learning to prior learning and generally organize information into a more useful form.

Classifying Web is a graphic organizer that is useful for grouping similar words, pictures, concepts, or ideas together. When pupils invent their own classifications, they practice discovery and invention along with being able to apply prior knowledge about the objects or concepts being classified.

Materials

➢ Activity Sheet 3 “Picture-Word Match” on pages 35-36; ➢ pencil

For Activity 4

➢ pictures of animals (See Activity 4 “Leg Count” on page 38) ➢ Graphic Organizer (See “Classifying Web” on page 39) ➢ pair of scissors; glue/paste

Activity 3: Picture-Word Match (30-40 min)

1. Form small groups with 4-6 members.

2. Distribute Activity Sheet 3 “Picture-Word Match” on pages 35-36. 3. Explain the directions.

4. Remind each group to work collaboratively to finish the given task. 5. Do the activity.

6. Check the answers written by each group. Use Answer sheet on page 37.

b) How many letters are there in the English alphabet? c) What are the first 10 letters?

d) What are the last 5 letters?

e) What is the first and last letter of the alphabet? 8. Let the children recite the alphabet in its proper order.

Activity 4: Leg Count (Science Integration) (30-40 min)

1. Ask the children to stand, walk sidewards, run forward, jump to the right and left, and so on. Let them name their body part that helped them move around. (LEGS) 2. Let them count how many legs they have? Ask the pupils if all people have two

legs. Let them justify their answer. (Naturally, people should have two legs. Some may lose them due to sickness/amputation, so they may have one or no leg at all.)

3. Relate the topic to animals. Ask the pupils if all animals have the same number of legs. They may come up with a lot of answers and to prove their opinions,

introduce the activity.

4. Divide the class into six groups.

5. Distribute one set of animal pictures to each group and let them cut out each picture. Refer to Activity Sheet 4 “Leg Count” on page 38.

6. Inform the pupils that they are going to classify or group those animals with the same number of legs. So, let them count the number of each animal's legs and identify which have the same number.

7. Distribute the Classifying Web (page 39) to each group and explain the procedure in grouping the cut out animals according to the number of their legs.

Here's the Twist: Written on each box is a name of an animal. Pupils must properly match the picture with its name. They may not be able to read the names but identifying the sound of the word's first letter and producing the beginning sound of the animal's name will help them find the correct box and successfully do the task.

8. Post the finished outputs of each group on the walls of the room.

Formative Assessment

For Activity 3: Picture-Word Match

Choose from the words on the right column the name of the picture on the left. Underline your answer.

1. fowl snail zebra

2. turtle lion fish

3. crab owl dragon

For Activity 4: Leg Count

Use a to enclose an animal with no legs.

F

C

S

Use an to enclose an animal with two legs.

Use a to enclose an animal with four legs.

Use a to enclose an animal with more than four legs.

Roundup

Children learned to associate names of pictures with their printed symbols using the uppercase (capital) and lowercase (small; typical form) letters of the alphabet as clues. The children were also able to classify animals according to number of legs.

4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.

Background or purpose

There are two different activities presented in this stage, Activity 5 “ My First Letter and Activity 6 “That's My Name”. It is the preference of the teacher if he/she wants to use any or both to check the learning gained by the pupils.

Activity 5 “My First Letter” aims to measure the ability of pupils to relate a beginning letter sound with its corresponding letter name and/or symbol (Phonics). The children will also notice, after answering each number, that the series of pictures would also show the series of letters alphabetically arranged.

Activity 6 “That's My Name” aims to measure the ability of pupils to find, copy and produce the word (name of an animal) that begins with the printed letter symbol of a given letter sound.

Strategies

Cooperative Learning is a successful teaching strategy in which small teams, each with students of different levels of ability, work together to do a given task. Each member of a team is responsible for helping each other to finish the task, thus creating an atmosphere of achievement.

For Activity 5:

Phoneme-Grapheme Identification is a strategy used for recognizing the relationship between the speech sound and the symbol it represents.

Phoneme is the smallest unit of language recognized by a native speaker

(example: /k/ in the word written as "cat"). Meaningful groups of these units strung together (/k/+/a/+/t/) become words, phrases and sentences.

Grapheme is the set of units of a writing system (as letters and letter combinations) that represent a phoneme. The sound /k/ is represented by either grapheme c or k.

oval

diamond

For Activity 6:

Audio-based Activities involves completing a task that's dependent on listening to the important details given by the teacher.

Materials

➢ Activity Sheet 5 “My First Letter” on page 40

For Activity 6:

➢ Teacher Resource Sheet 3 “That's My Name” on page 42 ➢ black illustration board or cartolina

➢ pieces of chalk

➢ eraser (cloth may be used as an alternative)

➢ sheets of paper and marking pen (if materials 2,3 and 4 are not available)

Activity 5: My First Letter (20-30 min)

1. Divide the class into small groups with 4-6 members. 2. Distribute Activity Sheet 5 “My First Letter” on page 40. 3. Explain the directions using the given example.

4. Do the activity.

5. Collect the activity sheets afterwards and check the given answers.

Activity 6: That's My Name! (60 min)

1. Divide the class into groups with 4-6 members. 2. Prepare the needed materials.

3. Post/Write the words (animal names) on the board. Refer to Teacher Resource Sheet 3 “That's My Name” on page 42. Make sure each word is legibly and clearly written so that even the farthest group in the classroom can see and copy it. 4. Explain the rest of the procedure on page 42.

5. Do the activity. Start with the statement, “I am an animal with two feet. My name begins with the sound /p/. What's my name?”

6. Give at least 10 seconds for the groups to find and copy the specific word.

7. Let them raise their answers. As you point to a group, ask “What's my name?” and they should read their answer. If they have shown and read a correct answer, say “That's my name!”. If they have shown and read an incorrect answer, say “That's not my name!”.

8. Give 1 point to a group that gave a correct answer. On the other hand, encourage the group that gave an incorrect answer to do better on the next round.

9. Do steps 5-8 using another statement. Do them until all the words posted/written on the board have been used.

Formative Assessment

See Assessment 2 “My First Letter” on page 41.

For Activity 6:

➢ Post/Write the following words on the board:

spider lizard fish mouse parrot

➢ Let the children select from the given words the one that you will be referring to. Let

them copy the word and write it on their paper or answer sheet.

➢ Read the following statements one at a time. Pause for 15 seconds before giving the

next statement.

What's my name?

1. I am an animal without any legs. My name begins with the sound /f/. 2. I am a flying animal with two legs. My name begins with the sound /p/. 3. I am an animal with more than four legs. My name begins with the sound /s/. 4. I am an animal with four legs. My name begins with the sound /m/.

5. I am also an animal with four legs. My name begins with the sound /l/.

Roundup

The children learned to identify the beginning sound of a word and produced its

corresponding letter name and/or symbol. They were also able to find the exact word as referred to using the phoneme-grapheme relationship as clues.

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.

Background or purpose

Previous stages have focused on using animal names as prompts for discussion and

sampling. In this stage, pupils will be given an opportunity to extend their learned concept on sounds and their corresponding letters by using any word they know aside from animal names.

Letters Q and X are not included in the letters to be prepared because, as explained in the early part of this learning guide, these letters have no corresponding phonemes. The activity presented in this stage will require the pupils to give a word that begins with the same sound and letter, like BAT starts with the letter B and at the same time begins with the sound /b/. However, the word QUEEN may start with letter Q but it begins with the sound /k/ and the word XYLOPHONE may start with letter X but it begins with the sound / z/. Thus, there are no words starting with the letters Q and X that use their corresponding sounds.

(www.stillwater.k12.mn.us/sb/sb/pages/Colony/colony1/reading.html )

Strategies

Classroom game activities are typically not graded, and student participation is based on the desire to contribute to a group or to individually achieve some prize or recognition. However, to let the teacher know if pupils really learned the targeted concept, each pupil will be observed based on the criteria set on page 43. Thus, the activity in this stage may be called a graded game.

Materials

➢ letters of the alphabet except Q and X (written on a card and can be read by the

farthest pupil in the classroom) which are placed in a box

Activity 7: Sound, Letter, Word (60 min)

1. Place all the letters in the box. 2. Divide the class into 5 groups.

3. Explain the following procedure of the activity:

➢ Choose a player. ➢ Pick out one letter.

➢ Produce the sound of the letter. ➢ Name the letter.

➢ Give one word, excluding animal names, that begins with the same sound and

letter.

4. Gather each group and give them five minutes to review and discuss whatever strategy they would like to have.

5. Do the activity calling one player from each group after the other.

6. Give one point to a player who successfully followed the procedure. After the game, each group adds up all their points. The group with the highest earned points wins the game. Let that group stand in front of the class and be congratulated (shake hands) by the rest of the class.

Formative Assessment

Use the Checklist on page 43 to assess each pupil's performance.

Roundup

The children showed their ability to produce the sound of a specific letter, named the letter and gave a word that begins with that same sound and letter.

6. Closure

This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.

Background or purpose

This stage will explore on the artistic side of the pupils. They will use their creativity to color each letter represented by animal pictures with names starting with that letter and its corresponding basic sound.

Strategy

Letter-Coloring Activity enhances the children's knowledge on letters and their

corresponding sounds. They are made to color each letter of the alphabet and in the last page, write all the letters in its proper sequence. Each of the letter's page will then be cut, stacked together and finally formed into a mini-book.

Materials

➢ Activity Sheets on pages 44-50; crayons; paper fastener

Activity 8: Animal Alphabet (60 min)

1. Decide on how the activity will be done. Will it be done individually or by group? If it will be done by group, form small groups with 3-5 members.

2. Distribute Activity 8 “Animal Alphabet” on pages 44-50. 3. Let them color each letter-picture using the crayons. 4. Cut out each letter-page after coloring them.

5. Arrange the letters in proper sequence placing the cover page atop the pile. Use the page numbers as the guide as well.

6. Bind the left portion of the stacked pages using a paper fastener.

Formative Assessment

Use the Scoring Rubric on page 51 to assess the output of the pupils. Find the output nearest to the given criteria and give its corresponding score.

Roundup

The children made a mini-book on Animal Alphabet and learned to arrange letters in alphabetical order.

End the module with this song:

LET'S DO IT FOR THE ALPHABET

(Tune: The Farmer in the Dell)

Let's clap for letter

A,

Let's clap for letter

A

Let's clap for letter

A

today

With sound /

æ

/, /

æ

/, /

æ

/, /

æ

/

Let's smile for letter

B,

Let's smile for letter

B

Let's smile for letter

B

today

With sound /

b

/, /

b

/, /

b

/, /

b

/

Teacher Evaluation

(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.

Teacher Resource Sheet 1 – ANIMALS

ANT - /æ/

Teacher Resource Sheet 1 – ANIMALS

CAT - /k/

Teacher Resource Sheet 1 – ANIMALS

ELEPHANT - /e/

Teacher Resource Sheet 1 – ANIMALS

GOAT - /g/

Teacher Resource Sheet 1 – ANIMALS

IGUANA - /i/

Teacher Resource Sheet 1 – ANIMALS

KANGAROO - /k/

Teacher Resource Sheet 1 – ANIMALS

MONKEY - /m/

Teacher Resource Sheet 1 – ANIMALS

OCTOPUS - /o/

Teacher Resource Sheet 1 – ANIMALS

RAT - /r/

Teacher Resource Sheet 1 – ANIMALS

TURTLE - /t/

Teacher Resource Sheet 1 – ANIMALS

VULTURE - /v/

Teacher Resource Sheet 1 – ANIMALS

YAK - /y/

Assessment 1 .a1– LETTER-SOUND SONG

GROUP 1

Tasks:

1. Name the animal.

2. Identify the first letter of its name.

3. Produce the beginning sound of its name.

Assessment 1.a2 – LETTER-SOUND SONG

GROUP 2

Tasks:

1. Name the animal.

2. Identify the first letter of its name.

3. Produce the beginning sound of its name.

Assessment 1.a3 – LETTER-SOUND SONG

GROUP 3

Tasks:

1. Name the animal.

2. Identify the first letter of its name.

3. Produce the beginning sound of its name.

Assessment 1.a4 – LETTER-SOUND SONG

GROUP 4

Tasks:

1. Name the animal.

2. Identify the first letter of its name.

3. Produce the beginning sound of its name.

Assessment 1.b.

PERFORMANCE CHECKLIST ON LETTER-SOUND SONG

PERFORMANCE INDICATORS

GROUP NUMBER

been performed)

I II III IV

The group displayed unity in coming up with

a strategy on how to perform the given task.

The group correctly named the animal.

The group correctly identified the first letter

of the animal's name.

The group correctly produced the beginning

sound of the animal's name.

The group presented with full confidence.

TOTAL SCORE BY GROUP

Answers to Assessment 1 “Letter-Sound Song” on pages 30-33 are as follows:

Activity 3: PICTURE-WORD MATCH

Directions: Copy the name of the animals from the list in the box. Write your

answer on the line below the picture.

Clue:

A capital letter is given on the left side of the picture. Find the name that

starts with its small letter.

frog

iguana

lion

ant

dog

zebra

urchin

yak

octopus

snake

elephant

monkey

jellyfish

x-ray fish

peacock

rat

cat

tiger

kangaroo

butterfly

goat

worm

vulture

horse

quail

newt

A

B

C

D

E

F

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Teacher Resource Sheet 2

“PICTURE-WORD MATCH” ANSWER SHEET

A

ant

B

butterfly

C

cat

D

dog

E

elephant

F

frog

G

goat

H

horse

I

iguana

J

jellyfish

K

kangaroo

L

lion

M

monkey

N

newt

O

octopus

P

peacock

Q

quail

R

rat

S

snake

T

tiger

U

urchin

V

vulture

W

worm

X

x-ray

_fish

Activity 4: LEG COUNT

(This page has 3 sets of pictures. Cut along the broken lines and give 1 set to every group.)

Objective: Classify animals according to number of legs.

Directions:Cut and paste each animal on its proper box in the web.

Objective: Classify animals according to number of legs.

Directions:Cut and paste each animal on its proper box in the web.

Objective: Classify animals according to number of legs.

Activity 4: LEG COUNT

CLASSIFYING WEB

ANIMALS

no legs

2 legs

_{4 legs}

more than

_{4 legs}

worm

jellyfish

snake

peacock

duck

vulture

zebra

monkey

tiger

octopus

butterfly

Activity 5

MY FIRST LETTER

Directions: Name each animal. Produce its beginning sound and identify its

corresponding letter. Then, write that letter on the blank below the picture.

Example:

D

Begin here:

1.

2.

3.

Assessment 2 – MY FIRST LETTER

(

This page is good for 4 pupils.

)

Directions: Name each animal. Produce its beginning sound and identify its

corresponding letter. Then, write that letter on the blank below the picture.

1. 2. 3. 4. 5.

Directions: Name each animal. Produce its beginning sound and identify its

corresponding letter. Then, write that letter on the blank below the picture.

1. 2. 3. 4. 5.

Directions: Name each animal. Produce its beginning sound and identify its

corresponding letter. Then, write that letter on the blank below the picture.

1. 2. 3. 4. 5.

Directions: Name each animal. Produce its beginning sound and identify its

corresponding letter. Then, write that letter on the blank below the picture.

Teacher Resource Sheet 3

THAT'S MY NAME!

Procedure:

1. Post/Write the following words on the board.

ant

peacock

kangaroo

vulture

goat

zebra

newt

iguana

urchin

worm

butterfly

yak

rat

cat

frog

turtle

horse

octopus

snake

lion

dog

monkey

jellyfish

2. Say the following statements one at a time. Give the children enough time

to copy a word on their answer sheet.

a) I am an animal with two feet. My name begins with the sound /p/. What's

my name? (answer - PEACOCK)

b) I am an animal with four feet. My name begins with the sound /r/. What's

my name? (answer – RAT)

c) I am an animal with more than four feet. My name begins with the

sound /o/. What's my name? (answer – OCTOPUS)

d) I am an animal without any feet. My name begins with the sound /s/.

What's my name? (answer – SNAKE)

e) I am an animal with four feet. My name begins with the sound /l/. What's

my name? (answer – LION)

f) I am an animal with no feet. My name begins with the sound /u/. What's

my name? (answer – URCHIN)

3. Let each group raise their answer sheets and read what they have written on

it. If they have shown and read a correct answer, say “That's my name!”. If

they have shown and read an incorrect answer, say “That's not my name!”.

4. Encourage the group that gave an incorrect answer to do better on the next

round.

5. Give 1 point to a group that gave a correct answer. The group that gets the

highest points after the activity will be given recognition by letting them

stand in front and be congratulated (shake hands) by the rest of the class.

Assessment 3

PERFORMANCE CHECKLIST for “SOUND, LETTER, WORD”

NAME

CRITERIA

Produced clearly and

correctly the sound of

the letter Named correctly the chosen letter

Gave a word that begins

with the same sound

and letter

Activity 8– ANIMAL ALPHABET

1

2

3

T h i s m i ni -b o o k b e l o ng s t o :

Source :

http://goodnightstories.com/

Activity 8– ANIMAL ALPHABET

4

5

Activity 8– ANIMAL ALPHABET

8

9

Activity 8– ANIMAL ALPHABET

12

13

Activity 8– ANIMAL ALPHABET

16

17

Activity 8– ANIMAL ALPHABET

20

₂₁

Activity 8– ANIMAL ALPHABET

24

₂₅

26

Write the ALPHABET in order.

(Start from left to right, top to bottom)

_____ _____ _____ _____

_____ _____ _____ _____

_____ _____ _____ _____

_____ _____ _____ _____

_____ _____ _____ _____

_____ _____ _____ _____

_____ _____

_____ _____

Assessment 4

SCORING RUBRIC for “ANIMAL ALPHABET”

PERFORMANCE LEVEL GRADE

OUTPUT DESCRIPTION

Excellent

100

Displayed orderliness in completing the mini-book. Showed creativity by adding much details and designs. Used bright and appropriate colors.

Worked independently (individual) or collaboratively (group).

Wrote the alphabet in proper sequence at the last page of the mini-book.

Very Good

90

Displayed orderliness in completing the mini-book. Showed creativity by adding few details and designs. Used bright but inappropriate colors.

Worked independently (individual) or collaboratively (group).

Wrote the alphabet in proper sequence at the last page of the mini-book.

Good

80

Displayed less orderliness in completing the mini-book. Used dull but appropriate crayons. Some details may not be colored.

Worked dependently.

Wrote the alphabet in proper sequence at the last page of the mini-book.

Fair

70

Displayed disorderliness in completing the mini-book. Used dull and inappropriate crayons. Some details may not be colored.

Worked dependently.

Wrote the alphabet in wrong sequence.

Needs Improvement

60

Displayed disorderliness in completing the mini-book. Used dull and inappropriate crayons. Many details may not be colored.

Worked dependently.

For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.

Stage

_1.

Activating Prior

Learning

2.

Setting the

Context

3.

Learning

Activity Sequence

4.

Check for

Understanding

5.

Practice and

Application

6.

Closure

Strategies

Activities from the Learning Guide

Extra activities you may wish to include

Materials and planning needed

Estimated time for this Stage