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K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)

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LiGhT ArOhL

K to 12 Learning Module/Material in ENGLISH for Grade 4 Quarter 1 to Quarter 4

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DEPED COPY ii English – Grade 4 Learner’s Material First Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institution and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide. Those who have not entered the agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02) 439-2204, respectively. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Printed in the Phillipines by Vibal Group, Inc. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: imcsetd@yahoo.com Development Team of the Learner’s Material Consultants and Editors: Felicitas Pado, PhD Ofelia Flojo, PhD Nemah Hermosa, PhD Perla Cuanzon, PhD Rosalina J. Villaneza, PhD Authors: Grace U. Rabelas Gretel Laura M. Cadiong Jennalyn S. Datuin Victoria D. Mangaser Valeria Fides G. Corteza Evelyn F. Importante Lilibeth A. Magtang Ma. Rita Teresa V. Riñosa Mary Jane T. Ganggangan Rose Ann B. Pamintuan Rosalina B. Mejorada Michelle L. Mercado Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva Layout Artists: Camille Francesca Mondejar Ezekiel Quijano Cheradee B. Lumitap Matthew Daniel V. Leysa Jerby S. Mariano All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 1 Quarter I Me and My World All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 2 Week 1 - Special People, Special Days Think and Tell Look at the people in the drawing. How are they similar? How are they different? Are you like them? In what ways are you like them? In what ways are you different from them? Tell us something about yourself. . Find Out and Learn Read the paragraph and look for the words with the long a sound. When the sun came, Kabunian got some clay. He made a man. He wanted the man to take care of the earth. But the men Kabunian made were not the same. One was black, another was white, and the last one was brown. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 3 Compare how the following words are pronounced: mat + e = mate man + e = mane cap + e = cape hat + e = hate pan + e = pane nap + e = nape rat + e = rate tap + e = tape What is the sound of a when letter e is added at the end of the word? Read the following words: date game bake cane age ape male gate lame cake lane cage cape pale late name lake pane page nape sale mate same make vane wage tape tale Try and Learn Exercise 1 Read the sentences. Answer the questions. 1. Jake takes the ape to the lake. Where does Jake take the ape? 2. Kate bakes a cake. What does Kate bake? 3. Rene is late for his game. Who is late for the game? 4. The lame man has a cane. What does the lame man have? 5. The cape is on sale. What is on sale? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 4 Exercise 2 Write the word for each illustration to complete the short story below. Rewrite the story in your notebook. Read the story then answer the questions that follow. Jake has a ______ He put the _______ on the _____ . An _____ took the _____ The _____ put the ____ on the window _____ . 1. Who has a rake? 2. Where did he put the rake? 3. Who took the rake? 4. Where did the ape put the rake? . . All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 5 Do and Learn Read the poem with correct intonation and expression. Pronounce correctly the words with long a. Ice Cream Cakes Collete Hiller Ice cream cake, ice cream cake I could eat it all day from the minute I wake I wouldn’t miss peas or carrots or grapes If I could eat loads of ice cream cake. Ice cream cake, ice cream cake I could eat it all day, plate after plate I wouldn’t miss apples or tuna paste If I could eat loads of ice cream cake. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 6 Learn Some More Read the riddles and complete the puzzle. 1 2 3 4 5 6 7 Across: 2. People cross the road through me. I am called the pedestrian ___________. 4. I cannot walk easily as others. I need my cane wherever I go. 6. I am neither an ocean or a sea. I am a small body of water surrounded by land, though a river I could never be. 7. It looks like a monkey for it belongs to the same family. What could it be? Down: 1. You put a candle on me. You slice and eat me. I am a sweet treat on your birthday. 3. I rhyme with lane. I am a window _________. 5. Know me: call me, for this is how I am. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 7 Read and Learn What do you usually have when you celebrate your birthday? Do you also have a cake? How did Kate get a cake for her birthday? Find out as you read the story. A Cake for Kate Gretel Laura M. Cadiong Kate was turning ten. But she was not happy. Birthdays were ordinary days for her. She never had a birthday party. She never had a cake on her birthday. But she wished she could have one. After school, she would stand near the gate to sell rice cakes that her mother made. One late afternoon, Kate saw a big box on one of the benches. She picked it up and opened it. There were glasses, spoons, and forks. There were also boxes of wrist watches, a bag of marbles, chocolates, combs, and some dresses. She closed the big box. She brought it to the principal’s office. The next day, Mr. Basa, the school principal and a lady came to Kate’s class. The lady was Mrs. Salas, the owner of the box. Mr. Basa looked for Kate and he told Mrs. Salas how Kate found the big box. Mrs. Salas thanked Kate. “I just arrived from Cebu and the things inside the box are my pasalubong for my family,” she said. “I was in your school because I had to fetch my nephew. Then, I forgot that box,” she added. Sunday came. It was Kate’s birthday. After attending mass, Kate and her mother went home. They were surprised to see Mrs. Salas waiting for them. “Happy birthday, Kate,” Mrs. Salas said. “I brought you a gift. I asked your teacher about you and I am happy to know that you are not only a helpful daughter but an honest girl, too.” She gave Kate a red box tied with a ribbon. Kate opened the box. What a surprise! It was a cake for her birthday! All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 8 Talk about It Answer the following questions. 1. What did Kate sell after her classes? 2. Why do you think did Kate sell rice cakes? 3. What did Kate see one afternoon? 4. What did she do with the box? 5. If you were Kate, what would you do with the box? 6. How did Mrs.Salas thank Kate for returning her box of pasalubong? 7. How do you think did Mrs. Salas learn about Kate’s birth- day? Write about It Write at least two short sentences about the following persons. a. Kate 1. ________________________________________ 2. ________________________________________ b. Mrs. Salas 1 .________________________________________ 2. ________________________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 9 Find Out and Learn Let us name the objects that Kate saw in the pasalubong box. Write the name of each picture on your paper. A B 1. What do you call the words you wrote? 2. Do they show more than one noun? 3. What do you call a noun which is more than one? 4. What letter or letters are added to the noun to mean more than one? 5. How do the nouns in column A form their plural? 6. How do the nouns in column B form their plural? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 10 Here are more examples. Read them. trees potatoes benches boys tomatoes boxes umbrellas mangoes classes Remember  Nouns which are more than one are called plural nouns.  Nouns that form their plural by adding -s or -es are called regular nouns. Examples: egg – eggs table – tables pen – pens  Nouns ending in -ss, -sh, -ch, -x, and -z form their plural by adding -es. Examples: class – classes church – churches wish – wishes box – boxes  Some nouns ending in -o form their plural by adding -es. Examples: tomato – tomatoes potato – potatoes However, most nouns that end in -o form their plural by adding -s only. Examples: radio – radios piano – pianos All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 11 Try and Learn Excercise 1 Write the words for the following images. 1. __________ 6. ____________ 2. ___________ 7. __________ 3. __________ 8. ___________ 4. __________ 9. ___________ 5. __________10. __________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 12 Exercise 2 Complete the sentence with the correct form of the noun. The pictures will help you. 1. Mother needs ____________ for our unused clothes. 2. The ______________ are in school. 3. We made _____________ in class. 4. During the Holy Week, our family visited different _______________. 5. The boys brought their __________ to the camp. 6. There were two ___________ on the stage. 7. Helen has ___________ on her hair. 8. The _____________ are in the field. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 13 Week 2 - Caring Ways Think and Tell Look at the poster. Can you tell the class something about it? Use the following statements to guide you in saying something about the poster. This poster is about _____________________________________________. It tells us that _____________________________________________. This poster will make the people _____________________________________________. MILLIONS All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 14 Find Out and Learn Read the following sentences. Take note how the underlined words are read. 1. Androcles saw a lion with a bleeding wound. 2. The king freed Androcles. 3. The lion got near its victim. 4. He would feed the lion with some meat. 5. The lion was lying on some dried leaves. How are the underlined words pronounced? Notice how we group the underlined words. Words with -ee Words with -ea feed meat freed near bleeding leaves What is the common vowel sound in the words? How is it pronounced? What letters produce the long e? Read more words with long e. eagle neat feed peel deer east meat seed feel feet ear leaf reed heel seat seal bead weed reel heat All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 15 Try and Learn Exercise 1 Read the phrases. feel the heat the seed of a weed hear the beat the heels of the feet feed the eagle a neat seat Exercise 2 Read the sentences and answer the questions. 1. The seal feeds on meat. What does a seal feed on? 2. There’s a seed on the seat. What is on the seat? 3. I hear the beat of the drum from the east. Where does the beat of the drum come from? 4. The leaves are green. What is the color of the leaves? 5. The eagles fly to the east. What flies to the east? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 16 Exercise 3. Word Search Puzzle Find words with long e sound in this puzzle. Write the words on your paper. m s b e a d b e e f b e s e a t d e g b k t f r g r e e n c m e a t y w Do and Learn Read the short story and answer the questions that follow. Teddy is an eagle. He loves to fly to the east. One day, he found a green bead on a leaf. The eagle thought the bead was a seed. So he ate the bead. Teddy did not like the bead. He could feel the hard bead. “Meat is better,” he said. “I will fly to the east to look for some meat.” 1. What is Teddy? 2. What did Teddy find? 3. What did he do with the green bead? 4. Why did he not like the green bead? 5. Why did Teddy fly to the east? 6. If you had a pet eagle, what would you feed it? Why? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 17 Learn Some More What’s the Word? Figure out the words using the clues provided. 1. The 1st letter is the 19th letter of the alphabet. The next two letters are twins that follow the 4th letter of the alphabet. The last letter is the beginning letter of the word “did.” What’s the word? Clue: A new plant can grow from this. 2. Write the 12th letter followed by the 5th letter of the alphabet. The 3rd letter is the 1st letter of the alphabet. The last letter is also the last letter of the word “beef.” Clue: This is the green part of the plant. 3. Write the letter that follows the letter “o.” The 2nd and the 3rd letter is similar to the 2nd and 3rd letter of the word “meat.” What’s the word? Clue: This is a small, round, green seed. 4. Start with the 2nd and 3rd letters of peas. Next, write the 7th letter of the alphabet. Then, follow the 12th letter and end it with the 5th letter. What’s the word? Clue: This is a flying bird. 5. The 1st letter is the sound that snakes make. The 2nd letter follows letter D. The 3rd letter is the beginning letter of “ape.” The last letter is also the last letter of “bell.” What’s the word? Clue: This is a sea mammal with big flippers. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 18 Read and Learn How did the big man help the little girl? Find out in the story. Big Feet – Bigger Heart (Adapted from Chicken Soup for the Soul) by Jack Canfield and Mark Hansen It was a very hot day. Everybody was looking for some kind of relief, so an ice cream store was a natural place to stop. A little girl, holding her money tightly, entered the store. But before she could buy the ice cream, the store clerk told her to go outside and read the sign on the door. “Stay out until you put on some shoes,” he said. The little girl went out slowly, and a big man followed her out of the store. He watched as the little girl stood in front of the store and read the sign: “No Bare Feet.” Tears started rolling down her cheeks as she walked away from the store. Just then the big man called her. He was sitting on a bench while he took off his size-12 shoes and put them in front of the girl. “Here,” he said, “You won’t be able to walk in these but if you can slide along, you can get your ice cream.” Then he lifted the girl up and set her feet into the shoes. “Take your time,” he said. “I get tired of moving them around and it will feel good to just sit here and eat my ice cream.” The girl’s eyes lit up. She immediately went to the counter and ordered her ice cream. He was a big man, all right. Big belly, big shoes, but most of all, he had a big heart. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 19 Talk about It 1. Why did the little girl want an ice cream? 2. Where did she go to buy the ice cream? 3. Did the girl have a lot of money? How do you know? 4. Why did the store clerk send the little girl outside? 5. How did the big man help the little girl? 6. Who is referred to in the title “Big Feet – Bigger Heart?” Why is he called such? 7. Where could this story have happened? Could this incident happen in our country? Why? Write about It Imagine the place where the little girl bought the ice cream. Would you like to visit the place, too? Write at least two sentences about the place. 1. _________________________________________________ ________________________________________________. 2. ________________________________________________ ________________________________________________. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 20 Find Out and Learn Read and act out the dialog. Mother: Vicky, please help me prepare the things we will bring to the picnic. Vicky: Of course, Mother! What will I do? Mother: Put some spoons and forks and two knives in that basket. Make sure to put plates and table napkins, too. Vicky: Should I also put some glasses, Mother? Mother: Yes, please. There are loaves of bread on the table. Please put them in the basket, too. I’ll put the mangoes and strawberries in another basket. Vicky: Could we bring some candies, Mother? I’m sure Susie and Tom will like them. Mother: Not too many, Vicky. Children should eat fruits more than candies. Vicky: Okay, Mother. Everything is ready for the picnic. What are the things that Vicky and Mother prepared for the picnic? Are these nouns singular or plural? How are plural nouns formed? Study this chart. A B Singular Noun Plural Noun Singular Noun Plural Noun spoon spoons knife knives plate plates glass glasses fork forks strawberry strawberries How do the nouns in Group A form their plural? How do the nouns in Group B form their plural? In the word knife,what do we do with the letters f/fe before adding -es? In the word strawberry, what do we do to the letter y before adding -es? What other rules can you give when forming the plural of nouns? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 21 Remember Here are some more rules to remember when forming the plural of regular nouns:  Some nouns ending in -f/fe form their plural by changing f to v before adding -es. Examples: leaf – leaves life – lives elf – elves wife – wives hoof – hooves Exceptions: handkerchief – handkerchiefs roof – roofs  Some nouns that end in -y form their plural by changing y to i before adding -es. Examples: candy – candies sky – skies berry – berries  However, when the letter before -y is a vowel, just add s. Examples: boy – boys key – keys tray – trays All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 22 Try and Learn Exercise 1 Write in your notebook the correct form of the plural nouns in the following sentences. 1. Mother bought some (blackberrys, blackberries) at the market. 2. She baked some (loafs, loaves) of blackberry bread. 3. We divided the bread into (halfs, halves). 4. Eric, my brother, won’t eat them because someone told him that blackberry bread is for (fairys, fairies) only. Exercise 2 In the story below, the nouns in parentheses are in their singular form. Use the plural form of each noun in parentheses. Rewrite the story in your notebook. Ina loves to write (story). She writes about (fairy) and (elf). She wrote a story about a boy who ate (loaf) of bread because he wanted to grow big and touch the sky. She also wrote a story about a girl who got lost in the forest while picking some wild (berry). But what she loves most is her story about two (lady) who quarreled because of their (baby). There is a good lesson to be learned in this story. Do and Learn Write a sentence using the plural form of the following nouns: 1. key 5. trolley 2. wolf 6. handkerchief 3. calf 7. half 4. strawberry 8. roof All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 23 Week 3 - The World in My Eyes Think and Tell What places in the world would you like to visit? Complete the sentence that follows. I want to visit __________________ because ______________ __________________________________________________. Find Out and Learn Read the paragraph. Note how the underlined words are pronounced. Mike and Spike are mice. They wanted to go on a trip. They had to find time to make money. They picked ripe limes and made wine. They made money to buy a bike. They biked miles and miles and had a nice time. What is the common sound of the underlined words? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 24 Compare how the following words are pronounced: rid + e = ride pip + e = pipe kit + e = kite bit + e = bite What is the sound of i when letter e is added at the end of a word? What is the sound of the long vowel i? Read the words. dine fine dike five bike ride mice hide line nice bite side wide time ripe nine kite tide Try and Learn Exercise 1 Read the phrases. five nice mice dine with wine a nice ride a wide dike ride a bike side by side time to dine fly nine kites hide the dice Exercise 2 Read the sentences. Answer the questions after each sentence. 1. The five nice mice will ride a bike. Who will ride a bike? 2. It’s time to dine after five. When is the time to dine? 3. We will fly nine kites in the countryside. What will we do in the countryside? 4. We saw a wide dike. What did we see? 5. Mike had a nice ride. Who had a nice ride? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 25 Exercise 3 Complete the story with words having long i. Some pictures in the box will help you. Last summer, my family went camping. There were ______ of us. The place was beautiful. It was near a _________. We saw wild flowers. We also saw some bees in a ________. At night time, we made a ______. During the day we flew a big ________. We also rode a ________. We had a nice _______ together. Do and Learn Read the following story. Answer the questions that follow. Mike has a kite and a bike. He rides on his bike to the dike. He flies his kite by the dike. One day, the kite fell in the dike. Mike was sad. He had no more kite. 1. Who had a kite? 2. Where does Mike fly his kite? 3. How does Mike go to the dike? 4. What happened to the kite? 5. If you had a kite, would you fly it by the dike? Why? 5 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 26 Learn Some More Tell a story about the picture. Write at least three sentences about it. Use the words below to make your sentences. Be ready to share your story with the class. bike kite hike dike line of pine trees All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 27 Read and Learn What do children all over the world do? Find out in the poem. We Are One World Meish Goldish Pierre lives in Canada, Marla lives in Spain. But both like to ride their bikes Along the shady lane. Liv lives in Norway, Ramon is in Peru. But both laugh with the giraffe When visiting the zoo. Anwar is Egyptian, Kim is Japanese. But both run beneath the sun And fly kites in the breeze. Jack is from the U.S.A., Karintha is from Chad. But both can write a poem at night Upon a writing pad. Children live all over, The world’s a giant ball. But far and near, it’s very clear We’re one world after all. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 28 1. In what ways are the children all over the world alike? 2. In what ways are they different? 3. Would you like to have a friend from another country? Why? 4. What would you tell your friend about your country? 5. What would you ask your friend about his/her country? Write about It Write a letter to your friend. Tell him/her things you love doing as a Filipino. Ask your friend about what children in their country love doing. Find Out and Learn Read the short poem. Help! Gretel Laura M. Cadiong I wonder why English words are not fixed If root is roots then why is foot, feet? I have one tooth but when many they are teeth, Please answer me for I cannot wait. House becomes houses but mouse is mice, Blouse to blouses but louse is lice, A boy or a girl is a child but both are children Add one more man and it will become men. Are these words true? Help me, please do. Talk about It All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 29 Nouns that form their plural by changing their spelling are called irregular nouns.  Some nouns form their plural by changing their spelling. Examples: goose – geese man – men child – children  Some irregular nouns have the same singular and plural form. Examples: deer sheep news Try and Learn Complete each sentence with the correct plural noun. 1. Father caught three (mouse) ____ in the rice field. 2. One mouse had long (tooth) ______ that stuck out from its mouth. 3. Another mouse had very long (foot) ___________. 4. When the (child) _______ saw the three (mouse) _______, they felt afraid. 5. Louna said they might bite her (foot) _____________. Remember All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 30 Do and Learn With a partner, change the nouns inside the parentheses into plural forms. Present the dialog to the class. Pupil A: Hello, _____________. I heard some great (news) today. Pupil B: Oh, and what is the (news)? Pupil A: There were three (deer) caught by some (man) in the forest. Pupil B: What happened to the (deer)? Pupil A: Some scientists will study them. The news said, the (deer) have extraordinary long (foot), long shiny antlers and sets of long, pointed (tooth). They are rare kind of (deer). Pupil B: Oh, it’s really great news. I wish they would bring them to a zoo so many (child) can see them. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 31 Week 4 - Dreams and Wishes Think and Tell Draw your work tower. Write your wishes and dreams in your tower. Share it with your classmates. What do you wish for yourself? What do you wish for your family? Try and Learn Arrange the events as they happened in the story “Tower to the Moon” that your teacher read. ____The king sent for the best carpenter in the kingdom. ____The king climbed higher and higher until he came to the top of the tower. ____The king commanded that every box in the kingdom be brought to the carpenter. ____The carpenter and his helpers drew lines on big sheets of paper. They hammered and measured. ____The carpenter yelled at the king that there were no more boxes anywhere. ____The carpenter and his helpers walked to the tower and pulled out the bottom box. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 32 Remember The sequence is the order in which events take place. Understanding the sequence of events can help you know what is happening and why it happens. Do and Learn Write 1-5 to sequence the events as they happened in the story “In a Minute.” _______ Mother told Juana to close the door of the room. Juana said, “In a minute.” _______ Mother asked Juana to get a glass of water. She said, “In a minute, Mother.” _______ Juana saw the feathers scattered all around the room. _______ The cat entered the room and saw Juana’s pet parrot. _______ Juana cried and cried. She no longer said “In a minute.” Find Out and Learn Read the paragraph. Pay attention to the words in boldface. Pronounce them the way your teacher did when he/she read the story. The king sits on a high throne. He wants to go to the moon. So he commands a carpenter and his men to build a tower for him. They think of a way to build a tower. They post a notice to gather all the boxes in the kingdom. The carpenter and his men know that the boxes will not be enough to build a tower. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 33 Where does the king sit? What does he want to do? What do they post to gather all the boxes? Could they build a tower with the boxes? Why? Why not? Try and Learn Exercise 1 Read other words with long o. go code bone rope throne so rode cone stove notice Exercise 2 Read the phrases. the dog’s bone an ice cream cone use the code rode to a cove poke with a pole Exercise 3 Read the sentences. • I gave my dog a bone. • Don’t drop the ice cream cone. • Use the code to open the door. • We rode to the cove. It was fun! • Poke him with a pole, so he can move. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 34 Exercise 4 Read the rhyme. Who’s Afraid? Grace U. Rabelas One day I heard a different tone It woke me up It chilled me to the bone “What could it be?” I spoke alone. Will I open Or close tightly my door? After a while I heard it no more Well, I hope it’s just Rome With a brand new joke Every time he comes home. Recite the rhyme in unison, by groups, or individually. Do a choral recitation of the poem afterwards. Do and Learn Fill in each blank with the correct word to complete the rhymes. Tie a ______. To ______ the door. Or try the _______. It’s not a _________. Give the dog a ______. Eat the ice cream _______. Clean your room _________. And be happy to be ________. joke open code rope alone bone cone home All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 35 Read and Learn Read the poem. Cooking in the Kitchen When you’re cooking in the kitchen, You’re learning all the while — To pour and measure, mix and stir And sift flour into a pile. Have a hot pad handy And a grown-up standing by— So you won’t hurt yourself When using the stove or baking a pie. Wash your hands before you start Then gather up the gear - Like pots and pans and measuring cups That you use throughout the year. Besides the fun and learning, There’s always cleaning up to do, And even though it’s quite a chore, It’s part of cooking, too. Go over the recipe, step-by-step, So you’ll know just what to do. By carefully following the directions, It won’t be hard for you. But after all the work is done, It will soon be time for dinner. And when someone asks for seconds, You’ll know you’ve cooked a winner! http://www.canteach.ca/elementary/songspoems77.html 1. List down three reminders when cooking a.____________________________ b.____________________________ c.____________________________ 2. What other reminders can you add to the list? a.____________________________ b.____________________________ c.____________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 36 Say something about each picture. Try and Learn Arrange the set of activities as mentioned in the poem. Think and Tell DEPED COPYDEPED Clean up. Wash your hands. Go over the recipe step-by-step. Serve the dinner. Prepare the pots, pans, and other needed materials. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 37 Do and Learn A. Arrange the steps in baking a cake. 1. Put the mixture in the oven. 2. Mix all the ingredients. 3. Let the cake cool down. 4. Put some icing or frosting on the cake. B. Number the sentences in the order a sandwich is made. Susan made a peanut butter and jelly sandwich. _____ Finally, she ate it. _____ Next, she spread jelly on another slice of bread. _____ After spreading the jelly, she put the two slices of bread together. _____ First, she spread peanut butter on one slice of bread. Learn Some More What are the steps in cooking scrambled eggs? Complete the process by supplying the missing steps. 1. Break one or two eggs in a bowl and add a pinch of salt. 2. ___________________________________ 3. Heat a little oil in the pan. 4. ___________________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 38 Find Out and Learn Read the paragraph. Gabbie helped her mother bake their favorite cake. First, they prepared the baking tin, spoon, bowl, and other utensils. Then, they gathered all the ingredients for the cake like flour, sugar, butter, milk, chocolate, and some eggs. After everything was ready, they mixed all the ingredients in the bowl. Next, Mother poured the mixture in the baking tin. Then, she placed it inside the oven. After an hour, the cake was ready. Gabbie added some icing and fruits on top of the cake. Everybody enjoyed Gabbie’s special chocolate cake. Answer the questions. 1. What did Gabbie and her mother bake? 2. What did they prepare before baking the cake? 3. What ingredients were used to bake the cake? 4. What did Gabbie add on top of the cake? 5. Why do you think everybody enjoyed the cake? 6. Which nouns can be counted? Which nouns cannot be counted? Remember Count nouns are nouns which can be counted as one or more. Mass nouns are nouns which cannot be counted. Generally, they cannot be pluralized. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 39 Try and Learn Read the poem. Identify the count nouns and mass nouns. I Love the Market Grace U. Rabelas Today I will visit the old market Buy some goods and fill my basket Tomatoes, potatoes, and a kilo of meat For the soup and stew that I love to eat. I would care for some apples and bananas, too, Peanuts, rice, and corn, a kilo of them will do Then a bottle of vinegar and a jar of spices. Cabbage, lettuce, vegetables of all sorts and sizes. If there will be coins left in my pocket, I will buy my favorite box of chocolate. Going to the market I simply love to do. I think you’ll love doing it, too. Learn Some More Your mother sent you to the market/grocery store. With a partner, prepare a list of things you are going to buy. Market List _____________ ______________ _____________ ______________ _____________ ______________ _____________ ______________ _____________ ______________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 40 Do and Learn Listen as the teacher says the steps and shows you how to prepare fruit salad. First, wash the fruits. Next, peel the fruits. Then, slice the fruits into small cubes or pieces. Then, mix the fruits together with milk or cream. Lastly, share the salad with everyone. Remember The words first, next, then, and lastly are called signal words. Signal words introduce the steps in a process or a sequence of events. Write about It Here are three tasks for you. Write the directions for each task. A. Write directions for crossing the street. B. Write directions for brushing one’s teeth. C. Write directions for cooking rice. First, ______________________________ Next, ______________________________ Then, ______________________________ Finally, _____________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 41 Week 5 - Giving Care, Getting Wise Think and Tell What do you notice about the girl in the picture? How do you know that the girl is sick? Have you ever been sick? What made you feel better when you were sick? Listen to your teacher as he/she reads the story “Haluhalo Espesyal.” Which of the six events happened first? What happened second? What happened last? A. B. C. D. E. F. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 42 Try and Learn A. Recall how Lola Itang prepared the haluhalo. Arrange the steps in preparing the haluhalo. . Pour the milk. Add a spoonful of ube and a slice of leche flan. Mix everything using a long spoon. Fill half of the tall glass with the following sweets: beans, banana, nata de coco, gulaman, and jackfruit. Add sugar, and then fill the remaining half of the glass with shaved ice. B.Listen to your teacher as he/she reads another short story.Arrange the pictures of the events as they happened in the story. A. B. C. D. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 43 Find Out and Learn This is Lola Itang’s special haluhalo. Name the ingredients of Lola Itang’s haluhalo and classify them as count nouns or mass nouns. Count Nouns Mass Nouns Read and Learn Read the paragraph. Lola Itang is busy in the kitchen. She is busy preparing Jackie’s favorite treats. She has just finished baking the rice cakes. Lola Itang’s rice cakes have a sprinkling of coconut shreds. They have slices of cheese on them. Then, she cooked a pot of champorado. While cooking champorado, she took out from the oven the ensaymada that she also baked. She spread a teaspoon of butter and a spoonful of sugar on the ensaymada. Lola Itang has the best haluhalo. She mixes all sorts of nice things in her glasses of haluhalo. She puts slices of nata de coco, spoonfuls of ube jam, and slices of leche flan. Then she adds a half cup of milk and shaved ice. The haluhalo looks delightful with its swirl of colors. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 44 • What is placed on top of Lola Itang’s rice cakes? • What else are placed on the rice cake? • What did Lola Itang cook? • What did she spread on the ensaymada? • What food did Lola Itang prepare? • What ingredients did she put in the haluhalo? • What made the haluhalo look delightful? Try and Learn Read the phrases. sprinkling of shredded coconut slices of cheese a pot of champorado a dab of butter a spoonful of sugar glasses of haluhalo bits of nata de coco slices of leche flan spoonful of ube jam a half cup of milk shavings of ice a swirl of colors Quantifiers or counters are expressions of quantity. We use quantifiers to tell us how much or how little the mass nouns are. Some quantifiers are much, many, lots of, a little of, a bit of, a piece of, a glass of, a kilo of, or a pound of. Remember All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 45 Do and Learn What’s in the Refrigerator? A. List down the food items inside the refrigerator. Use quantifiers for the mass nouns. DEPED COPY B. Complete the lines of the poem with the appropriate counter or quantifier. Choose the quantifier from the box. Today I will bake my favorite pie. A treat for mother and my Aunt Sie. First, I will sift a _______ of flour. Add a ______ of yeast. Mix and leave the dough for an hour. Later, I will put two ______ of sugar. A ______ of milk, I’ll be sure it’s not vinegar. A couple of eggs would add some flavor. A ________ of vanilla and honey would do me a favor, Of making my pie the best that they could savor. spoonful cup kilo teaspoon can All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 46 Learn Some More Choose the correct counter/quantifier for the mass nouns from the box to complete the phrases. 1. A _______ of chocolates 2. A _______ of peanuts 3. A ________of grapes 4. A ________ of fries 5. A ________ of water 6. A ________ of soup 7. A ________ of coffee handful box cup bottle bowl jar plateful basket All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 47 Find Out and Learn Read the words. pure sugar sure cure What is the common sound in these words? Read other words with the long u sound. cube fuse excuse cute huge use amuse muse tube tune Try and Learn Exercise 1 Read aloud the following sentences. 1. Sugar is sweet. What do you use sugar for? 2. A bus is huge. Name other things which are huge. 3. I feel good when I hear my favorite tune on the radio. Do you have a favorite tune? What is your favorite tune? 4. I want a cube of ice in my glass of water. 5. I will use a long spoon for the haluhalo. 6. Father needs to change the fuse so he can turn on the lights. 7. The children were amused by the clown’s magic tricks. 8. I will be absent from class. So, I wrote an excuse letter. 9. The pretty girl was chosen to be the muse of the class. 10. Hello Kitty looks cute. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 48 Exercise 2 Read the phrases. tune of the piano pure sugar the huge cube excuse letter clean utensils Exercise 3 Read the sentences. The tune of the piano makes me sad. Pure sugar is really sweet. The huge cube fell from the roof. The teacher signed the excuse letter. We use clean utensils. Exercise 4 Read the rhymes. 1. Huge Uncle Luke looks like a real duke. Yesterday he was in the news. For the old pipe he blew Played a tune no one knew. 2. The cute little muse ate a cube of sugar And drank a tube of pure juice. She thought it’s a sure cure For the fume that made her mute. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 49 Read and Learn The Milkmaid Mutya, the Milkmaid, was going to the market carrying a huge pail of pure milk on her head. She hummed a happy tune while walking. As she went along, she began thinking of what she would do with the money she would get for the milk. “I’ll buy some chicken from Mang Tomas,” said she, “and they will lay eggs each morning, then I will sell the eggs to the mayor’s wife. With the money that I will get from the sale of the eggs, I’m sure I can buy myself a cute dress and a hat; and when I go to the market I would be a muse. Won’t all the young men come up and speak to me! Ana will be that jealous, but I don’t care. I shall just look at her and toss my head like this.” As she spoke, she tossed her head back, the pail fell down, and all the milk was spilled. She had to go home and tell her mother what happened. Talk about It 1. What did Mutya plan to buy with her money? 2. When did she stop thinking about her plans? 3. How did she feel about the spilt milk? 4. How do you think her mother feel? 5. What advice do you think did her mother give her? 6. If you were Mutya, what would you do? 7. How can Mutya realize her plans? 8. How can you realize your own plans? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 50 Using the events in the story, write or draw in each box to show the story sequence. Storyboard In the beginning… And then… Suddenly… And then… And then… In the end… Remember Graphic organizers are charts or visuals which are used to represent what we think of. They can help us understand what we read. In sequencing events, we use organizers like the storyboard, flow chart, story train, chain of events chart, and sequence chart. Do and Learn All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 51 Learn Some More Arrangetheeventstoformastory.Writeeacheventintheappropriate box in the chart. Be guided by the signal words. Story A  Pepito saw an old woman who was having a hard time crossing the street.  He approached the old woman and offered help, and the latter gladly accepted the offer.  When the two reached the other side of the street, the old woman gave Pepito a big seed. It was her way of thanking him.  When Pepito got home, he planted the big seed. The next morning he found a money tree in the place where he had put the seed! All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 52 Story B  One evening, Rhodora went to sleep without fixing her school things. While she was sleeping, she was interrupted by some noises.  Those were her school things – the bag, books, notebooks, pens, and papers. They all came alive!  Her school things were mad at her for not fixing them.  Rhodora asked forgiveness from her school things and promised to take care of them. Suddenly, she opened her eyes realizing everything was just a dream. Rhodora went to sleep without fixing her school things. Then, Next, And then, she asked forgiveness and promised to take care of her school things. Finally, All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
DEPED COPY 53 Story C Retell the story by sequencing the events in the chain of events organizer. The Bundle of Sticks (Aesop) An old man who was about to die called his sons to give them some parting advice. He ordered his servants to bring in a bundle of sticks, and he told his eldest son, “Break it.” The son strained and strained, but with all his efforts, he was unable to break the bundle. The other sons also tried, but no one of them was successful. “Untie the sticks,” said the father, “and each of you take a stick.” When they had done so, he called out to them: “Now, break,” and each stick was easily broken. “Do you see what I mean?” asked their father. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
ii English – Grade 4 Learner’s Material First Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institution and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide. Those who have not entered the agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02) 439-2204, respectively. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Printed in the Phillipines by Vibal Group, Inc. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: imcsetd@yahoo.com Development Team of the Learner’s Material Consultants and Editors: Felicitas Pado, PhD Ofelia Flojo, PhD Nemah Hermosa, PhD Perla Cuanzon, PhD Rosalina J. Villaneza, PhD Authors: Grace U. Rabelas Gretel Laura M. Cadiong Jennalyn S. Datuin Victoria D. Mangaser Valeria Fides G. Corteza Evelyn F. Importante Lilibeth A. Magtang Ma. Rita Teresa V. Riñosa Mary Jane T. Ganggangan Rose Ann B. Pamintuan Rosalina B. Mejorada Michelle L. Mercado Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva Layout Artists: Camille Francesca Mondejar Ezekiel Quijano Cheradee B. Lumitap Matthew Daniel V. Leysa Jerby S. Mariano
iii To you Dear Learners, This learner’s material will help you express your ideas, thoughts, and feelings about yourself, family, friends, your home, school, and community. This will also help you read with comprehension and apply critical thinking and reasoning skills. You will also learn how to write in different forms. You will love to do and talk about many things at home, in school, and even in your community using what you learned from this learner’s material. Please do not write anything on this book as this will be used next school year by pupils like you. Use either your paper or test notebook to answer the different activities. Have FUN learning! The Authors
v Quarter 2: Science and Nature Week 1: Big or Small, Animals All Around Insect Bodies ..................................................... 100 Where Is the Caterpillar? .................................. 101 The Grouchy Ladybug ....................................... 102 Buddy and the Cat ............................................ 109 Pablo and the Eggs .......................................... 110 In the Beehive ................................................... 114 Animal Homes .................................................. 114 Firefly Hi ............................................................ 114 Ladybug Rhyme ............................................... 114 The Elephant Who Forgot What He Was ......... 119 Week 2: Making a Difference A Jar of Lollipops .............................................. 124 Bugs at Home ............................................ ...... 129 The Shape of Things ........................................ 132 Week 3: Fun in the Rain Cloud Song ...................................................... 136 Little Cloud ....................................................... 137 Mushroom in the Rain ...................................... 140 Week 4: At the Countryside Bamboos .......................................................... 153 Animal Beds ..................................................... 158 Over the Meadow ............................................. 160 Honey Bees ...................................................... 162 Week 5: Friendly Creatures Fish Is Fish ...................................................... 164 Week 6: A Place to Remember Bing the Little Whale Shark .............................. 179 A Day in the Farm ............................................. 185 Week 7: On Earth and Under the Sea How the Jellyfish Lost His Bones ..................... 188 In the Forest ..................................................... 191
vi Week 8: Forest Adventures The Green Bird.................................................. 201 Week 9: All about Life Coconut - The Tree of Life ................................ 212 Old Mother Hubbard ......................................... 214 I Went Fishing .................................................. 216 The Leaves ....................................................... 217
97 Quarter 2 Science and Nature
98 Week 1 - Big or Small, Animals All Around Think and Tell Look at the bugs in the picture. Can you name them? Where can you find them? How do bugs differ from one another? Do you like bugs? Tell us why. 1. How can you tell a bug from other living things? 2. What are the body parts of a bug? 3. What bugs can you find at home? In the gardens? 4. Why do they stay in these places? 5. What do these bugs do? Talk about It
99 Find Out and Learn Copy the concept map in your notebook. Write the main idea of the poem “I Like Bugs!” read by the teacher. Then, provide the supporting details found in the poem. supporting details supporting details supporting details supporting details supporting details supporting details Main Idea Remember Every story, poem, or paragraph has a main idea. The main idea tells what the story, poem, or paragraph is about. The supporting details tell more about the main idea. They give the important details and describe the main idea for better understanding.
100 Do and Learn Identify the main idea and the supporting details in each stanza and write them on the graphic organizer like the one below. Do this on a separate sheet of paper. Insect Bodies Victoria Smith Every insect’s body has three parts.  Yes, every insect’s body has three parts.  Every insect has a head,  A thorax and abdomen,  Every insect’s body has three parts. Every insect’s body has six legs.  Yes, every insect’s body has six legs.  It has three legs on each side  And it walks on them with pride.  Every insect’s body has six legs. supporting details supporting details supporting details Main ideaMain idea
101 Learn Some More Read the poem below. Identify the main idea and the supporting details. Write your answers on a separate sheet of paper. Where is the Caterpillar? Where is caterpillar hiding today? We looked under the table. We looked on the chair. We looked out the window. But he was not there. Where is caterpillar hiding today? We looked in the fishbowl. We looked in the sink. We looked in the flowers. What did we see? A beautiful butterfly looking at me. Main Idea Detail Detail
102 Listen and Learn Listen to the story. The Grouchy Ladybug Eric Carle It was night and some fireflies danced around the moon. At five o’clock in the morning, the sun came up. A friendly ladybug flew in from the left. It saw a leaf with many aphids on it, and decided to have them for breakfast. But just then a grouchy ladybug flew in from the right. It, too, saw the aphids and wanted them for breakfast. “Good morning,” said the friendly ladybug. “Go away!” shouted the grouchy ladybug. “I want those aphids.” “We can share them,” suggested the friendly ladybug. “No. They’re mine, all mine,” screamed the grouchy ladybug. “Or do you want to fight me for them?” “If you insist,” answered the friendly ladybug sweetly. It looked at the other bug straight in the eye. The grouchy ladybug stepped back. It looked less sure of itself. “Oh, you’re not big enough for me to fight,” it said. “Then why don’t you pick on somebody bigger?” “I’ll do that!” screeched the grouchy ladybug. “I’ll show you!” It puffed itself up and flew off.
103 At six o’clock, it met a yellow jacket. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the yellow jacket, showing its stinger. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At seven o’clock, it met a stag beetle. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the stag beetle,” opening its jaws. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At eight o’clock, it came across a praying mantis. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the praying mantis reaching out with its front legs. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At nine o’clock, it almost flew into a sparrow. “Hey you,” said the grouchy lady bug. “Want to fight?” “If you insist,” said the sparrow opening its sharp beak. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At ten o’clock, it saw a lobster. “Hey you,” said the grouchy ladybug. “Want to fight?”
104 “If you insist,” said the lobster stretching its claws. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At eleven o’clock, it bumped into a skunk. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist.” said the skunk, starting to lift its tail. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At twelve noon, it spotted a boa constrictor. “Hey you,” said the grouchy lady bug. “Want to fight?” “If you insis-s-s-t,” said the snake, “right after lunch.” “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At one o’clock, it happened upon a hyena. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the hyena, laughing and showing its teeth. “Oh you’re not big enough,” said the grouchy ladybug and flew off. At two o’clock, it met a gorilla. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the gorilla beating its chest. “Oh you’re not big enough,” said the grouchy ladybug and flew off.
105 At three o’clock, it ran into a rhinoceros. “Hey you,” said the grouchy lady bug. “Want to fight?” “If you insist,” said the rhinoceros lowering its horn. “Oh you’re not big enough,” said the grouchy ladybug and and flew off. At four o’clock, it encountered an elephant. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the elephant, raising its big tusks. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At five o’clock, it met a whale. “Hey you,” said the grouchy ladybug. “Want to fight?” But the whale did not answer at all. “You’re not big enough anyway,” said the grouchy ladybug and flew off. At five fifteen, the grouchy ladybug said to one of the whale’s flippers, “Hey you, want to fight?” But it got no answer. So it flew away. At five thirty the grouchy ladybug said to the whale’s fin, “Hey you, want to fight?” But got no answer so it flew away. At a quarter to six the grouchy ladybug said to the whale’s tail, “Hey you, want to fight?” And the whale’s tail gave the grouchy ladybug such a SLAP… that it flew across the sea and across the land. At six o’clock, the grouchy ladybug arrived right back where it had started from.
106 Talk about It 1. What is the story about? 2. What happened when the two ladybugs landed on the same leaf? Why? 3. Why did the grouchy ladybug fly away? 4. If you were the grouchy ladybug, what would have you done? 5. Why does the ladybug want to fight? 6. What did the grouchy ladybug do that day? 7. What does the ladybug say to the animals? Why? 8. How can you describe the ladybug? 9. What happened when the ladybug met the whale? 10. What did the ladybug say to the whale? 11. What did the ladybug do when the whale would not answer her? 12. Do you think the whale could hear the ladybug? Why not? 13. What happened when the ladybug reached the whale’s fin? 14. Where do we find the ladybug at the end of the story? 15. What do you think will happen to the grouchy ladybug after the day? “Ah, here you are again,” said the friendly ladybug. “You must be hungry. There are some aphids left. You can have them for dinner.” “Oh, thank you,” said the wet, tired, and hungry ladybug. Soon all the aphids were gone. “Thank you,” said the leaf. “You are welcome,” answered both ladybugs, and they went to sleep. The fireflies, who had been sleeping all day, came out to dance around the moon.
107 Learn Some More 1. Ladybug Circle of Friends (5 groups) Draw faces that will show one who is grouchy and one who is friendly. Say something about your drawings. 2. Art Connection Choose a part of the story that you like best. Draw and color your work. Talk about it in the class. 3. It’s My Bug! Make a replica or a model of a bug you like using some art materials. Find Out and Learn Read the paragraph. Answer the questions that follow. At five o’clock in the morning, the sun came up. A friendly ladybug flew in from the left. It saw a leaf with many aphids on it, and decided to have them for breakfast. But just then, a grouchy ladybug flew in from the right. It, too, saw the aphids and wanted them for breakfast. 1. When did the story happen? Read the part. Describe it. 2. Where did the story happen? Read the part. Describe it. 3. What do you call this part of the story? 4. Do all stories need a setting? Why? 5. Who are the characters of the story? Describe the two ladybugs in the story using the Venn diagram. Grouchy LadybugFriendly Ladybug
108 6. What do you call the persons/animals in the story? 7. What did the ladybugs want? How did the ladybugs solve their problems? How did the story end? Answer these questions using the chart below. Events Problem Ending Event 1: Event 2: Event 3: Remember  The elements of a story are setting, character, and plot.  The characters are the people or animals in the story.  The setting talks about the place and the time that the events in the story happened.  The plot is made up of the events that happened in the story. It consists of the beginning, the middle, and the ending. o Beginning – It gives the problem faced by the main character. o Middle – It presents the actions made by the characters to solve the problem. o Ending – It gives the solution to the problem.
109 Do and Learn Identify the elements in the story. Buddy and the Cat Little Buddy Cockroach is a house bug. Mother Bug always tells him to stay in dark places and hide. He listens to her with half an ear not really believing in what she says. “How could they not like me? I have beautiful, shiny wings, and long antenna. Surely, they would love me,” he thought. Then, Buddy saw a black cat and said, “I will show Mother Cockroach that she is wrong.” But when the cat saw him, it immediately jumped and started running after him with its sharp claws. Buddy ran as fast as he could to the dark place under the cabinet and never ever came out. 1. What is the setting of the story? Read the part where the setting is mentioned. 2. Who are the characters in the story? Describe each of the characters. 3. Identify the parts in the selection that helped you describe the character. Fill out the graphic organizer and write the plot of the story. Events Problem Ending Event 1: Event 2: Event 3:
110 Learn Some More Read the selection and do the activity that follows. Pablo and the Eggs Pete, the grasshopper, and his friend Pablo, the praying mantis, were playing in the garden. One day, they found some small round objects in the grass. Pablo wanted to play with them because they looked like small balls. He was about to pick them up when Pete stopped him, “Those are not playthings.” “They look like small eggs,” Pete said. “No, they are not eggs. I am going to play with these balls.” Pablo insisted. He got two and prepared to throw them. Suddenly the eggs broke and out came little bugs. Pablo was surprised. “Oh! They’re alive!” he said as each one ran in different directions. Pete laughed at the frightened Pablo, “See, I told you.” Identify the elements of the story by filling in the graphic organizers. Write the answers on a separate sheet of paper. Characters Titleof theStory Setting Characters Plot Beginning Middle Ending Title Setting Plot Beginning Middle Ending
111 Write about It Write a short story following the three story elements. Then, share your story to the class. Setting : ______________________________________ Characters : ______________________________________ Plot Beginning : ______________________________________ Middle : ______________________________________ Ending : ______________________________________ Find Out and Learn Read the sentences. 1. The ladybugs landed on a leaf one early morning. 2. They wanted aphids for breakfast. 3. The grouchy ladybug saw a stag beetle and wanted to fight with it. 4. The praying mantis prepared to fight with the ladybug. 5. The one-day old aphids were eaten by the bugs. Questions: • What are the underlined words in the sentence? • What can you say about these words? • What two words can you find in these words? • Can you think of other words which are combinations of two words?
112 Study the examples below. Column 1 Column 2 Column 3 baseball handshake newspaper sunshine rainbow report card fairy tale love letter one-half twenty-one sister-in-law  What can you say about the compound words in each sentence? Try and Learn Identify the compound words in the paragraph. Say if it is a one- word compound, two-word compound, or a hyphenated compound word. Janna loves to visit her grandmother in her farmyard on weekends. She loves to sit with her Lola Marta on the rocking chair and watch the fireflies at night. Lola Marta always reads fairy tales to Janna before bedtime. She also shows her how to cook pancakes in the frying pan. Janna proudly claims that she made forty-four cookies one weekend and shared one-half of them with the vice-president of their homeowners’ club.
113 A. Match the words in Column 1 with the words in Column 2 to form one-word compound words. Then, complete the sentences using the words formed. Do this on a separate sheet of paper. Column 1 Column 2 birth air class mates day port 1. We attended my cousin’s _________ party. 2. Their house was near the _______. We saw a lot of planes. 3. Most of those who were in the party were her __________. B.Combinethewordsintheparenthesestoformhyphenatedcompound words. Write your answers on a separate sheet of paper. 1. Mr. Cruz is the _____________ of my teacher. (father + in + law) 2. Riding the __________ (merry + go + round) is really fun. 3. We saw Peter going to the store to buy an _______ medicine. He said he hurt his foot. (over + the + counter) C. Complete the sentences with two-word compound words. Rewrite the sentences in your notebook. 1. The __________ helped Mr. Cruz by giving him a wheelchair. (security + guard) 2. The man brought Mr. Cruz to the _______. (emergency + room) 3. He was in such a hurry that he did not see the _________ blocking his way. Mr. Cruz told him to be careful. (trash + can) Do and Learn
114 Learn Some More Identify the compound words used in the poem. Write these on the table given. In the Beehive Author Unknown Here is the beehive but where are the bees? Hidden inside where nobody sees. Watch as they come out of their hives, one, two, three bees, four bees, five! Animal Homes Author Unknown A spider lives in a cobweb. A dog in the dog house. A worm in the tunnel underground While horses stay in a barnyard No bedroom, nor bed Just a cozy place to sleep. Firefly Hi Helen Moore What’s that? In the summer evening sky? Again it goes! Fly-flashing by! It’s here, it’s there, it’s... A firefly. Ladybug Rhyme Maria Fleming Ladybugs all dressed in red Strolling through the flower bed. If I were tiny just like you I’d creep among the flowers, too. One-word Compound Words Hyphenated Compound Words Two-word Compound Words
115 Read and Learn Read the selection below. Answer the questions that follow. Charles and Charlie are twins. They have neighbors named Sally and Molly. They all ride the school bus to their school in the city. One day, the bus driver waited for them at the parking lot. They did not come on time. He looked for them in the playground. He looked for them around the building. He tried calling them on his cellphone but the battery was drained. So, he went back to the bus. He found them waiting for him on the bus. 1. Who are the twins? 2. Who are the twins’ neighbors? 3. How do they go to school? 4. Why did the bus driver look for them? 5. What do you think happened? 6. What other words in the selection refer to the twins? To Sally and Molly? To the driver? Read these parts in the selection and underline the words that replaced the nouns. 7. What do you call these words? Try and Learn Rewrite the paragraph by replacing the underlined nouns with personal pronouns. Mother went to the grocery one day. The saleslady smiled at Mother in welcome. Mr. Reynoso asked what Mother needs. Mr. Reynoso said that Mr. Reynoso and the saleslady are willing to help Mother. Mother said Mother wants to buy some fresh milk. “Fresh milk is healthier than softdrinks,” said Mr. Reynoso. The saleslady went inside the store. The saleslady came back with a box of fresh milk.
116 Remember  Personal pronouns are words used in place of nouns in sentences.  The following are personal pronouns: o Singular I, me, he, she, it, him, her, you o Plural you, we, they, them, us Do and Learn A. Replace the underlined words with personal pronouns. 1. My sister Carla and brother Ben walk to school everyday. 2. Carla carries a blue backpack. The backpack has flower prints on it. 3. Ben has a trolley bag that Ben pulls around. 4. Carla and Ben are never late. 5. Mother sees to it that Carla and Ben sleep early because mother wakes Carla and Ben up early, too. B. Identify the personal pronoun in each sentence. 1. Manny asked if he could join the badminton club. 2. “Do they accept only those who know how to play the game?” Charlie asked Manny. 3. Miss Candido, the coach, accepts those who don’t know the game because she encourages everyone to try. 4. Michael, Santa, and Clark are also interested. “We will see Miss Candido tomorrow,” they said. 5. “I saw the team practiced yesterday. I would love to play with them someday,” Manny said.
117 Learn Some More Choose the correct personal pronouns to complete the paragraph. Mika and Nena are friends. ________ are neighbors and classmates, too. ______ enjoy playing badminton. They say ______ is an exercise and a fun way to spend their time. Coach Sara invited them to join the badminton team. ______ said it will be fun. Mr. San Luis, the class adviser, said ____ will allow them to join. Try and Learn Arrange the following words alphabetically. Write the answer on your notebook. 1. _____________ 2. _____________ 3. _____________ 4. _____________ 5. _____________ 6. _____________ 7. _____________ 8. _____________ 9. _____________ 10. _____________ • ladybug • yellow jacket • stag beetle • praying mantis • sparrow • lobster • boa constrictor • hyena • gorilla • elephant
118 Remember  To alphabetize a list of words or names, you start by placing them in A-B-C order according to the first letter of each word.  If you have two or more words that begin with the same letter, you will look at the second letter. Ask yourself: “Which of the second letters comes first in the alphabet? If the first and second letters are the same, proceed to the third letters.  Do and Learn Arrange the given words in alphabetical order on a separate sheet of paper. Group 1 Group 2 Group 3 bug whale grouchy beak aphids screeched puffed insist fight insect round thorax abdomen compound beehive animal head mean map fin whale compound puffed ladybug beetle yellow animals feelings neighbor hyena
119 Learn Some More Read the poem carefully. Copy the underlined words in your notebook or on your paper. Arrange the words in alphabetical order. Week 2 - Making a Difference The Elephant Who Forgot What He Was Christopher Ronald Jones, UK The elephant sat on the telephone wire and sang with all the birds. “Am I just like you?” he asked But they only said one word “NO.” The elephant climbed up the church tower and was hiding in the bell. “Maybe I’m a snail,” he thought “and this could be my shell.” “NO.” The elephant swung from tree to tree. Until his legs went limp “Maybe this is where I belong” “I think I must be a chimp.” “NO.” The elephant sniffed at all the flowers and he began to cry “I thought I was a bee,” he said Then realized “I can’t fly.” The elephant went home and sat on his stool and sorted through all of his junk. “This is good and this is bad and this goes in the trunk.” “”Trunk!” he cried. “I know at last!” “How could I have been such a dumbo.” “I know exactly what I am and I know my name, it’s Jumbo!”
120 Listen and Learn! Listen to the news report. Good morning to all our radio listeners. This is Ann Mendoza for the weather news. A powerful typhoon will enter the Philippine Area of Responsibility on Monday, June 15. PAGASA said, Typhoon Pablo will pass through parts of Visayas and Mindanao tomorrow at 8:00 o’clock in the morning and will possibly leave the country on Tuesday evening. According to PAGASA, typhoon Pablo is a Signal no. 2 typhoon. Classes from preschool to secondary levels will be suspended in all affected areas. Alert is up for all those living near rivers and coastal areas. Evacuation is advised to those in the danger zones because of possible floods and landslides due to the amount of water typhoon Pablo is set to release. Talk about It 1. Who is giving the news report? 2. What is the news report about? 3. When will the typhoon enter the country? 4. Where will the typhoon hit? 5. What could the typhoon cause in the affected area? 6. Why do you think there is a need to suspend classes?
121 Try and Learn Read the telephone conversation. Carla heard the news over the radio. She called her friend on the telephone. Sandra : Hello, this is Reynoso residence. This is Sandra speaking. Carla : Hello, Sandra. This is Carla, your classmate. Sandra : Oh, hello, Carla. How may I help you? Carla : Have you heard the news? Typhoon Pablo is coming tomorrow at 8:00 a.m. PAGASA said it’s going to be a Signal no. 2 typhoon. Sandra : How did you know that? It’s bright and sunny outside. Carla : I just heard it over the radio. Sandra : Thank you, Carla. There’s a big river at the back of our house. We are in the danger zone. Carla : That’s why I called. The local officials have already suspended classes on Monday. Those in the danger zones need to be alerted. Sandra : Thanks a lot for the information, Carla. We really appreciate it. Carla : You’re welcome. Goodbye for now and take care. Talk about It 1. Who did Carla call? 2. Why did she call Sandra? 3. How can you describe Carla? 4. What information did Carla give Sandra? List the answers using the organizers with the wh- question words.
122 Details from the News Report Who : __________________________________ What : __________________________________ Where : __________________________________ When : __________________________________ Why : __________________________________ How : __________________________________ 5. What do you think Sandra will do after the conversation? Why? Find Out and Learn 1. What things should you remember when listening to a news report? 2. What question should you ask yourself to check whether you got the important details from the news report? 3. If you were to retell or restate information to someone, what details should you include? Remember  Retelling information correctly from what you have read or listened to is an important skill to learn.  When retelling news reports, remember to include answers to wh-questions: who, what, where, when, why, and how.
123 Do and Learn Read the following news report and note the important details by answering the wh- questions. Write the answers on a separate sheet of paper. Details from the News Report Who : __________________________________ What : __________________________________ Where : __________________________________ When : __________________________________ Why : __________________________________ How : __________________________________ Two Pupils Receive Awards Ana Gonzaga and Grace Ramos, both Grade 4 pupils of Tandang Sora Elementary School, were awarded gold medalists for their honesty during the celebration of Buwan ng Wika. The said pupils returned a bag containing ten thousand pesos, a cellphone, and other valuable items to the Principal’s Office. The bag, owned by an American tourist, Golda Prince, was left at the canteen when her group visited the school. The children found the bag and immediately brought it to the principal to help them find the owner. Miss Prince was very happy that her bag was returned and praised the children for their honesty.
124 Learn Some More 1. Work with a partner. 2. Think of a news item to share with your partner. 3. Come up with a dialogue where retelling of the news item is demonstrated. 4. Be ready for a one-minute presentation of the output. Read and Learn Read the story. A Jar of Lollipops Gretel Laura M. Cadiong and Victoria D. Mangaser Three days had passed since the world’s strongest typhoonof 2013,Yolanda,hittheCityofTacloban.Therewasno electricity. There was little food and water. The family of Mang Nilo and Aling Gloria had to leave the two-story house which saved them from the water that covered the entire city. “Wehavetowalktothebusterminal.”MangNiloannounced early in the morning. “But it’s a long way from here,” Aling Gloria said, worried. “God kept us safe during the storm. He will help us get there,” Mang Nilo answered. All around they saw roofless houses and buildings destroyed by the typhoon. Lifeless bodies of men, women, children, and animals were scattered along the way. Mylene and Andrei held each other’s hands. Little Annie held Aling Gloria’s hand tightly. “Hurry everyone,” Mang Nilo said. “We have a long way to go to reach the bus terminal.”
125 “Can we rest a little? We have been walking since morning,” Mylene begged. “I’m hungry and thirsty. We only had one piece of bread for breakfast and nothing else,” Andrei said. Aling Gloria prayed silently. They had nothing left but a bottle of water and five slices of bread. “Here, each one, have a slice of bread and drink a little water,” she said, knowing it was their last supply of food. “Look, Mother!” Annie shouted. On the muddy street was a plastic jar covered in mud. Mylene and Andrei ran to it. It was a jar of lollipops, muddy but sealed. “No, don’t pick it up, Mylene. It’s unsafe,” warned Father. “It is not good to eat.” The children were unwilling to let go of the jar. “Please Father, let us keep those lollipops,” Mylene andAndrei pleaded. Andrei picked the jar up. He cleaned it with rain water. “It’s still good!” he cried and carried it along happily. They walked for several hours. It was almost dark when the family reached the bus terminal. But lo! Not a single bus was there. That night, they stayed in the bus terminal waiting for a ride that would bring them to safety. Hungry, wet, and tired, the family huddled together and prayed. Then, Aling Gloria looked around them. It broke her heart to see the little children crying in hunger. Suddenly, she remembered the jar of lollipops! “Andrei, where’s the jar of lollipops?” she asked. Andrei handed it to her. She opened the jar and gave some to Mylene, Andrei, and Annie. The children started eating the sweet lollipops happily. It was the most delicious food they had that day!
126 Aling Gloria shared the rest of the lollipops with the people around. Everyone gladly ate the only food they had that night. The next morning, rescue buses arrived and brought all of them to a safer place. Aling Gloria smiled as she was about to ride the bus with her family. “After all,” she thought, “There is God and . . . a jar of lollipops.” Talk about It 1. What is the story about? 2. What can you say about the family in the story? 3. Where is the family going? Why? 4. What kind of journey did the family take? 5. How did the jar of lollipops help the family? 6. Why did the family ride a bus away from the city? 7. How did the family stay safe? What did they do? 8. Can we know if a typhoon is coming? How? 9. Can we prepare for the coming of typhoons? How? Learn Some More Knowledge is Power! 1. Interview any of the following: a. your parents b. barangay leader c. school principal 2. Ask them what they do before, during, and after a typhoon.
127 3. Copy the chart in your notebook and write the information needed. Present it to the class. Name of person interviewed: ______________________ Typhoon preparedness for ________________________ (name of family/barangay/school) What they do . . . before a typhoon during a typhoon after a typhoon Find Out and Learn Read the following sentences: 1. “No, don’t pick it up, Mylene. It’s unsafe,” warned Father. 2. The children were unwilling to let go of the jar. 3. All around they saw roofless houses and buildings destroyed by the typhoon. 4. Lifeless bodies of men, women, children, and animals were scattered along the way.
128 Study the following words. What did you observe? • unsafe = un + safe • undo = un + do • roofless = roof + less • lifeless = life + less Remember  Affixes are word elements added to a root word that changes its meaning There are affixes that are added at the beginning or ending of a root word.  The affix un- means “not.” Example: Unsafe means “not safe.”  The affix -less means “without or none.” Example: Lifeless means “without life.” Try and Learn Change the underlined words to new words with affixes. Rewrite the sentence with the new word formed. 1. The story of the flying monkey is not believable. 2. The storyteller also looked not sure of his details. 3. Many believe it was not true. 4. The storyteller looked without hope because no one believed him. 5. But some admired him because he was without fear to try and tell the story.
129 Do and Learn Fill in the blanks with the correct word from the box that will complete the sentences. Write the answers on a separate sheet of paper. shoeless untied unhappy clueless careless Shirley is _________. She did not know where her left shoe is. She can’t go to school _________. Everyone at home was _________ where it is. The last thing she remembers was that she _________ it before going up the house. Her mother said she was __________. Read and Learn Read the poem and answer the questions that follow. Bugs at Home Helen H. Moore There was once a tick Whose name was Tock. He made his home Beneath a rock. There was once an ant Whose name was Jill, She made her home Inside a hill. There was once a family of bees Whose name was Clive They made their home Inside a hive. Rock, hive, and hill You can believe me or not as you will, If they are not gone, they are living there still. Family Clive, Jim, and Jill!
130 Talk about It 1. According to the selection, what do you call the home of a tick? An ant? A bee? 2. Do they need these homes? Why? Why not? Try and Learn • Copy one stanza of the poem “Bugs at Home” on a separate sheet of paper. • Circle the personal pronouns in the stanza. • Connect the personal pronoun with the noun it refers to or replaces. Remember  Antecedents are nouns that are replaced by pronouns in sentences.  Personal pronouns should agree with their antecedents in number and gender.  Masculine – he (singular), they (plural)  Feminine – she, (singular), they (plural)  Neutral – it (singular), they (plural)
131 Do and Learn Fill in the blanks with a personal pronoun to complete the idea of the sentence. Answers will be written on a separate sheet of paper. Like people, animals have homes. (He, She, They) _______ live in special places where (he, it, they) ____ can be safe. These homes are close to where (she, it, they) _____ get food. A mother bird lives on a nest where (she, he, it) ______ keeps her babies while father bird searches for food. A spider spins a web for home. (It, she, they) ____ traps food in this web, too. Learn Some More Fill in the blanks with the correct pronoun that will complete the story. Write your answers in your notebook. Johnny Bee lives in a hive together with a swarm of bees. ______ work together to keep the hive safe and full of honey except for Johnny Bee. _____ always hides when ____ is time for work. His sister, Jenny Bee often tells him that the swarm needs his help. _____ tells Johnny what to do to help but _____ never listens. ____ flies away with his friends to play. One day, Johnny Bee flew away very early. ___ wanted to escape work. ___ looked at where Jenny Bee was. ________ was still asleep. He went with his friends. ______ played far away from the hive. It was getting dark when _____ returned to the hive. Where was the hive? _____ was not on the tree! A man walked away from the tree. _____ was carrying with him the bee hive with all the bees in a net. The swarm of bees lost the fight to protect their hive. _____ needed the help of Johnny and his friends but ______ were far away.
132 Read and Learn Read the poem. The Shape of Things Melsh Goldish What is a circle? What is round? A quarter rolling on the ground. A wheel is a circle, so is the moon A bottle cap or a big balloon. What is a square, with sides the same? The wooden board for a checker game. A slice of cheese, a TV screen A table napkin to keep you clean. What is a rectangle, straight or tall? The door that stands within your wall. A dollar bill, a loaf of bread, the mattress lying on your bed. What is a triangle, with sides of three? A piece of pie for you and me. A musical triangle, ding, ding, ding, A slice of pizza with everything! These are the shapes seen everywhere: a triangle, rectangle, circle, square. If you look closely where you’ve been, You’ll surely see the shapes you’re in!
133 Talk about It 1. What shapes are mentioned in the poem? 2. What are the objects that have the shapes mentioned in the poem? 3. What shape do you like most? Why? 4. Are shapes of things important? Why or why not? 5. 6. 7. Try and Learn Complete the chart below. Write your answers on a separate sheet of paper. Things mentioned in the poem Things that can be added to the list Remember Classifying is arranging or sorting things according to their similarities and characteristics.
134 Do and Learn Read the following paragraphs. Classify the underlined words into two groups. Give a name to each group. A. Mario, Jean, and Carla are from the same class in Grade 4. Luis and Lando, his twin brothers, are their friends who are also in Grade 4. They play soccer after class hours. Lanie, a Grade 6 pupil from Section B, also joins them in the game together with her Grade 4 brother, Paul. B. Teacher Paula gave Charlie ten packs of seeds. There were seeds of jackfruit, petsay, mango, patola, guava, raddish, kangkong, atis, chico, and watermelon. Help Charlie classify these seeds into two groups. Name of the Group Name of the Group Name of the Group Name of the Group
135 Learn Some More A. Read the words in each row. Three of the words belong to one group. Identify the word that does not belong. Write your answer on a separate sheet of paper. 1. bread car candy soup 2. blue rainbow green red 3. arm three four fifteen 4. plane house bus bike 5. tree plant ant flower B. Classify the following words into three columns. Write the words under the correct heading. Write the answer on a separate sheet of paper. classmates teacher mother medicine sala desk books ambulance bedroom clothes doctor divan C. List the things that you can find at home. Then, classify them in the following categories. Write your answers on a separate sheet of paper. bedroom kitchen bathroom WISDOM ELEMENTARY SCHOOL
136 Week 3 - Fun in the Rain Sing and Learn! Sing the poem to the tune of “Twinkle, Twinkle Little Star.” Cloud Song Floating clouds up in the sky, Changing shapes as you pass by. Floating by without a sound. Won’t you come and touch the ground? Floating clouds up in the sky, Changing shapes as you pass by. Talk about It 1. What is the song about? 2. What is the cloud doing according to the song? 3. What did the child want the cloud to do? Why? Find Out and Learn 1. How can you understand poems or stories better? 2. What questions should you ask to know if you understood what you heard or listened to? 3. What answers will you have if you ask these wh- questions?
137 Remember Noting details is an important reading skill for children to learn. We note details by asking wh- questions who, what, where, when, and how. Listen and Learn Get information from the paragraph below by asking wh- questions. Write wh- questions for the selection below. Write these questions on a separate sheet of paper. Clouds are formed as part of the process called the water cycle. Water from the land and seas goes up in the sky and forms clouds. When clouds are already heavy, they release water in the form of rain. Read and Learn Read the poem. Little Cloud Eric Carle The clouds drifted slowly across the sky. Little Cloud trailed behind. The clouds pushed upward and away. Little Cloud pushed downward and touched the tops of the houses and trees.
138 The clouds moved out of sight Little Cloud changed into a giant cloud. Little Cloud changed into a sheep. Sheep and clouds sometimes look alike. Little Cloud changed into an airplane. Little Cloud often saw airplanes flying through the clouds. Little Cloud changed into a shark. Little Cloud once saw a shark through the waves of the ocean. Little Cloud changed into two trees. Little Cloud liked the way trees never moved and stayed in one place. Little Cloud changed into a rabbit. Little Cloud loved to watch rabbits dash across the meadows. Then Little Cloud changes into a hat. Because . . . Little Cloud changed into a clown and needed a hat. The other clouds drifted back. They huddled close together. “Little Cloud, Little Cloud,” they called. “Come back.” Little Cloud drifted toward the clouds. Then all the clouds changed into one big cloud and . . . rained!
139 Talk about It 1. What is the poem about? 2. What different shapes did Little Cloud form? 3. What happened when Little Cloud joined the other clouds? 4. How was rain formed according to the poem? 5. Based on lessons in Science, how is rain formed? Do and Learn Read the poem “Little Cloud” again. Write five wh- questions that you can ask to check if you can remember details from the poem. Write the answers beside the questions you have written. Questions 1. _______________ 2. _______________ 3. _______________ 4. _______________ 5. _______________ Answers 1. _______________ 2. _______________ 3. _______________ 4. _______________ 5. _______________
140 Read and Learn Read the story. Mushroom in the Rain Mirra Ginsburg (1974) One day, an ant was caught in the rain. “Where can I hide?” he wondered. He saw a tiny mushroom peeking out of the ground in the clearing and hid under it. He sat there waiting for the rain to stop. But the rain came down harder and harder. A wet butterfly crawled up to the mushroom. “Cousin ant, let me come in from the rain. I am so wet, I cannot fly.” “How can I let you in?” said the ant. “There is barely enough room for one.” “That does not matter,” said the butterfly. “Better crowded than wet. “The ant moved over and made room for the butterfly. The rain came down harder and harder. A mouse ran up. “Let me in under the mushroom. I am drenched to the bone.” “How can we let you in? There’s no more room here.”
141 “Just move a little closer.” They huddled closer and let the mouse in. And the rain came down and came down and would not stop. A little sparrow hopped up to the mushroom, crying. “My feathers are dripping, my wings are so tired! Let me in under the mushroom to dry out and rest until the rain stops.” “But there is no room here.” “Please! Move over just a little!” They moved over and there was room enough for the sparrow. Then a rabbit hopped into the clearing and saw the mushroom. “Oh! Hide me!” he cried. “Save me! A fox is chasing me!” “Poor rabbit,” said the ant. “Let’s crowd ourselves a little more and take him in.” As soon as they hid the rabbit, the fox came running. “Have you seen the rabbit? Which way did he go?” he asked. “Oh! We have not seen him.” The fox came nearer and sniffed. “There is a rabbit smell around. Isn’t he hiding here?” “You silly fox! How could a rabbit get in here? Don’t you see there isn’t any room?”
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
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K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
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K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
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K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
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K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
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K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
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K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
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K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
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K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)
K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)

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K TO 12 GRADE 4 LEARNER’S MATERIAL IN ENGLISH (Q1-Q4)

  • 1.
  • 2. DEPED COPY ii English – Grade 4 Learner’s Material First Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institution and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide. Those who have not entered the agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02) 439-2204, respectively. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Printed in the Phillipines by Vibal Group, Inc. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: imcsetd@yahoo.com Development Team of the Learner’s Material Consultants and Editors: Felicitas Pado, PhD Ofelia Flojo, PhD Nemah Hermosa, PhD Perla Cuanzon, PhD Rosalina J. Villaneza, PhD Authors: Grace U. Rabelas Gretel Laura M. Cadiong Jennalyn S. Datuin Victoria D. Mangaser Valeria Fides G. Corteza Evelyn F. Importante Lilibeth A. Magtang Ma. Rita Teresa V. Riñosa Mary Jane T. Ganggangan Rose Ann B. Pamintuan Rosalina B. Mejorada Michelle L. Mercado Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva Layout Artists: Camille Francesca Mondejar Ezekiel Quijano Cheradee B. Lumitap Matthew Daniel V. Leysa Jerby S. Mariano All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 3. DEPED COPY 1 Quarter I Me and My World All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 4. DEPED COPY 2 Week 1 - Special People, Special Days Think and Tell Look at the people in the drawing. How are they similar? How are they different? Are you like them? In what ways are you like them? In what ways are you different from them? Tell us something about yourself. . Find Out and Learn Read the paragraph and look for the words with the long a sound. When the sun came, Kabunian got some clay. He made a man. He wanted the man to take care of the earth. But the men Kabunian made were not the same. One was black, another was white, and the last one was brown. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 5. DEPED COPY 3 Compare how the following words are pronounced: mat + e = mate man + e = mane cap + e = cape hat + e = hate pan + e = pane nap + e = nape rat + e = rate tap + e = tape What is the sound of a when letter e is added at the end of the word? Read the following words: date game bake cane age ape male gate lame cake lane cage cape pale late name lake pane page nape sale mate same make vane wage tape tale Try and Learn Exercise 1 Read the sentences. Answer the questions. 1. Jake takes the ape to the lake. Where does Jake take the ape? 2. Kate bakes a cake. What does Kate bake? 3. Rene is late for his game. Who is late for the game? 4. The lame man has a cane. What does the lame man have? 5. The cape is on sale. What is on sale? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 6. DEPED COPY 4 Exercise 2 Write the word for each illustration to complete the short story below. Rewrite the story in your notebook. Read the story then answer the questions that follow. Jake has a ______ He put the _______ on the _____ . An _____ took the _____ The _____ put the ____ on the window _____ . 1. Who has a rake? 2. Where did he put the rake? 3. Who took the rake? 4. Where did the ape put the rake? . . All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 7. DEPED COPY 5 Do and Learn Read the poem with correct intonation and expression. Pronounce correctly the words with long a. Ice Cream Cakes Collete Hiller Ice cream cake, ice cream cake I could eat it all day from the minute I wake I wouldn’t miss peas or carrots or grapes If I could eat loads of ice cream cake. Ice cream cake, ice cream cake I could eat it all day, plate after plate I wouldn’t miss apples or tuna paste If I could eat loads of ice cream cake. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 8. DEPED COPY 6 Learn Some More Read the riddles and complete the puzzle. 1 2 3 4 5 6 7 Across: 2. People cross the road through me. I am called the pedestrian ___________. 4. I cannot walk easily as others. I need my cane wherever I go. 6. I am neither an ocean or a sea. I am a small body of water surrounded by land, though a river I could never be. 7. It looks like a monkey for it belongs to the same family. What could it be? Down: 1. You put a candle on me. You slice and eat me. I am a sweet treat on your birthday. 3. I rhyme with lane. I am a window _________. 5. Know me: call me, for this is how I am. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 9. DEPED COPY 7 Read and Learn What do you usually have when you celebrate your birthday? Do you also have a cake? How did Kate get a cake for her birthday? Find out as you read the story. A Cake for Kate Gretel Laura M. Cadiong Kate was turning ten. But she was not happy. Birthdays were ordinary days for her. She never had a birthday party. She never had a cake on her birthday. But she wished she could have one. After school, she would stand near the gate to sell rice cakes that her mother made. One late afternoon, Kate saw a big box on one of the benches. She picked it up and opened it. There were glasses, spoons, and forks. There were also boxes of wrist watches, a bag of marbles, chocolates, combs, and some dresses. She closed the big box. She brought it to the principal’s office. The next day, Mr. Basa, the school principal and a lady came to Kate’s class. The lady was Mrs. Salas, the owner of the box. Mr. Basa looked for Kate and he told Mrs. Salas how Kate found the big box. Mrs. Salas thanked Kate. “I just arrived from Cebu and the things inside the box are my pasalubong for my family,” she said. “I was in your school because I had to fetch my nephew. Then, I forgot that box,” she added. Sunday came. It was Kate’s birthday. After attending mass, Kate and her mother went home. They were surprised to see Mrs. Salas waiting for them. “Happy birthday, Kate,” Mrs. Salas said. “I brought you a gift. I asked your teacher about you and I am happy to know that you are not only a helpful daughter but an honest girl, too.” She gave Kate a red box tied with a ribbon. Kate opened the box. What a surprise! It was a cake for her birthday! All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 10. DEPED COPY 8 Talk about It Answer the following questions. 1. What did Kate sell after her classes? 2. Why do you think did Kate sell rice cakes? 3. What did Kate see one afternoon? 4. What did she do with the box? 5. If you were Kate, what would you do with the box? 6. How did Mrs.Salas thank Kate for returning her box of pasalubong? 7. How do you think did Mrs. Salas learn about Kate’s birth- day? Write about It Write at least two short sentences about the following persons. a. Kate 1. ________________________________________ 2. ________________________________________ b. Mrs. Salas 1 .________________________________________ 2. ________________________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 11. DEPED COPY 9 Find Out and Learn Let us name the objects that Kate saw in the pasalubong box. Write the name of each picture on your paper. A B 1. What do you call the words you wrote? 2. Do they show more than one noun? 3. What do you call a noun which is more than one? 4. What letter or letters are added to the noun to mean more than one? 5. How do the nouns in column A form their plural? 6. How do the nouns in column B form their plural? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 12. DEPED COPY 10 Here are more examples. Read them. trees potatoes benches boys tomatoes boxes umbrellas mangoes classes Remember  Nouns which are more than one are called plural nouns.  Nouns that form their plural by adding -s or -es are called regular nouns. Examples: egg – eggs table – tables pen – pens  Nouns ending in -ss, -sh, -ch, -x, and -z form their plural by adding -es. Examples: class – classes church – churches wish – wishes box – boxes  Some nouns ending in -o form their plural by adding -es. Examples: tomato – tomatoes potato – potatoes However, most nouns that end in -o form their plural by adding -s only. Examples: radio – radios piano – pianos All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 13. DEPED COPY 11 Try and Learn Excercise 1 Write the words for the following images. 1. __________ 6. ____________ 2. ___________ 7. __________ 3. __________ 8. ___________ 4. __________ 9. ___________ 5. __________10. __________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 14. DEPED COPY 12 Exercise 2 Complete the sentence with the correct form of the noun. The pictures will help you. 1. Mother needs ____________ for our unused clothes. 2. The ______________ are in school. 3. We made _____________ in class. 4. During the Holy Week, our family visited different _______________. 5. The boys brought their __________ to the camp. 6. There were two ___________ on the stage. 7. Helen has ___________ on her hair. 8. The _____________ are in the field. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 15. DEPED COPY 13 Week 2 - Caring Ways Think and Tell Look at the poster. Can you tell the class something about it? Use the following statements to guide you in saying something about the poster. This poster is about _____________________________________________. It tells us that _____________________________________________. This poster will make the people _____________________________________________. MILLIONS All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 16. DEPED COPY 14 Find Out and Learn Read the following sentences. Take note how the underlined words are read. 1. Androcles saw a lion with a bleeding wound. 2. The king freed Androcles. 3. The lion got near its victim. 4. He would feed the lion with some meat. 5. The lion was lying on some dried leaves. How are the underlined words pronounced? Notice how we group the underlined words. Words with -ee Words with -ea feed meat freed near bleeding leaves What is the common vowel sound in the words? How is it pronounced? What letters produce the long e? Read more words with long e. eagle neat feed peel deer east meat seed feel feet ear leaf reed heel seat seal bead weed reel heat All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 17. DEPED COPY 15 Try and Learn Exercise 1 Read the phrases. feel the heat the seed of a weed hear the beat the heels of the feet feed the eagle a neat seat Exercise 2 Read the sentences and answer the questions. 1. The seal feeds on meat. What does a seal feed on? 2. There’s a seed on the seat. What is on the seat? 3. I hear the beat of the drum from the east. Where does the beat of the drum come from? 4. The leaves are green. What is the color of the leaves? 5. The eagles fly to the east. What flies to the east? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 18. DEPED COPY 16 Exercise 3. Word Search Puzzle Find words with long e sound in this puzzle. Write the words on your paper. m s b e a d b e e f b e s e a t d e g b k t f r g r e e n c m e a t y w Do and Learn Read the short story and answer the questions that follow. Teddy is an eagle. He loves to fly to the east. One day, he found a green bead on a leaf. The eagle thought the bead was a seed. So he ate the bead. Teddy did not like the bead. He could feel the hard bead. “Meat is better,” he said. “I will fly to the east to look for some meat.” 1. What is Teddy? 2. What did Teddy find? 3. What did he do with the green bead? 4. Why did he not like the green bead? 5. Why did Teddy fly to the east? 6. If you had a pet eagle, what would you feed it? Why? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 19. DEPED COPY 17 Learn Some More What’s the Word? Figure out the words using the clues provided. 1. The 1st letter is the 19th letter of the alphabet. The next two letters are twins that follow the 4th letter of the alphabet. The last letter is the beginning letter of the word “did.” What’s the word? Clue: A new plant can grow from this. 2. Write the 12th letter followed by the 5th letter of the alphabet. The 3rd letter is the 1st letter of the alphabet. The last letter is also the last letter of the word “beef.” Clue: This is the green part of the plant. 3. Write the letter that follows the letter “o.” The 2nd and the 3rd letter is similar to the 2nd and 3rd letter of the word “meat.” What’s the word? Clue: This is a small, round, green seed. 4. Start with the 2nd and 3rd letters of peas. Next, write the 7th letter of the alphabet. Then, follow the 12th letter and end it with the 5th letter. What’s the word? Clue: This is a flying bird. 5. The 1st letter is the sound that snakes make. The 2nd letter follows letter D. The 3rd letter is the beginning letter of “ape.” The last letter is also the last letter of “bell.” What’s the word? Clue: This is a sea mammal with big flippers. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 20. DEPED COPY 18 Read and Learn How did the big man help the little girl? Find out in the story. Big Feet – Bigger Heart (Adapted from Chicken Soup for the Soul) by Jack Canfield and Mark Hansen It was a very hot day. Everybody was looking for some kind of relief, so an ice cream store was a natural place to stop. A little girl, holding her money tightly, entered the store. But before she could buy the ice cream, the store clerk told her to go outside and read the sign on the door. “Stay out until you put on some shoes,” he said. The little girl went out slowly, and a big man followed her out of the store. He watched as the little girl stood in front of the store and read the sign: “No Bare Feet.” Tears started rolling down her cheeks as she walked away from the store. Just then the big man called her. He was sitting on a bench while he took off his size-12 shoes and put them in front of the girl. “Here,” he said, “You won’t be able to walk in these but if you can slide along, you can get your ice cream.” Then he lifted the girl up and set her feet into the shoes. “Take your time,” he said. “I get tired of moving them around and it will feel good to just sit here and eat my ice cream.” The girl’s eyes lit up. She immediately went to the counter and ordered her ice cream. He was a big man, all right. Big belly, big shoes, but most of all, he had a big heart. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 21. DEPED COPY 19 Talk about It 1. Why did the little girl want an ice cream? 2. Where did she go to buy the ice cream? 3. Did the girl have a lot of money? How do you know? 4. Why did the store clerk send the little girl outside? 5. How did the big man help the little girl? 6. Who is referred to in the title “Big Feet – Bigger Heart?” Why is he called such? 7. Where could this story have happened? Could this incident happen in our country? Why? Write about It Imagine the place where the little girl bought the ice cream. Would you like to visit the place, too? Write at least two sentences about the place. 1. _________________________________________________ ________________________________________________. 2. ________________________________________________ ________________________________________________. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 22. DEPED COPY 20 Find Out and Learn Read and act out the dialog. Mother: Vicky, please help me prepare the things we will bring to the picnic. Vicky: Of course, Mother! What will I do? Mother: Put some spoons and forks and two knives in that basket. Make sure to put plates and table napkins, too. Vicky: Should I also put some glasses, Mother? Mother: Yes, please. There are loaves of bread on the table. Please put them in the basket, too. I’ll put the mangoes and strawberries in another basket. Vicky: Could we bring some candies, Mother? I’m sure Susie and Tom will like them. Mother: Not too many, Vicky. Children should eat fruits more than candies. Vicky: Okay, Mother. Everything is ready for the picnic. What are the things that Vicky and Mother prepared for the picnic? Are these nouns singular or plural? How are plural nouns formed? Study this chart. A B Singular Noun Plural Noun Singular Noun Plural Noun spoon spoons knife knives plate plates glass glasses fork forks strawberry strawberries How do the nouns in Group A form their plural? How do the nouns in Group B form their plural? In the word knife,what do we do with the letters f/fe before adding -es? In the word strawberry, what do we do to the letter y before adding -es? What other rules can you give when forming the plural of nouns? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 23. DEPED COPY 21 Remember Here are some more rules to remember when forming the plural of regular nouns:  Some nouns ending in -f/fe form their plural by changing f to v before adding -es. Examples: leaf – leaves life – lives elf – elves wife – wives hoof – hooves Exceptions: handkerchief – handkerchiefs roof – roofs  Some nouns that end in -y form their plural by changing y to i before adding -es. Examples: candy – candies sky – skies berry – berries  However, when the letter before -y is a vowel, just add s. Examples: boy – boys key – keys tray – trays All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 24. DEPED COPY 22 Try and Learn Exercise 1 Write in your notebook the correct form of the plural nouns in the following sentences. 1. Mother bought some (blackberrys, blackberries) at the market. 2. She baked some (loafs, loaves) of blackberry bread. 3. We divided the bread into (halfs, halves). 4. Eric, my brother, won’t eat them because someone told him that blackberry bread is for (fairys, fairies) only. Exercise 2 In the story below, the nouns in parentheses are in their singular form. Use the plural form of each noun in parentheses. Rewrite the story in your notebook. Ina loves to write (story). She writes about (fairy) and (elf). She wrote a story about a boy who ate (loaf) of bread because he wanted to grow big and touch the sky. She also wrote a story about a girl who got lost in the forest while picking some wild (berry). But what she loves most is her story about two (lady) who quarreled because of their (baby). There is a good lesson to be learned in this story. Do and Learn Write a sentence using the plural form of the following nouns: 1. key 5. trolley 2. wolf 6. handkerchief 3. calf 7. half 4. strawberry 8. roof All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 25. DEPED COPY 23 Week 3 - The World in My Eyes Think and Tell What places in the world would you like to visit? Complete the sentence that follows. I want to visit __________________ because ______________ __________________________________________________. Find Out and Learn Read the paragraph. Note how the underlined words are pronounced. Mike and Spike are mice. They wanted to go on a trip. They had to find time to make money. They picked ripe limes and made wine. They made money to buy a bike. They biked miles and miles and had a nice time. What is the common sound of the underlined words? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 26. DEPED COPY 24 Compare how the following words are pronounced: rid + e = ride pip + e = pipe kit + e = kite bit + e = bite What is the sound of i when letter e is added at the end of a word? What is the sound of the long vowel i? Read the words. dine fine dike five bike ride mice hide line nice bite side wide time ripe nine kite tide Try and Learn Exercise 1 Read the phrases. five nice mice dine with wine a nice ride a wide dike ride a bike side by side time to dine fly nine kites hide the dice Exercise 2 Read the sentences. Answer the questions after each sentence. 1. The five nice mice will ride a bike. Who will ride a bike? 2. It’s time to dine after five. When is the time to dine? 3. We will fly nine kites in the countryside. What will we do in the countryside? 4. We saw a wide dike. What did we see? 5. Mike had a nice ride. Who had a nice ride? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 27. DEPED COPY 25 Exercise 3 Complete the story with words having long i. Some pictures in the box will help you. Last summer, my family went camping. There were ______ of us. The place was beautiful. It was near a _________. We saw wild flowers. We also saw some bees in a ________. At night time, we made a ______. During the day we flew a big ________. We also rode a ________. We had a nice _______ together. Do and Learn Read the following story. Answer the questions that follow. Mike has a kite and a bike. He rides on his bike to the dike. He flies his kite by the dike. One day, the kite fell in the dike. Mike was sad. He had no more kite. 1. Who had a kite? 2. Where does Mike fly his kite? 3. How does Mike go to the dike? 4. What happened to the kite? 5. If you had a kite, would you fly it by the dike? Why? 5 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 28. DEPED COPY 26 Learn Some More Tell a story about the picture. Write at least three sentences about it. Use the words below to make your sentences. Be ready to share your story with the class. bike kite hike dike line of pine trees All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 29. DEPED COPY 27 Read and Learn What do children all over the world do? Find out in the poem. We Are One World Meish Goldish Pierre lives in Canada, Marla lives in Spain. But both like to ride their bikes Along the shady lane. Liv lives in Norway, Ramon is in Peru. But both laugh with the giraffe When visiting the zoo. Anwar is Egyptian, Kim is Japanese. But both run beneath the sun And fly kites in the breeze. Jack is from the U.S.A., Karintha is from Chad. But both can write a poem at night Upon a writing pad. Children live all over, The world’s a giant ball. But far and near, it’s very clear We’re one world after all. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 30. DEPED COPY 28 1. In what ways are the children all over the world alike? 2. In what ways are they different? 3. Would you like to have a friend from another country? Why? 4. What would you tell your friend about your country? 5. What would you ask your friend about his/her country? Write about It Write a letter to your friend. Tell him/her things you love doing as a Filipino. Ask your friend about what children in their country love doing. Find Out and Learn Read the short poem. Help! Gretel Laura M. Cadiong I wonder why English words are not fixed If root is roots then why is foot, feet? I have one tooth but when many they are teeth, Please answer me for I cannot wait. House becomes houses but mouse is mice, Blouse to blouses but louse is lice, A boy or a girl is a child but both are children Add one more man and it will become men. Are these words true? Help me, please do. Talk about It All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 31. DEPED COPY 29 Nouns that form their plural by changing their spelling are called irregular nouns.  Some nouns form their plural by changing their spelling. Examples: goose – geese man – men child – children  Some irregular nouns have the same singular and plural form. Examples: deer sheep news Try and Learn Complete each sentence with the correct plural noun. 1. Father caught three (mouse) ____ in the rice field. 2. One mouse had long (tooth) ______ that stuck out from its mouth. 3. Another mouse had very long (foot) ___________. 4. When the (child) _______ saw the three (mouse) _______, they felt afraid. 5. Louna said they might bite her (foot) _____________. Remember All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 32. DEPED COPY 30 Do and Learn With a partner, change the nouns inside the parentheses into plural forms. Present the dialog to the class. Pupil A: Hello, _____________. I heard some great (news) today. Pupil B: Oh, and what is the (news)? Pupil A: There were three (deer) caught by some (man) in the forest. Pupil B: What happened to the (deer)? Pupil A: Some scientists will study them. The news said, the (deer) have extraordinary long (foot), long shiny antlers and sets of long, pointed (tooth). They are rare kind of (deer). Pupil B: Oh, it’s really great news. I wish they would bring them to a zoo so many (child) can see them. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 33. DEPED COPY 31 Week 4 - Dreams and Wishes Think and Tell Draw your work tower. Write your wishes and dreams in your tower. Share it with your classmates. What do you wish for yourself? What do you wish for your family? Try and Learn Arrange the events as they happened in the story “Tower to the Moon” that your teacher read. ____The king sent for the best carpenter in the kingdom. ____The king climbed higher and higher until he came to the top of the tower. ____The king commanded that every box in the kingdom be brought to the carpenter. ____The carpenter and his helpers drew lines on big sheets of paper. They hammered and measured. ____The carpenter yelled at the king that there were no more boxes anywhere. ____The carpenter and his helpers walked to the tower and pulled out the bottom box. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 34. DEPED COPY 32 Remember The sequence is the order in which events take place. Understanding the sequence of events can help you know what is happening and why it happens. Do and Learn Write 1-5 to sequence the events as they happened in the story “In a Minute.” _______ Mother told Juana to close the door of the room. Juana said, “In a minute.” _______ Mother asked Juana to get a glass of water. She said, “In a minute, Mother.” _______ Juana saw the feathers scattered all around the room. _______ The cat entered the room and saw Juana’s pet parrot. _______ Juana cried and cried. She no longer said “In a minute.” Find Out and Learn Read the paragraph. Pay attention to the words in boldface. Pronounce them the way your teacher did when he/she read the story. The king sits on a high throne. He wants to go to the moon. So he commands a carpenter and his men to build a tower for him. They think of a way to build a tower. They post a notice to gather all the boxes in the kingdom. The carpenter and his men know that the boxes will not be enough to build a tower. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 35. DEPED COPY 33 Where does the king sit? What does he want to do? What do they post to gather all the boxes? Could they build a tower with the boxes? Why? Why not? Try and Learn Exercise 1 Read other words with long o. go code bone rope throne so rode cone stove notice Exercise 2 Read the phrases. the dog’s bone an ice cream cone use the code rode to a cove poke with a pole Exercise 3 Read the sentences. • I gave my dog a bone. • Don’t drop the ice cream cone. • Use the code to open the door. • We rode to the cove. It was fun! • Poke him with a pole, so he can move. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 36. DEPED COPY 34 Exercise 4 Read the rhyme. Who’s Afraid? Grace U. Rabelas One day I heard a different tone It woke me up It chilled me to the bone “What could it be?” I spoke alone. Will I open Or close tightly my door? After a while I heard it no more Well, I hope it’s just Rome With a brand new joke Every time he comes home. Recite the rhyme in unison, by groups, or individually. Do a choral recitation of the poem afterwards. Do and Learn Fill in each blank with the correct word to complete the rhymes. Tie a ______. To ______ the door. Or try the _______. It’s not a _________. Give the dog a ______. Eat the ice cream _______. Clean your room _________. And be happy to be ________. joke open code rope alone bone cone home All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 37. DEPED COPY 35 Read and Learn Read the poem. Cooking in the Kitchen When you’re cooking in the kitchen, You’re learning all the while — To pour and measure, mix and stir And sift flour into a pile. Have a hot pad handy And a grown-up standing by— So you won’t hurt yourself When using the stove or baking a pie. Wash your hands before you start Then gather up the gear - Like pots and pans and measuring cups That you use throughout the year. Besides the fun and learning, There’s always cleaning up to do, And even though it’s quite a chore, It’s part of cooking, too. Go over the recipe, step-by-step, So you’ll know just what to do. By carefully following the directions, It won’t be hard for you. But after all the work is done, It will soon be time for dinner. And when someone asks for seconds, You’ll know you’ve cooked a winner! http://www.canteach.ca/elementary/songspoems77.html 1. List down three reminders when cooking a.____________________________ b.____________________________ c.____________________________ 2. What other reminders can you add to the list? a.____________________________ b.____________________________ c.____________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 38. DEPED COPY 36 Say something about each picture. Try and Learn Arrange the set of activities as mentioned in the poem. Think and Tell DEPED COPYDEPED Clean up. Wash your hands. Go over the recipe step-by-step. Serve the dinner. Prepare the pots, pans, and other needed materials. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 39. DEPED COPY 37 Do and Learn A. Arrange the steps in baking a cake. 1. Put the mixture in the oven. 2. Mix all the ingredients. 3. Let the cake cool down. 4. Put some icing or frosting on the cake. B. Number the sentences in the order a sandwich is made. Susan made a peanut butter and jelly sandwich. _____ Finally, she ate it. _____ Next, she spread jelly on another slice of bread. _____ After spreading the jelly, she put the two slices of bread together. _____ First, she spread peanut butter on one slice of bread. Learn Some More What are the steps in cooking scrambled eggs? Complete the process by supplying the missing steps. 1. Break one or two eggs in a bowl and add a pinch of salt. 2. ___________________________________ 3. Heat a little oil in the pan. 4. ___________________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 40. DEPED COPY 38 Find Out and Learn Read the paragraph. Gabbie helped her mother bake their favorite cake. First, they prepared the baking tin, spoon, bowl, and other utensils. Then, they gathered all the ingredients for the cake like flour, sugar, butter, milk, chocolate, and some eggs. After everything was ready, they mixed all the ingredients in the bowl. Next, Mother poured the mixture in the baking tin. Then, she placed it inside the oven. After an hour, the cake was ready. Gabbie added some icing and fruits on top of the cake. Everybody enjoyed Gabbie’s special chocolate cake. Answer the questions. 1. What did Gabbie and her mother bake? 2. What did they prepare before baking the cake? 3. What ingredients were used to bake the cake? 4. What did Gabbie add on top of the cake? 5. Why do you think everybody enjoyed the cake? 6. Which nouns can be counted? Which nouns cannot be counted? Remember Count nouns are nouns which can be counted as one or more. Mass nouns are nouns which cannot be counted. Generally, they cannot be pluralized. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 41. DEPED COPY 39 Try and Learn Read the poem. Identify the count nouns and mass nouns. I Love the Market Grace U. Rabelas Today I will visit the old market Buy some goods and fill my basket Tomatoes, potatoes, and a kilo of meat For the soup and stew that I love to eat. I would care for some apples and bananas, too, Peanuts, rice, and corn, a kilo of them will do Then a bottle of vinegar and a jar of spices. Cabbage, lettuce, vegetables of all sorts and sizes. If there will be coins left in my pocket, I will buy my favorite box of chocolate. Going to the market I simply love to do. I think you’ll love doing it, too. Learn Some More Your mother sent you to the market/grocery store. With a partner, prepare a list of things you are going to buy. Market List _____________ ______________ _____________ ______________ _____________ ______________ _____________ ______________ _____________ ______________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 42. DEPED COPY 40 Do and Learn Listen as the teacher says the steps and shows you how to prepare fruit salad. First, wash the fruits. Next, peel the fruits. Then, slice the fruits into small cubes or pieces. Then, mix the fruits together with milk or cream. Lastly, share the salad with everyone. Remember The words first, next, then, and lastly are called signal words. Signal words introduce the steps in a process or a sequence of events. Write about It Here are three tasks for you. Write the directions for each task. A. Write directions for crossing the street. B. Write directions for brushing one’s teeth. C. Write directions for cooking rice. First, ______________________________ Next, ______________________________ Then, ______________________________ Finally, _____________________________ All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 43. DEPED COPY 41 Week 5 - Giving Care, Getting Wise Think and Tell What do you notice about the girl in the picture? How do you know that the girl is sick? Have you ever been sick? What made you feel better when you were sick? Listen to your teacher as he/she reads the story “Haluhalo Espesyal.” Which of the six events happened first? What happened second? What happened last? A. B. C. D. E. F. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 44. DEPED COPY 42 Try and Learn A. Recall how Lola Itang prepared the haluhalo. Arrange the steps in preparing the haluhalo. . Pour the milk. Add a spoonful of ube and a slice of leche flan. Mix everything using a long spoon. Fill half of the tall glass with the following sweets: beans, banana, nata de coco, gulaman, and jackfruit. Add sugar, and then fill the remaining half of the glass with shaved ice. B.Listen to your teacher as he/she reads another short story.Arrange the pictures of the events as they happened in the story. A. B. C. D. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 45. DEPED COPY 43 Find Out and Learn This is Lola Itang’s special haluhalo. Name the ingredients of Lola Itang’s haluhalo and classify them as count nouns or mass nouns. Count Nouns Mass Nouns Read and Learn Read the paragraph. Lola Itang is busy in the kitchen. She is busy preparing Jackie’s favorite treats. She has just finished baking the rice cakes. Lola Itang’s rice cakes have a sprinkling of coconut shreds. They have slices of cheese on them. Then, she cooked a pot of champorado. While cooking champorado, she took out from the oven the ensaymada that she also baked. She spread a teaspoon of butter and a spoonful of sugar on the ensaymada. Lola Itang has the best haluhalo. She mixes all sorts of nice things in her glasses of haluhalo. She puts slices of nata de coco, spoonfuls of ube jam, and slices of leche flan. Then she adds a half cup of milk and shaved ice. The haluhalo looks delightful with its swirl of colors. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 46. DEPED COPY 44 • What is placed on top of Lola Itang’s rice cakes? • What else are placed on the rice cake? • What did Lola Itang cook? • What did she spread on the ensaymada? • What food did Lola Itang prepare? • What ingredients did she put in the haluhalo? • What made the haluhalo look delightful? Try and Learn Read the phrases. sprinkling of shredded coconut slices of cheese a pot of champorado a dab of butter a spoonful of sugar glasses of haluhalo bits of nata de coco slices of leche flan spoonful of ube jam a half cup of milk shavings of ice a swirl of colors Quantifiers or counters are expressions of quantity. We use quantifiers to tell us how much or how little the mass nouns are. Some quantifiers are much, many, lots of, a little of, a bit of, a piece of, a glass of, a kilo of, or a pound of. Remember All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 47. DEPED COPY 45 Do and Learn What’s in the Refrigerator? A. List down the food items inside the refrigerator. Use quantifiers for the mass nouns. DEPED COPY B. Complete the lines of the poem with the appropriate counter or quantifier. Choose the quantifier from the box. Today I will bake my favorite pie. A treat for mother and my Aunt Sie. First, I will sift a _______ of flour. Add a ______ of yeast. Mix and leave the dough for an hour. Later, I will put two ______ of sugar. A ______ of milk, I’ll be sure it’s not vinegar. A couple of eggs would add some flavor. A ________ of vanilla and honey would do me a favor, Of making my pie the best that they could savor. spoonful cup kilo teaspoon can All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 48. DEPED COPY 46 Learn Some More Choose the correct counter/quantifier for the mass nouns from the box to complete the phrases. 1. A _______ of chocolates 2. A _______ of peanuts 3. A ________of grapes 4. A ________ of fries 5. A ________ of water 6. A ________ of soup 7. A ________ of coffee handful box cup bottle bowl jar plateful basket All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 49. DEPED COPY 47 Find Out and Learn Read the words. pure sugar sure cure What is the common sound in these words? Read other words with the long u sound. cube fuse excuse cute huge use amuse muse tube tune Try and Learn Exercise 1 Read aloud the following sentences. 1. Sugar is sweet. What do you use sugar for? 2. A bus is huge. Name other things which are huge. 3. I feel good when I hear my favorite tune on the radio. Do you have a favorite tune? What is your favorite tune? 4. I want a cube of ice in my glass of water. 5. I will use a long spoon for the haluhalo. 6. Father needs to change the fuse so he can turn on the lights. 7. The children were amused by the clown’s magic tricks. 8. I will be absent from class. So, I wrote an excuse letter. 9. The pretty girl was chosen to be the muse of the class. 10. Hello Kitty looks cute. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 50. DEPED COPY 48 Exercise 2 Read the phrases. tune of the piano pure sugar the huge cube excuse letter clean utensils Exercise 3 Read the sentences. The tune of the piano makes me sad. Pure sugar is really sweet. The huge cube fell from the roof. The teacher signed the excuse letter. We use clean utensils. Exercise 4 Read the rhymes. 1. Huge Uncle Luke looks like a real duke. Yesterday he was in the news. For the old pipe he blew Played a tune no one knew. 2. The cute little muse ate a cube of sugar And drank a tube of pure juice. She thought it’s a sure cure For the fume that made her mute. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 51. DEPED COPY 49 Read and Learn The Milkmaid Mutya, the Milkmaid, was going to the market carrying a huge pail of pure milk on her head. She hummed a happy tune while walking. As she went along, she began thinking of what she would do with the money she would get for the milk. “I’ll buy some chicken from Mang Tomas,” said she, “and they will lay eggs each morning, then I will sell the eggs to the mayor’s wife. With the money that I will get from the sale of the eggs, I’m sure I can buy myself a cute dress and a hat; and when I go to the market I would be a muse. Won’t all the young men come up and speak to me! Ana will be that jealous, but I don’t care. I shall just look at her and toss my head like this.” As she spoke, she tossed her head back, the pail fell down, and all the milk was spilled. She had to go home and tell her mother what happened. Talk about It 1. What did Mutya plan to buy with her money? 2. When did she stop thinking about her plans? 3. How did she feel about the spilt milk? 4. How do you think her mother feel? 5. What advice do you think did her mother give her? 6. If you were Mutya, what would you do? 7. How can Mutya realize her plans? 8. How can you realize your own plans? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 52. DEPED COPY 50 Using the events in the story, write or draw in each box to show the story sequence. Storyboard In the beginning… And then… Suddenly… And then… And then… In the end… Remember Graphic organizers are charts or visuals which are used to represent what we think of. They can help us understand what we read. In sequencing events, we use organizers like the storyboard, flow chart, story train, chain of events chart, and sequence chart. Do and Learn All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 53. DEPED COPY 51 Learn Some More Arrangetheeventstoformastory.Writeeacheventintheappropriate box in the chart. Be guided by the signal words. Story A  Pepito saw an old woman who was having a hard time crossing the street.  He approached the old woman and offered help, and the latter gladly accepted the offer.  When the two reached the other side of the street, the old woman gave Pepito a big seed. It was her way of thanking him.  When Pepito got home, he planted the big seed. The next morning he found a money tree in the place where he had put the seed! All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 54. DEPED COPY 52 Story B  One evening, Rhodora went to sleep without fixing her school things. While she was sleeping, she was interrupted by some noises.  Those were her school things – the bag, books, notebooks, pens, and papers. They all came alive!  Her school things were mad at her for not fixing them.  Rhodora asked forgiveness from her school things and promised to take care of them. Suddenly, she opened her eyes realizing everything was just a dream. Rhodora went to sleep without fixing her school things. Then, Next, And then, she asked forgiveness and promised to take care of her school things. Finally, All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 55. DEPED COPY 53 Story C Retell the story by sequencing the events in the chain of events organizer. The Bundle of Sticks (Aesop) An old man who was about to die called his sons to give them some parting advice. He ordered his servants to bring in a bundle of sticks, and he told his eldest son, “Break it.” The son strained and strained, but with all his efforts, he was unable to break the bundle. The other sons also tried, but no one of them was successful. “Untie the sticks,” said the father, “and each of you take a stick.” When they had done so, he called out to them: “Now, break,” and each stick was easily broken. “Do you see what I mean?” asked their father. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.
  • 56.
  • 57. ii English – Grade 4 Learner’s Material First Edition 2015 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institution and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide. Those who have not entered the agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02) 439-2204, respectively. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Printed in the Phillipines by Vibal Group, Inc. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: imcsetd@yahoo.com Development Team of the Learner’s Material Consultants and Editors: Felicitas Pado, PhD Ofelia Flojo, PhD Nemah Hermosa, PhD Perla Cuanzon, PhD Rosalina J. Villaneza, PhD Authors: Grace U. Rabelas Gretel Laura M. Cadiong Jennalyn S. Datuin Victoria D. Mangaser Valeria Fides G. Corteza Evelyn F. Importante Lilibeth A. Magtang Ma. Rita Teresa V. Riñosa Mary Jane T. Ganggangan Rose Ann B. Pamintuan Rosalina B. Mejorada Michelle L. Mercado Graphic Artist: Mr. Reynaldo A. Simple and Jason O. Villanueva Layout Artists: Camille Francesca Mondejar Ezekiel Quijano Cheradee B. Lumitap Matthew Daniel V. Leysa Jerby S. Mariano
  • 58. iii To you Dear Learners, This learner’s material will help you express your ideas, thoughts, and feelings about yourself, family, friends, your home, school, and community. This will also help you read with comprehension and apply critical thinking and reasoning skills. You will also learn how to write in different forms. You will love to do and talk about many things at home, in school, and even in your community using what you learned from this learner’s material. Please do not write anything on this book as this will be used next school year by pupils like you. Use either your paper or test notebook to answer the different activities. Have FUN learning! The Authors
  • 59. v Quarter 2: Science and Nature Week 1: Big or Small, Animals All Around Insect Bodies ..................................................... 100 Where Is the Caterpillar? .................................. 101 The Grouchy Ladybug ....................................... 102 Buddy and the Cat ............................................ 109 Pablo and the Eggs .......................................... 110 In the Beehive ................................................... 114 Animal Homes .................................................. 114 Firefly Hi ............................................................ 114 Ladybug Rhyme ............................................... 114 The Elephant Who Forgot What He Was ......... 119 Week 2: Making a Difference A Jar of Lollipops .............................................. 124 Bugs at Home ............................................ ...... 129 The Shape of Things ........................................ 132 Week 3: Fun in the Rain Cloud Song ...................................................... 136 Little Cloud ....................................................... 137 Mushroom in the Rain ...................................... 140 Week 4: At the Countryside Bamboos .......................................................... 153 Animal Beds ..................................................... 158 Over the Meadow ............................................. 160 Honey Bees ...................................................... 162 Week 5: Friendly Creatures Fish Is Fish ...................................................... 164 Week 6: A Place to Remember Bing the Little Whale Shark .............................. 179 A Day in the Farm ............................................. 185 Week 7: On Earth and Under the Sea How the Jellyfish Lost His Bones ..................... 188 In the Forest ..................................................... 191
  • 60. vi Week 8: Forest Adventures The Green Bird.................................................. 201 Week 9: All about Life Coconut - The Tree of Life ................................ 212 Old Mother Hubbard ......................................... 214 I Went Fishing .................................................. 216 The Leaves ....................................................... 217
  • 62. 98 Week 1 - Big or Small, Animals All Around Think and Tell Look at the bugs in the picture. Can you name them? Where can you find them? How do bugs differ from one another? Do you like bugs? Tell us why. 1. How can you tell a bug from other living things? 2. What are the body parts of a bug? 3. What bugs can you find at home? In the gardens? 4. Why do they stay in these places? 5. What do these bugs do? Talk about It
  • 63. 99 Find Out and Learn Copy the concept map in your notebook. Write the main idea of the poem “I Like Bugs!” read by the teacher. Then, provide the supporting details found in the poem. supporting details supporting details supporting details supporting details supporting details supporting details Main Idea Remember Every story, poem, or paragraph has a main idea. The main idea tells what the story, poem, or paragraph is about. The supporting details tell more about the main idea. They give the important details and describe the main idea for better understanding.
  • 64. 100 Do and Learn Identify the main idea and the supporting details in each stanza and write them on the graphic organizer like the one below. Do this on a separate sheet of paper. Insect Bodies Victoria Smith Every insect’s body has three parts.  Yes, every insect’s body has three parts.  Every insect has a head,  A thorax and abdomen,  Every insect’s body has three parts. Every insect’s body has six legs.  Yes, every insect’s body has six legs.  It has three legs on each side  And it walks on them with pride.  Every insect’s body has six legs. supporting details supporting details supporting details Main ideaMain idea
  • 65. 101 Learn Some More Read the poem below. Identify the main idea and the supporting details. Write your answers on a separate sheet of paper. Where is the Caterpillar? Where is caterpillar hiding today? We looked under the table. We looked on the chair. We looked out the window. But he was not there. Where is caterpillar hiding today? We looked in the fishbowl. We looked in the sink. We looked in the flowers. What did we see? A beautiful butterfly looking at me. Main Idea Detail Detail
  • 66. 102 Listen and Learn Listen to the story. The Grouchy Ladybug Eric Carle It was night and some fireflies danced around the moon. At five o’clock in the morning, the sun came up. A friendly ladybug flew in from the left. It saw a leaf with many aphids on it, and decided to have them for breakfast. But just then a grouchy ladybug flew in from the right. It, too, saw the aphids and wanted them for breakfast. “Good morning,” said the friendly ladybug. “Go away!” shouted the grouchy ladybug. “I want those aphids.” “We can share them,” suggested the friendly ladybug. “No. They’re mine, all mine,” screamed the grouchy ladybug. “Or do you want to fight me for them?” “If you insist,” answered the friendly ladybug sweetly. It looked at the other bug straight in the eye. The grouchy ladybug stepped back. It looked less sure of itself. “Oh, you’re not big enough for me to fight,” it said. “Then why don’t you pick on somebody bigger?” “I’ll do that!” screeched the grouchy ladybug. “I’ll show you!” It puffed itself up and flew off.
  • 67. 103 At six o’clock, it met a yellow jacket. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the yellow jacket, showing its stinger. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At seven o’clock, it met a stag beetle. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the stag beetle,” opening its jaws. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At eight o’clock, it came across a praying mantis. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the praying mantis reaching out with its front legs. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At nine o’clock, it almost flew into a sparrow. “Hey you,” said the grouchy lady bug. “Want to fight?” “If you insist,” said the sparrow opening its sharp beak. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At ten o’clock, it saw a lobster. “Hey you,” said the grouchy ladybug. “Want to fight?”
  • 68. 104 “If you insist,” said the lobster stretching its claws. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At eleven o’clock, it bumped into a skunk. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist.” said the skunk, starting to lift its tail. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At twelve noon, it spotted a boa constrictor. “Hey you,” said the grouchy lady bug. “Want to fight?” “If you insis-s-s-t,” said the snake, “right after lunch.” “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At one o’clock, it happened upon a hyena. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the hyena, laughing and showing its teeth. “Oh you’re not big enough,” said the grouchy ladybug and flew off. At two o’clock, it met a gorilla. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the gorilla beating its chest. “Oh you’re not big enough,” said the grouchy ladybug and flew off.
  • 69. 105 At three o’clock, it ran into a rhinoceros. “Hey you,” said the grouchy lady bug. “Want to fight?” “If you insist,” said the rhinoceros lowering its horn. “Oh you’re not big enough,” said the grouchy ladybug and and flew off. At four o’clock, it encountered an elephant. “Hey you,” said the grouchy ladybug. “Want to fight?” “If you insist,” said the elephant, raising its big tusks. “Oh, you’re not big enough,” said the grouchy ladybug and flew off. At five o’clock, it met a whale. “Hey you,” said the grouchy ladybug. “Want to fight?” But the whale did not answer at all. “You’re not big enough anyway,” said the grouchy ladybug and flew off. At five fifteen, the grouchy ladybug said to one of the whale’s flippers, “Hey you, want to fight?” But it got no answer. So it flew away. At five thirty the grouchy ladybug said to the whale’s fin, “Hey you, want to fight?” But got no answer so it flew away. At a quarter to six the grouchy ladybug said to the whale’s tail, “Hey you, want to fight?” And the whale’s tail gave the grouchy ladybug such a SLAP… that it flew across the sea and across the land. At six o’clock, the grouchy ladybug arrived right back where it had started from.
  • 70. 106 Talk about It 1. What is the story about? 2. What happened when the two ladybugs landed on the same leaf? Why? 3. Why did the grouchy ladybug fly away? 4. If you were the grouchy ladybug, what would have you done? 5. Why does the ladybug want to fight? 6. What did the grouchy ladybug do that day? 7. What does the ladybug say to the animals? Why? 8. How can you describe the ladybug? 9. What happened when the ladybug met the whale? 10. What did the ladybug say to the whale? 11. What did the ladybug do when the whale would not answer her? 12. Do you think the whale could hear the ladybug? Why not? 13. What happened when the ladybug reached the whale’s fin? 14. Where do we find the ladybug at the end of the story? 15. What do you think will happen to the grouchy ladybug after the day? “Ah, here you are again,” said the friendly ladybug. “You must be hungry. There are some aphids left. You can have them for dinner.” “Oh, thank you,” said the wet, tired, and hungry ladybug. Soon all the aphids were gone. “Thank you,” said the leaf. “You are welcome,” answered both ladybugs, and they went to sleep. The fireflies, who had been sleeping all day, came out to dance around the moon.
  • 71. 107 Learn Some More 1. Ladybug Circle of Friends (5 groups) Draw faces that will show one who is grouchy and one who is friendly. Say something about your drawings. 2. Art Connection Choose a part of the story that you like best. Draw and color your work. Talk about it in the class. 3. It’s My Bug! Make a replica or a model of a bug you like using some art materials. Find Out and Learn Read the paragraph. Answer the questions that follow. At five o’clock in the morning, the sun came up. A friendly ladybug flew in from the left. It saw a leaf with many aphids on it, and decided to have them for breakfast. But just then, a grouchy ladybug flew in from the right. It, too, saw the aphids and wanted them for breakfast. 1. When did the story happen? Read the part. Describe it. 2. Where did the story happen? Read the part. Describe it. 3. What do you call this part of the story? 4. Do all stories need a setting? Why? 5. Who are the characters of the story? Describe the two ladybugs in the story using the Venn diagram. Grouchy LadybugFriendly Ladybug
  • 72. 108 6. What do you call the persons/animals in the story? 7. What did the ladybugs want? How did the ladybugs solve their problems? How did the story end? Answer these questions using the chart below. Events Problem Ending Event 1: Event 2: Event 3: Remember  The elements of a story are setting, character, and plot.  The characters are the people or animals in the story.  The setting talks about the place and the time that the events in the story happened.  The plot is made up of the events that happened in the story. It consists of the beginning, the middle, and the ending. o Beginning – It gives the problem faced by the main character. o Middle – It presents the actions made by the characters to solve the problem. o Ending – It gives the solution to the problem.
  • 73. 109 Do and Learn Identify the elements in the story. Buddy and the Cat Little Buddy Cockroach is a house bug. Mother Bug always tells him to stay in dark places and hide. He listens to her with half an ear not really believing in what she says. “How could they not like me? I have beautiful, shiny wings, and long antenna. Surely, they would love me,” he thought. Then, Buddy saw a black cat and said, “I will show Mother Cockroach that she is wrong.” But when the cat saw him, it immediately jumped and started running after him with its sharp claws. Buddy ran as fast as he could to the dark place under the cabinet and never ever came out. 1. What is the setting of the story? Read the part where the setting is mentioned. 2. Who are the characters in the story? Describe each of the characters. 3. Identify the parts in the selection that helped you describe the character. Fill out the graphic organizer and write the plot of the story. Events Problem Ending Event 1: Event 2: Event 3:
  • 74. 110 Learn Some More Read the selection and do the activity that follows. Pablo and the Eggs Pete, the grasshopper, and his friend Pablo, the praying mantis, were playing in the garden. One day, they found some small round objects in the grass. Pablo wanted to play with them because they looked like small balls. He was about to pick them up when Pete stopped him, “Those are not playthings.” “They look like small eggs,” Pete said. “No, they are not eggs. I am going to play with these balls.” Pablo insisted. He got two and prepared to throw them. Suddenly the eggs broke and out came little bugs. Pablo was surprised. “Oh! They’re alive!” he said as each one ran in different directions. Pete laughed at the frightened Pablo, “See, I told you.” Identify the elements of the story by filling in the graphic organizers. Write the answers on a separate sheet of paper. Characters Titleof theStory Setting Characters Plot Beginning Middle Ending Title Setting Plot Beginning Middle Ending
  • 75. 111 Write about It Write a short story following the three story elements. Then, share your story to the class. Setting : ______________________________________ Characters : ______________________________________ Plot Beginning : ______________________________________ Middle : ______________________________________ Ending : ______________________________________ Find Out and Learn Read the sentences. 1. The ladybugs landed on a leaf one early morning. 2. They wanted aphids for breakfast. 3. The grouchy ladybug saw a stag beetle and wanted to fight with it. 4. The praying mantis prepared to fight with the ladybug. 5. The one-day old aphids were eaten by the bugs. Questions: • What are the underlined words in the sentence? • What can you say about these words? • What two words can you find in these words? • Can you think of other words which are combinations of two words?
  • 76. 112 Study the examples below. Column 1 Column 2 Column 3 baseball handshake newspaper sunshine rainbow report card fairy tale love letter one-half twenty-one sister-in-law  What can you say about the compound words in each sentence? Try and Learn Identify the compound words in the paragraph. Say if it is a one- word compound, two-word compound, or a hyphenated compound word. Janna loves to visit her grandmother in her farmyard on weekends. She loves to sit with her Lola Marta on the rocking chair and watch the fireflies at night. Lola Marta always reads fairy tales to Janna before bedtime. She also shows her how to cook pancakes in the frying pan. Janna proudly claims that she made forty-four cookies one weekend and shared one-half of them with the vice-president of their homeowners’ club.
  • 77. 113 A. Match the words in Column 1 with the words in Column 2 to form one-word compound words. Then, complete the sentences using the words formed. Do this on a separate sheet of paper. Column 1 Column 2 birth air class mates day port 1. We attended my cousin’s _________ party. 2. Their house was near the _______. We saw a lot of planes. 3. Most of those who were in the party were her __________. B.Combinethewordsintheparenthesestoformhyphenatedcompound words. Write your answers on a separate sheet of paper. 1. Mr. Cruz is the _____________ of my teacher. (father + in + law) 2. Riding the __________ (merry + go + round) is really fun. 3. We saw Peter going to the store to buy an _______ medicine. He said he hurt his foot. (over + the + counter) C. Complete the sentences with two-word compound words. Rewrite the sentences in your notebook. 1. The __________ helped Mr. Cruz by giving him a wheelchair. (security + guard) 2. The man brought Mr. Cruz to the _______. (emergency + room) 3. He was in such a hurry that he did not see the _________ blocking his way. Mr. Cruz told him to be careful. (trash + can) Do and Learn
  • 78. 114 Learn Some More Identify the compound words used in the poem. Write these on the table given. In the Beehive Author Unknown Here is the beehive but where are the bees? Hidden inside where nobody sees. Watch as they come out of their hives, one, two, three bees, four bees, five! Animal Homes Author Unknown A spider lives in a cobweb. A dog in the dog house. A worm in the tunnel underground While horses stay in a barnyard No bedroom, nor bed Just a cozy place to sleep. Firefly Hi Helen Moore What’s that? In the summer evening sky? Again it goes! Fly-flashing by! It’s here, it’s there, it’s... A firefly. Ladybug Rhyme Maria Fleming Ladybugs all dressed in red Strolling through the flower bed. If I were tiny just like you I’d creep among the flowers, too. One-word Compound Words Hyphenated Compound Words Two-word Compound Words
  • 79. 115 Read and Learn Read the selection below. Answer the questions that follow. Charles and Charlie are twins. They have neighbors named Sally and Molly. They all ride the school bus to their school in the city. One day, the bus driver waited for them at the parking lot. They did not come on time. He looked for them in the playground. He looked for them around the building. He tried calling them on his cellphone but the battery was drained. So, he went back to the bus. He found them waiting for him on the bus. 1. Who are the twins? 2. Who are the twins’ neighbors? 3. How do they go to school? 4. Why did the bus driver look for them? 5. What do you think happened? 6. What other words in the selection refer to the twins? To Sally and Molly? To the driver? Read these parts in the selection and underline the words that replaced the nouns. 7. What do you call these words? Try and Learn Rewrite the paragraph by replacing the underlined nouns with personal pronouns. Mother went to the grocery one day. The saleslady smiled at Mother in welcome. Mr. Reynoso asked what Mother needs. Mr. Reynoso said that Mr. Reynoso and the saleslady are willing to help Mother. Mother said Mother wants to buy some fresh milk. “Fresh milk is healthier than softdrinks,” said Mr. Reynoso. The saleslady went inside the store. The saleslady came back with a box of fresh milk.
  • 80. 116 Remember  Personal pronouns are words used in place of nouns in sentences.  The following are personal pronouns: o Singular I, me, he, she, it, him, her, you o Plural you, we, they, them, us Do and Learn A. Replace the underlined words with personal pronouns. 1. My sister Carla and brother Ben walk to school everyday. 2. Carla carries a blue backpack. The backpack has flower prints on it. 3. Ben has a trolley bag that Ben pulls around. 4. Carla and Ben are never late. 5. Mother sees to it that Carla and Ben sleep early because mother wakes Carla and Ben up early, too. B. Identify the personal pronoun in each sentence. 1. Manny asked if he could join the badminton club. 2. “Do they accept only those who know how to play the game?” Charlie asked Manny. 3. Miss Candido, the coach, accepts those who don’t know the game because she encourages everyone to try. 4. Michael, Santa, and Clark are also interested. “We will see Miss Candido tomorrow,” they said. 5. “I saw the team practiced yesterday. I would love to play with them someday,” Manny said.
  • 81. 117 Learn Some More Choose the correct personal pronouns to complete the paragraph. Mika and Nena are friends. ________ are neighbors and classmates, too. ______ enjoy playing badminton. They say ______ is an exercise and a fun way to spend their time. Coach Sara invited them to join the badminton team. ______ said it will be fun. Mr. San Luis, the class adviser, said ____ will allow them to join. Try and Learn Arrange the following words alphabetically. Write the answer on your notebook. 1. _____________ 2. _____________ 3. _____________ 4. _____________ 5. _____________ 6. _____________ 7. _____________ 8. _____________ 9. _____________ 10. _____________ • ladybug • yellow jacket • stag beetle • praying mantis • sparrow • lobster • boa constrictor • hyena • gorilla • elephant
  • 82. 118 Remember  To alphabetize a list of words or names, you start by placing them in A-B-C order according to the first letter of each word.  If you have two or more words that begin with the same letter, you will look at the second letter. Ask yourself: “Which of the second letters comes first in the alphabet? If the first and second letters are the same, proceed to the third letters.  Do and Learn Arrange the given words in alphabetical order on a separate sheet of paper. Group 1 Group 2 Group 3 bug whale grouchy beak aphids screeched puffed insist fight insect round thorax abdomen compound beehive animal head mean map fin whale compound puffed ladybug beetle yellow animals feelings neighbor hyena
  • 83. 119 Learn Some More Read the poem carefully. Copy the underlined words in your notebook or on your paper. Arrange the words in alphabetical order. Week 2 - Making a Difference The Elephant Who Forgot What He Was Christopher Ronald Jones, UK The elephant sat on the telephone wire and sang with all the birds. “Am I just like you?” he asked But they only said one word “NO.” The elephant climbed up the church tower and was hiding in the bell. “Maybe I’m a snail,” he thought “and this could be my shell.” “NO.” The elephant swung from tree to tree. Until his legs went limp “Maybe this is where I belong” “I think I must be a chimp.” “NO.” The elephant sniffed at all the flowers and he began to cry “I thought I was a bee,” he said Then realized “I can’t fly.” The elephant went home and sat on his stool and sorted through all of his junk. “This is good and this is bad and this goes in the trunk.” “”Trunk!” he cried. “I know at last!” “How could I have been such a dumbo.” “I know exactly what I am and I know my name, it’s Jumbo!”
  • 84. 120 Listen and Learn! Listen to the news report. Good morning to all our radio listeners. This is Ann Mendoza for the weather news. A powerful typhoon will enter the Philippine Area of Responsibility on Monday, June 15. PAGASA said, Typhoon Pablo will pass through parts of Visayas and Mindanao tomorrow at 8:00 o’clock in the morning and will possibly leave the country on Tuesday evening. According to PAGASA, typhoon Pablo is a Signal no. 2 typhoon. Classes from preschool to secondary levels will be suspended in all affected areas. Alert is up for all those living near rivers and coastal areas. Evacuation is advised to those in the danger zones because of possible floods and landslides due to the amount of water typhoon Pablo is set to release. Talk about It 1. Who is giving the news report? 2. What is the news report about? 3. When will the typhoon enter the country? 4. Where will the typhoon hit? 5. What could the typhoon cause in the affected area? 6. Why do you think there is a need to suspend classes?
  • 85. 121 Try and Learn Read the telephone conversation. Carla heard the news over the radio. She called her friend on the telephone. Sandra : Hello, this is Reynoso residence. This is Sandra speaking. Carla : Hello, Sandra. This is Carla, your classmate. Sandra : Oh, hello, Carla. How may I help you? Carla : Have you heard the news? Typhoon Pablo is coming tomorrow at 8:00 a.m. PAGASA said it’s going to be a Signal no. 2 typhoon. Sandra : How did you know that? It’s bright and sunny outside. Carla : I just heard it over the radio. Sandra : Thank you, Carla. There’s a big river at the back of our house. We are in the danger zone. Carla : That’s why I called. The local officials have already suspended classes on Monday. Those in the danger zones need to be alerted. Sandra : Thanks a lot for the information, Carla. We really appreciate it. Carla : You’re welcome. Goodbye for now and take care. Talk about It 1. Who did Carla call? 2. Why did she call Sandra? 3. How can you describe Carla? 4. What information did Carla give Sandra? List the answers using the organizers with the wh- question words.
  • 86. 122 Details from the News Report Who : __________________________________ What : __________________________________ Where : __________________________________ When : __________________________________ Why : __________________________________ How : __________________________________ 5. What do you think Sandra will do after the conversation? Why? Find Out and Learn 1. What things should you remember when listening to a news report? 2. What question should you ask yourself to check whether you got the important details from the news report? 3. If you were to retell or restate information to someone, what details should you include? Remember  Retelling information correctly from what you have read or listened to is an important skill to learn.  When retelling news reports, remember to include answers to wh-questions: who, what, where, when, why, and how.
  • 87. 123 Do and Learn Read the following news report and note the important details by answering the wh- questions. Write the answers on a separate sheet of paper. Details from the News Report Who : __________________________________ What : __________________________________ Where : __________________________________ When : __________________________________ Why : __________________________________ How : __________________________________ Two Pupils Receive Awards Ana Gonzaga and Grace Ramos, both Grade 4 pupils of Tandang Sora Elementary School, were awarded gold medalists for their honesty during the celebration of Buwan ng Wika. The said pupils returned a bag containing ten thousand pesos, a cellphone, and other valuable items to the Principal’s Office. The bag, owned by an American tourist, Golda Prince, was left at the canteen when her group visited the school. The children found the bag and immediately brought it to the principal to help them find the owner. Miss Prince was very happy that her bag was returned and praised the children for their honesty.
  • 88. 124 Learn Some More 1. Work with a partner. 2. Think of a news item to share with your partner. 3. Come up with a dialogue where retelling of the news item is demonstrated. 4. Be ready for a one-minute presentation of the output. Read and Learn Read the story. A Jar of Lollipops Gretel Laura M. Cadiong and Victoria D. Mangaser Three days had passed since the world’s strongest typhoonof 2013,Yolanda,hittheCityofTacloban.Therewasno electricity. There was little food and water. The family of Mang Nilo and Aling Gloria had to leave the two-story house which saved them from the water that covered the entire city. “Wehavetowalktothebusterminal.”MangNiloannounced early in the morning. “But it’s a long way from here,” Aling Gloria said, worried. “God kept us safe during the storm. He will help us get there,” Mang Nilo answered. All around they saw roofless houses and buildings destroyed by the typhoon. Lifeless bodies of men, women, children, and animals were scattered along the way. Mylene and Andrei held each other’s hands. Little Annie held Aling Gloria’s hand tightly. “Hurry everyone,” Mang Nilo said. “We have a long way to go to reach the bus terminal.”
  • 89. 125 “Can we rest a little? We have been walking since morning,” Mylene begged. “I’m hungry and thirsty. We only had one piece of bread for breakfast and nothing else,” Andrei said. Aling Gloria prayed silently. They had nothing left but a bottle of water and five slices of bread. “Here, each one, have a slice of bread and drink a little water,” she said, knowing it was their last supply of food. “Look, Mother!” Annie shouted. On the muddy street was a plastic jar covered in mud. Mylene and Andrei ran to it. It was a jar of lollipops, muddy but sealed. “No, don’t pick it up, Mylene. It’s unsafe,” warned Father. “It is not good to eat.” The children were unwilling to let go of the jar. “Please Father, let us keep those lollipops,” Mylene andAndrei pleaded. Andrei picked the jar up. He cleaned it with rain water. “It’s still good!” he cried and carried it along happily. They walked for several hours. It was almost dark when the family reached the bus terminal. But lo! Not a single bus was there. That night, they stayed in the bus terminal waiting for a ride that would bring them to safety. Hungry, wet, and tired, the family huddled together and prayed. Then, Aling Gloria looked around them. It broke her heart to see the little children crying in hunger. Suddenly, she remembered the jar of lollipops! “Andrei, where’s the jar of lollipops?” she asked. Andrei handed it to her. She opened the jar and gave some to Mylene, Andrei, and Annie. The children started eating the sweet lollipops happily. It was the most delicious food they had that day!
  • 90. 126 Aling Gloria shared the rest of the lollipops with the people around. Everyone gladly ate the only food they had that night. The next morning, rescue buses arrived and brought all of them to a safer place. Aling Gloria smiled as she was about to ride the bus with her family. “After all,” she thought, “There is God and . . . a jar of lollipops.” Talk about It 1. What is the story about? 2. What can you say about the family in the story? 3. Where is the family going? Why? 4. What kind of journey did the family take? 5. How did the jar of lollipops help the family? 6. Why did the family ride a bus away from the city? 7. How did the family stay safe? What did they do? 8. Can we know if a typhoon is coming? How? 9. Can we prepare for the coming of typhoons? How? Learn Some More Knowledge is Power! 1. Interview any of the following: a. your parents b. barangay leader c. school principal 2. Ask them what they do before, during, and after a typhoon.
  • 91. 127 3. Copy the chart in your notebook and write the information needed. Present it to the class. Name of person interviewed: ______________________ Typhoon preparedness for ________________________ (name of family/barangay/school) What they do . . . before a typhoon during a typhoon after a typhoon Find Out and Learn Read the following sentences: 1. “No, don’t pick it up, Mylene. It’s unsafe,” warned Father. 2. The children were unwilling to let go of the jar. 3. All around they saw roofless houses and buildings destroyed by the typhoon. 4. Lifeless bodies of men, women, children, and animals were scattered along the way.
  • 92. 128 Study the following words. What did you observe? • unsafe = un + safe • undo = un + do • roofless = roof + less • lifeless = life + less Remember  Affixes are word elements added to a root word that changes its meaning There are affixes that are added at the beginning or ending of a root word.  The affix un- means “not.” Example: Unsafe means “not safe.”  The affix -less means “without or none.” Example: Lifeless means “without life.” Try and Learn Change the underlined words to new words with affixes. Rewrite the sentence with the new word formed. 1. The story of the flying monkey is not believable. 2. The storyteller also looked not sure of his details. 3. Many believe it was not true. 4. The storyteller looked without hope because no one believed him. 5. But some admired him because he was without fear to try and tell the story.
  • 93. 129 Do and Learn Fill in the blanks with the correct word from the box that will complete the sentences. Write the answers on a separate sheet of paper. shoeless untied unhappy clueless careless Shirley is _________. She did not know where her left shoe is. She can’t go to school _________. Everyone at home was _________ where it is. The last thing she remembers was that she _________ it before going up the house. Her mother said she was __________. Read and Learn Read the poem and answer the questions that follow. Bugs at Home Helen H. Moore There was once a tick Whose name was Tock. He made his home Beneath a rock. There was once an ant Whose name was Jill, She made her home Inside a hill. There was once a family of bees Whose name was Clive They made their home Inside a hive. Rock, hive, and hill You can believe me or not as you will, If they are not gone, they are living there still. Family Clive, Jim, and Jill!
  • 94. 130 Talk about It 1. According to the selection, what do you call the home of a tick? An ant? A bee? 2. Do they need these homes? Why? Why not? Try and Learn • Copy one stanza of the poem “Bugs at Home” on a separate sheet of paper. • Circle the personal pronouns in the stanza. • Connect the personal pronoun with the noun it refers to or replaces. Remember  Antecedents are nouns that are replaced by pronouns in sentences.  Personal pronouns should agree with their antecedents in number and gender.  Masculine – he (singular), they (plural)  Feminine – she, (singular), they (plural)  Neutral – it (singular), they (plural)
  • 95. 131 Do and Learn Fill in the blanks with a personal pronoun to complete the idea of the sentence. Answers will be written on a separate sheet of paper. Like people, animals have homes. (He, She, They) _______ live in special places where (he, it, they) ____ can be safe. These homes are close to where (she, it, they) _____ get food. A mother bird lives on a nest where (she, he, it) ______ keeps her babies while father bird searches for food. A spider spins a web for home. (It, she, they) ____ traps food in this web, too. Learn Some More Fill in the blanks with the correct pronoun that will complete the story. Write your answers in your notebook. Johnny Bee lives in a hive together with a swarm of bees. ______ work together to keep the hive safe and full of honey except for Johnny Bee. _____ always hides when ____ is time for work. His sister, Jenny Bee often tells him that the swarm needs his help. _____ tells Johnny what to do to help but _____ never listens. ____ flies away with his friends to play. One day, Johnny Bee flew away very early. ___ wanted to escape work. ___ looked at where Jenny Bee was. ________ was still asleep. He went with his friends. ______ played far away from the hive. It was getting dark when _____ returned to the hive. Where was the hive? _____ was not on the tree! A man walked away from the tree. _____ was carrying with him the bee hive with all the bees in a net. The swarm of bees lost the fight to protect their hive. _____ needed the help of Johnny and his friends but ______ were far away.
  • 96. 132 Read and Learn Read the poem. The Shape of Things Melsh Goldish What is a circle? What is round? A quarter rolling on the ground. A wheel is a circle, so is the moon A bottle cap or a big balloon. What is a square, with sides the same? The wooden board for a checker game. A slice of cheese, a TV screen A table napkin to keep you clean. What is a rectangle, straight or tall? The door that stands within your wall. A dollar bill, a loaf of bread, the mattress lying on your bed. What is a triangle, with sides of three? A piece of pie for you and me. A musical triangle, ding, ding, ding, A slice of pizza with everything! These are the shapes seen everywhere: a triangle, rectangle, circle, square. If you look closely where you’ve been, You’ll surely see the shapes you’re in!
  • 97. 133 Talk about It 1. What shapes are mentioned in the poem? 2. What are the objects that have the shapes mentioned in the poem? 3. What shape do you like most? Why? 4. Are shapes of things important? Why or why not? 5. 6. 7. Try and Learn Complete the chart below. Write your answers on a separate sheet of paper. Things mentioned in the poem Things that can be added to the list Remember Classifying is arranging or sorting things according to their similarities and characteristics.
  • 98. 134 Do and Learn Read the following paragraphs. Classify the underlined words into two groups. Give a name to each group. A. Mario, Jean, and Carla are from the same class in Grade 4. Luis and Lando, his twin brothers, are their friends who are also in Grade 4. They play soccer after class hours. Lanie, a Grade 6 pupil from Section B, also joins them in the game together with her Grade 4 brother, Paul. B. Teacher Paula gave Charlie ten packs of seeds. There were seeds of jackfruit, petsay, mango, patola, guava, raddish, kangkong, atis, chico, and watermelon. Help Charlie classify these seeds into two groups. Name of the Group Name of the Group Name of the Group Name of the Group
  • 99. 135 Learn Some More A. Read the words in each row. Three of the words belong to one group. Identify the word that does not belong. Write your answer on a separate sheet of paper. 1. bread car candy soup 2. blue rainbow green red 3. arm three four fifteen 4. plane house bus bike 5. tree plant ant flower B. Classify the following words into three columns. Write the words under the correct heading. Write the answer on a separate sheet of paper. classmates teacher mother medicine sala desk books ambulance bedroom clothes doctor divan C. List the things that you can find at home. Then, classify them in the following categories. Write your answers on a separate sheet of paper. bedroom kitchen bathroom WISDOM ELEMENTARY SCHOOL
  • 100. 136 Week 3 - Fun in the Rain Sing and Learn! Sing the poem to the tune of “Twinkle, Twinkle Little Star.” Cloud Song Floating clouds up in the sky, Changing shapes as you pass by. Floating by without a sound. Won’t you come and touch the ground? Floating clouds up in the sky, Changing shapes as you pass by. Talk about It 1. What is the song about? 2. What is the cloud doing according to the song? 3. What did the child want the cloud to do? Why? Find Out and Learn 1. How can you understand poems or stories better? 2. What questions should you ask to know if you understood what you heard or listened to? 3. What answers will you have if you ask these wh- questions?
  • 101. 137 Remember Noting details is an important reading skill for children to learn. We note details by asking wh- questions who, what, where, when, and how. Listen and Learn Get information from the paragraph below by asking wh- questions. Write wh- questions for the selection below. Write these questions on a separate sheet of paper. Clouds are formed as part of the process called the water cycle. Water from the land and seas goes up in the sky and forms clouds. When clouds are already heavy, they release water in the form of rain. Read and Learn Read the poem. Little Cloud Eric Carle The clouds drifted slowly across the sky. Little Cloud trailed behind. The clouds pushed upward and away. Little Cloud pushed downward and touched the tops of the houses and trees.
  • 102. 138 The clouds moved out of sight Little Cloud changed into a giant cloud. Little Cloud changed into a sheep. Sheep and clouds sometimes look alike. Little Cloud changed into an airplane. Little Cloud often saw airplanes flying through the clouds. Little Cloud changed into a shark. Little Cloud once saw a shark through the waves of the ocean. Little Cloud changed into two trees. Little Cloud liked the way trees never moved and stayed in one place. Little Cloud changed into a rabbit. Little Cloud loved to watch rabbits dash across the meadows. Then Little Cloud changes into a hat. Because . . . Little Cloud changed into a clown and needed a hat. The other clouds drifted back. They huddled close together. “Little Cloud, Little Cloud,” they called. “Come back.” Little Cloud drifted toward the clouds. Then all the clouds changed into one big cloud and . . . rained!
  • 103. 139 Talk about It 1. What is the poem about? 2. What different shapes did Little Cloud form? 3. What happened when Little Cloud joined the other clouds? 4. How was rain formed according to the poem? 5. Based on lessons in Science, how is rain formed? Do and Learn Read the poem “Little Cloud” again. Write five wh- questions that you can ask to check if you can remember details from the poem. Write the answers beside the questions you have written. Questions 1. _______________ 2. _______________ 3. _______________ 4. _______________ 5. _______________ Answers 1. _______________ 2. _______________ 3. _______________ 4. _______________ 5. _______________
  • 104. 140 Read and Learn Read the story. Mushroom in the Rain Mirra Ginsburg (1974) One day, an ant was caught in the rain. “Where can I hide?” he wondered. He saw a tiny mushroom peeking out of the ground in the clearing and hid under it. He sat there waiting for the rain to stop. But the rain came down harder and harder. A wet butterfly crawled up to the mushroom. “Cousin ant, let me come in from the rain. I am so wet, I cannot fly.” “How can I let you in?” said the ant. “There is barely enough room for one.” “That does not matter,” said the butterfly. “Better crowded than wet. “The ant moved over and made room for the butterfly. The rain came down harder and harder. A mouse ran up. “Let me in under the mushroom. I am drenched to the bone.” “How can we let you in? There’s no more room here.”
  • 105. 141 “Just move a little closer.” They huddled closer and let the mouse in. And the rain came down and came down and would not stop. A little sparrow hopped up to the mushroom, crying. “My feathers are dripping, my wings are so tired! Let me in under the mushroom to dry out and rest until the rain stops.” “But there is no room here.” “Please! Move over just a little!” They moved over and there was room enough for the sparrow. Then a rabbit hopped into the clearing and saw the mushroom. “Oh! Hide me!” he cried. “Save me! A fox is chasing me!” “Poor rabbit,” said the ant. “Let’s crowd ourselves a little more and take him in.” As soon as they hid the rabbit, the fox came running. “Have you seen the rabbit? Which way did he go?” he asked. “Oh! We have not seen him.” The fox came nearer and sniffed. “There is a rabbit smell around. Isn’t he hiding here?” “You silly fox! How could a rabbit get in here? Don’t you see there isn’t any room?”