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NATIONAL READING PROGRAM

Lesson Script in English

Quarter 1 Week 6
National Reading Program
Lesson Script in English
Quarter 1: Week 6
SY 2024-2025

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content, standards, and lesson competencies.

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Published by the Department of Education

DEVELOPMENT TEAM
.
DepEd R-XII - SOCCSKSARGEN
Prepared by:

Mark Louie C. Parcasio

Writer
Reviewed by:
Farnaida A. Kawit Agnes S. Morante Mary Ann C. Umadhay Karla Jane P. Cabiling, PhD
Internal Evaluator Internal Evaluator Internal Evaluator External Validator

Approved by:

Shienna Lyn L. Antenor, PhD John Jerson P. Constantino, MAEd Arturo D. Tingson, Jr. Luz Lalli L. Ferrer
EPS EPS REPS-LRMS CLMD Chief

Kathrine H. Lotilla Carlito D. Rocafort

OIC-Asst. Regional Director Regional Director
 NATIONAL READING PROGRAM (NRP)

Intervention Category
Consolidation Category Enhancement Category
WEEK 6 (Emerging and Developing
(Transitioning Readers) (Grade Level Ready Readers)
Readers)
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate expanding vocabulary and understanding of high-frequency words and
A. Content content-specific vocabulary; understand and create simple and compound sentences for
Standards comprehending, analyzing, creating, and composing texts about regional themes and content-
specific topics.
The learners use their expanding vocabulary of high-frequency and content-specific words and
B. Performance simple and compound sentences to comprehend, create, and compose narrative and
Standards informational texts about regional themes and content-specific topics and read grade-level texts
with appropriate speed, accuracy, and expression.
At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
learners will be able to: learners will be able to: learners will be able to:
Day 1 Day 1 Day 1
1. tell whether a pair of 1. blend specific letters (C, 1. read grade-level
given words rhyme; B, N) to form syllables sentences and passages
2. give the name and sound and words; with appropriate speed,
of each letter (C, B, N); 2. orally segment a two- to accuracy, and
and three-syllable words expression (using the
C. Learning 3. identify the upper and into their syllabic parts; formed words composed
Objectives lower case of letters (C, and of target letters); and
B, N) 3. match words with 2. answer comprehension
match words with pictures and objects. questions about the
pictures and objects with given text and/or
letters (C, B, N). passage.
Day 2 Day 2 Day 2
1. tell whether a pair of 1. blend specific letters (K, 1. read grade-level
given words rhyme; V, E, W) to form sentences and passages
syllables and words;

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2. give the name and sound 2. orally segment two- to with appropriate speed,
of each letter (K, V, E, three-syllable words accuracy, and
W); into their syllabic parts; expression (using the
3. identify the upper and and formed words composed
lower case of letters (K, 3. match words with of target letters); and
V, E, W); and pictures and objects. 2. answer comprehension
4. match words with questions about the
pictures and objects with given text and/or
letters (K, V, E, and W). passage.
Day 3 Day 3 Day 3
1. blend specific letters to 1. read sight words (Grade 1. predict the possible
form syllables and words 1-3 Dolch Sight words); ending of the given
(CVC pattern); and story.
2. isolate the beginning and 2. give meanings of words
ending sounds of given through realia, picture
words that start with clues, actions, and
letters (C, B, N, K, V, E, gestures.
and W); and
3. orally segment the given
words that start with
letters (C, B, N, K, V, E,
and W).
Day 4 Day 4 Day 4
1. add or substitute 1. read a large number of 1. relate story events to
individual sounds in regularly spelled one’s experience.
simple words to make multisyllabic words;
new words; and
2. say a new spoken word 2. use vocabulary (formed
when two or more words) in phrases and
sentences referring to

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 NATIONAL READING PROGRAM (NRP)

syllables are put self, family, friends,

together; and animals, objects,
3. give meanings of words musical instruments,
through picture clues. and environments.
II. CONTENT: Letters C, B, N, K, V, E, and W
III. LEARNING RESOURCES
2016 MTB-MLE K to 12 Curriculum Guide; Revised Grade 1 MTB-TG and LM; Matatag
A. References
Curriculum (Reading and Literacy); NRP (CG); Primer -English (Draft)
B. Other Learning Pictures that begin with the letter C, B, N, K, V, E, and W
Resources Letter and Word cards
IV. TEACHING AND LEARNING PROCEDURES
Day 1
Before/Pre-Lesson Proper
Good morning, class! You learned about lowercase and some uppercase letters in your previous
Activating Prior
lessons. (The teacher shows the letters previously discussed and the learners sound out and write
Knowledge
the lower and uppercase forms of letters.)
Today, I have prepared activities focused on the letters C, B, and N. Some of you will be learning the
Lesson names and sounds of these letters, others will blend and segment syllables and some will be
Purpose/Intention reading and understanding stories with words starting with C, B, and N. Let's have fun learning
together!
SOUND IT OUT! LETTER BLENDER! SPEED READ!
Let's practice the sounds of our In reading, we blend the We'll read a short story
focus letters together. Repeat sounds of letters to form together. Listen carefully for
after me: C says /k/as in cat, syllables and words. In this words that start with C, B, and
Lesson Language
/s/ as in centavo, /tch/as in group, let's practice blending N.
Practice
church, /sh/ as in machine. two letters with a vowel. Let's
(Students repeat.) But we will join C and B to make 'CAB'.
only focus on the sound /k/ Let's join B and N to make 'bin.'
because the other sounds of C Repeat after me: B - I - N, BIN.

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will be taught in the next We must use the uppercase of “In Crown’s Bat Cave, Ben
quarter. B says /b/. N says the first letter when the word is and Nina explored a nook.
/n/. a specific name of something or Inside, they met Naldo, a
WRITE IT RIGHT! someone. For example, spirit guardian. To escape,
Now, let's write these letters in November, as one of the they solved Naldo’s riddle
the air with our fingers. Follow months in a year. Repeat after and became legendary
along with me. Write an me: No-vem-ber. November. adventurers in their
uppercase C. Write a lowercase MEANT TO SEGMENT! barangay.”
c. Sound out the letter. How many syllables does the What words did you hear that
(Follow the same process with word November have? start with /k/, /b/, or /n/?
letters B and N. Ask the (Segment table and cabinet.) What happened in the story?
beginning and final sounds of Which of the images is the Learners’ Possible Response:
words that start with C, B, and cabinet? Crown’s, Bat, Cave, Ben, Nina,
N.) (Show an image of a desk.) Naldo, barangay
During/Lesson Proper
Intervention Category
Consolidation Category Enhancement Category
(Emerging and Developing
(Transitioning Readers) (Grade Level Ready Readers)
Readers)
Today, some of you will work with the letters C, B, and N. We'll see how they work in words and
Reading the Key
practice using them in different ways while others will answer questions related to the sentences
Idea/Stem
read.
SOUND IT, TOO! BETTER BLENDER! In your group, you will read a
Let's start with the letter C. Let's practice blending short story. Then, look for
What sound does it make? syllables C to form a word. words that start with C, B, and
Developing
Learners’ Possible Response: Repeat after me: CLE-VER. N. Take note of words that
Understanding of the
/k/. Clever. Now let's try another start with C, B, and N. and the
Key Idea/Stem
Right! Show me an uppercase C word: BA-NA-NA, BANANA." name of the toy car. Here’s the
with your finger tracing it in the INTENT TO SEGMENT! passage:
air. Now, a lowercase c. Great!

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(Do the same for the upper and (Segment and count the “Carla and Benny found a
lowercase of B and N. Next, ask syllables by clapping.) How lost toy car. It is new and
for the beginning and ending many claps do we have in the big. They named it Noynoy.”
sounds of ball, nine, and neck word NINETY? Follow after me: Learners’ Possible Response
and sound out rhyming words.) NINE-TY. (They work independently on
(Segment words “basket”, reading and comprehension
“neighborhood”, and activities.)
“calendar” then match the
words discussed earlier with
their images.)
Let's see what we’ve learned. SHOUT OUT! You've read a story and found
What sound does C make? (The teacher may provide words starting with C, B, and
Learners’ Possible Response: other words or worksheets on N. Who can tell me one word
"/k/." segmenting words that start that starts with B from the
Deepening (The same will be done with with letters C, B, or N, like story?
Understanding of the letters B and N.) cotton, chocolate, caterpillar, (The same will be done with C
Key Idea/Stem Can someone give me a word celebrate, bicycle, balloon, and N.)
that starts with B? beyond, narrator, or number.) Fantastic! What do they name
(The same will be done with C the toy truck?
and N.) Learners’ Possible Response:
"Noynoy.”
After/Post-Lesson Proper
Today, we've learned about the In this group, we've worked on STORY AGAIN!
letters C, B, and T, their names blending letters like C, B, and “Carlo and Bianca visited
and sounds, and how to identify N to form syllables and words. Natoy’s beautiful beach.
Making Generalizations them in upper and lower case. What happens when we blend They built sandcastles and
and Abstractions Can anyone tell me which of BE and LOW? Yes, we get the played in the warm sun.”
these letters makes the /b/ word below. How about NEC
sound? (show the Letter Card) and TAR? That's right, nectar.
That's right, it's the letter B. Blending helps us understand

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(The same process applies for how syllables come together to (They will identify the same
/k/ and /n/ sounds.) make words. letters and be asked simple
questions about the story.)
SOUND CHECK! SOUND CHECK! What patterns did you notice in
Now, let's test what we've Let us segment words. the words that start with C, B,
learned. Can you show me the Learners’ Possible and N? How did knowing
Evaluating Learning
uppercase C? Good job! Can you Responses: Cat-cher. about these words help you
say the /n/ for me? (Do the same process with the understand the text better?
other practiced words.)
FINDERS, WRITERS! SOUND AROUND! (For an extra challenge, ask
(For extra practice, ask learners (Ask learners to write down learners to create their own
Additional Activities for
to label objects around the different places starting with sentences using as many
Application or
room that start with these C, B, and N and have each words as possible that start
Remediation (if
sounds. For example, they blended and segmented.) with C, B, and N. They have to
applicable)
place the label 'BOOK' on a real share their stories with a
book.) partner or with the class.)
Remarks
Reflection
Day 2
Before/Pre-Lesson Proper
Activating Prior Good morning, class! You learned about lowercase letters and some uppercase letters in order
Knowledge according to the previous lesson in their letter and sound names.
Today, we plan different activities based on the letters K, V, E, and W. Some of you will be learning
Lesson the names and sounds of these letters, others will be blending them to make new words, and some
Purpose/Intention will be reading and understanding stories with words starting with K, V, E, and W. Let's have fun
learning together!
SOUND IT OUT! SOUND IT OUT! In this group, we'll read a short
Lesson Language
Let's practice the sounds of our Let's start by saying the names story. Listen carefully for words
Practice
focus letters together. Please and sounds of these letters

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repeat after me: K says /k/. V together. K says /k/, V says that start with K, V, E, and W.
says /v/, E says /ĕ/as in the /v/, E says /ĕ/, and W says Let's read together.
short sound E in egg, and W says /w/. Now, let's find these “Kakay draws a big hen’s
/w/. (Stress that /ĕ/ sound will letters in some words. Let’s egg. Victor wants to draw a
be the focus sound of the letter blend WON and DER to make van.”
E. Provide other sounds of E and the word WONDER. What words did you hear that
some examples of it in words.) (Do the same with the words start with K, V, E, and W? What
WRITE IT RIGHT! kingdom, volcano, eggplant, happened in the story?
Now, let's write these letters in and weather.) Learners’ Possible
the air with our fingers. Follow Responses: Kakay, egg, Victor,
along with me. Write an wants, van. Kakay draws an
uppercase K. Write a lowercase egg. Victor wants to draw a
k. van.
(Do the same for letters V, E,
and W.)
During/Lesson Proper
Reading the Key Today, we will work with the letters K, V, E, and W. We'll see how they work in words and practice
Idea/Stem using them in different ways. Some of you will answer questions from the texts they read.
SOUND IT, TOO! SOUND IT, TOO! READ, READ, READ!
Let's start with the letter K. Let's practice blending In your group, you will read a
What sound does it make? syllables to form a new word. short story and look for words
Learners’ Possible Please repeat after me. The that start with K, V, E, or W.
Response:/k/. syllables are WATCH and ING, Here’s the passage.
Developing
Right! Show me an uppercase K watching. Now let's try another “Kyla, Edna, and Wilma
Understanding of the
with your finger writing it in the pair of syllables EN and visited the Vigan Heritage
Key Idea/Stem
air. Now, a lowercase k. Great! TRANCE, entrance. Village in the Philippines.
(Do the same for letters V, E, CLAP FOR ME! They loved the old streets,
and W.) Great! Now, let's segment a pretty houses, and the
Excellent! Now, let's look at word. When you segment, you enchanting garden where
some words. Listen carefully: identify each syllable in a

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'elbow.' What sound does it word. We will count the they discovered beautiful
begin with? syllables by clapping. How flowers.”
Learners’ Possible Response: many claps do we have in the As you read, write down the
/ĕ/. word Valenzuela? Follow after words that start with K, V, E,
Good! And 'look’. What sound me: VA-LEN-ZUE-LA. or W. After you finish, answer
does it end with? Learners’ Possible Response these questions: What words
Learners’ Possible (Learners count and sound did you find? What were the
Response:/k/. out by clapping.) "Three”. names of the place and the
Great job! Now let's try 'wink'. Excellent! Now try Koronadal, character?
What sound does it start with a city in South Cotabato. Say it (The learners work
and end with? with me: KO-RO-NA-DAL. independently on reading and
Learners’ Possible Response: Learners’ Possible Response: comprehension activities.)
/w/ and /k/. Four!
(Provide words that rhyme with Now that you know how to
elbow, look, and wink and have blend and segment, match the
each sounded out.) words with their spellings.
Let's see what we’ve learned. SHOUT OUT! LIFE HACK!
What sound does K make? To deepen understanding, How do you quickly find the
Learners’ Possible repeat the learning process words that start with the given
Response:/k/. above. The teacher may letters? What is common
(Do the same with the letters V, provide other words or among them? Could the story
E, and W.) worksheets on segmenting of the characters happen in
Deepening
Can someone give me a word words that start with Letters K, real life?
Understanding of the
that starts with V? V, E, or W. Discuss why the
Key Idea/Stem
Learners’ Possible Response: first letters in Visayas and
Van. Koronadal are in uppercase.
(Do the same with the letters K, You may segment the made-up
E, and W.) words Varsitee, Krispy Krab,
Evergreen, and Wackimedia
printed as labels of products.

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Today, we've learned about the In this group, we've worked on STORY AGAIN!
letters K, V, E, and W, their blending letters like K, V, E, “Vicente, a fisherman from
names, sounds, and how to and W to form syllables and El Nido, embarked on a
identify them in upper and lower words. Let's make some daring trip across the blue
cases. Can anyone tell me which generalizations. What happens waters of Western Palawan.
of these letters makes the '/ĕ/' when we blend W and I? Yes, Guided by old maps, he
Making Generalizations
sound? (show the Letter Card) we get the syllable wi. How discovered a hidden
and Abstractions
That's right, it's the letter 'E.’ about EN and TER? That's Kingdom of seahorses,
(Do the same with K, V, and W.) right, 'enter.' This helps us where shimmering coral
understand how letters come castles stood beneath the
together to make words. moonlit waves.”
(Do the same as with Read,
Read, Read.)
SOUND CHECK! Now, let's test what we've How do you quickly find the
Now, let's test what we've learned. What syllable do we words that start with the given
learned. Can you show me the form when we blend K and I? letters? What is common
uppercase K? Can you tell me Learners’ Possible among them?
Evaluating Learning the sound of W? Responses: “KI”.
How many syllables does the
word Vi-sa-yas have?
Learners’ Possible
Responses: Three!
Additional Activities for For extra practice, ask learners Learners will write proper What stories about adventures
Application or to read the focus letters on the nouns (names of people, most and places make you wish to
Remediation (if board and match the provided likely) in their notebooks that travel?
applicable) words with the images printed. start with K, V, E, or W.
Remarks
Reflection

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Day 3
Before/Pre-Lesson
Proper
Good morning, class! In your previous lessons, you learned about the lowercase letters and some
Activating Prior
uppercase letters. Also, some of you were asked to blend, segment, and match sounds and words,
Knowledge
while the rest read passages with focus on K, V, E, and W.
This time, we have activities based on the letters we discussed previously. Some of you will blend,
Lesson
isolate, and orally segment specific letters to form syllables and words; others will read sight words
Purpose/Intention
and their meanings; the rest will predict a story's possible ending.
LETTER BLENDER! ON THE BRIGHT SIGHT! READ, READ, READ!
Let’s practice blending the Today, you will read sight words Let us read the story
letters. When blending, we at your grade level. Sight words together. Let us guess what
combine letters to form a are common words you recognize will happen.
syllable or a word. Let’s give an instantly without sounding them “Elena and Carlo look up
example. Let’s blend the two out. We are going to play a at the dark sky.”
syllables PEN and CIL to make scavenger hunt. You will find 41 Who are the characters?
pencil. words around our room and stick What are they doing?
WAIT, LET’S ISOLATE! them on the board. (After the “They are under an umbrella,
Lesson Language Let’s isolate the letters in a hunt.) just out in their yard.”
Practice syllable or a word. When you Let’s now sound out the words What do they have?
isolate, you identify a letter or together. The words are: about, Where are they?
its sound. For example, crab. better, bring, carry, clean, cut, They are excited for
What sounds begin and end the done, draw, drink, eight, fall, far, something to happen.
word? full, got, grow, hold, hot, hurt, if, Why are they excited? What
(Do the same with the words keep, kind, laugh, light, long, will happen?
together, wonderful, and much, myself, never, only, own,
different.) pick, seven, shall, show, six,
MEANT TO SEGMENT! small, start, ten, today, together,
try, and warm.

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Now that you know how to (Make sure learners in this group
blend and isolate, let’s segment will be able to read the words.)
words. When you segment
words, you identify different
syllables in the word—for
example, TA-BLE. (Do the same
with the words biscuit,
welcome, cookie, natural,
kidney, vowel, and embrace)
During/Lesson Proper
Reading the Key Now that you know how to do all three: blending, isolating, and segmenting, some of you have
Idea/Stem predicted what will happen. I will give you different activities to work on.
BETTER BLENDER READ FASTER! PREPARE TO PREDICT!
Let’s start with blending. With S- I’ll show you again the words How did you know that it was
A-T, what word is formed? (This we have practiced earlier. going to rain?
will be followed by pet and sat.) Read as fast as you can. The (Predict the next story part.)
CHECKMATE, ISOLATE! words are bring, carry, clean, Bianca smells the eggs
Now, let’s isolate the beginning cut, draw, drink, fall, hold, hot, being fried. Her brother is
Developing
and ending sounds of the word hurt, laugh, long, myself, nowhere to be seen. The
Understanding of the
BED. small, together. rooster starts to crow. Her
Key Idea/Stem
INTENT TO SEGMENT! mother opens her bedroom
Let’s segment the word (The learners respond as door and smiles.
VACATION. How many quickly as the words are What do you think will her
syllables? (Do the same with shown.) mother say?
the words violet, empty, wallet,
and kitchen.
SELF-READER! READING ACTOR! WHAT’S NEXT?
Deepening
On your own now, complete the (They will act out or describe What are your guesses at the
Understanding of the
task that I will tell you to do. the new and practiced words end of our story? Do you think
Key Idea/Stem
Blend /r/, /ĕ/, and /d/, isolate one by one.) your answers are correct or

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 NATIONAL READING PROGRAM (NRP)

sounds of bank, and segment not? Compare your answers

fast. (Do the same process with with your groupmates.
the words better, night, warm,
valley, eighteen, and cleanly.)
After/Post-Lesson Proper
Today, we learn how to blend, Now that you know the words, Has there been a change in
isolate, and segment letters. what do you notice when you your answers? What
Making Generalizations
(Ask to differentiate them.) read them? Are they easy to similarities have you noticed
and Abstractions
read without sounding them when guessing the end of the
out? story?
blending identify each PICK ME! PARTNERS IN PREDICTION!
sound of the word You will pick five words each Read the short story and pair
isolating combine the from the box and sound them with a groupmate to share your
sounds out. guesses of what will happen
segment identify one sound next.
Evaluating Learning
of the word (The words in the box are the The dog hears its owner
YOU’VE GOT A MATCH! previously discussed words.) opening the door. The dog’s
On the board, you will match the tail is wagging. The owner
topics with their meaning. carries a lot of groceries in
his hands.
SURROUND SOUND! SURROUND SOUND! JUDGE A BOOK!
(Ask the learners to sound each (Let the learners find more (Assign the learners to predict
Additional Activities for
and then name the word: sight words around the room the story based on their
Application or
m-a-t, b-a-r, h-u-g-s, f-e-l-t or at home about places and chosen book. They may base it
Remediation (if
They also have to segment the names of events and have on its title and cover.)
applicable)
word into syllables: heaven, them list these in their
barbecue, mountain.) notebooks.)
Remarks
Reflection

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 NATIONAL READING PROGRAM (NRP)

Day 4
Before/Pre-Lesson Proper
You have learned the different sounds and names of lower- and uppercase letters. You also have
Activating Prior
blended, isolated, and segmented words, read sight words, and given their meanings. Lastly, you
Knowledge
predicted the possible ending of a given story.
In this session, you will add or replace sounds, say a new spoken sound and give their meanings.
Lesson
Some of you will read different words and use words to refer to your real-life situation. Lastly, some
Purpose/Intention
of you will relate the story's events to your own experience.
ADD OR CHANGE? ON THE RIGHT SIGHT! We will read a short story and
Sometimes we add or change Today you will read sight our goal is to relate what you
one sound in words to make words in your grade level. have read with your
new words. (Give the word cab Sight words are common experiences.
and replace medial sound to words that you recognize “The recess bell rang.
create cub. Add -s to cub to instantly without sounding Bianca did not have a
make cubs.) them out. You will find 41 snack. Nikko shared his
IT’S A PLUS! words around our room and food with her.”
Also, we can create a new word stick them on the board. (After Who are the characters? Where
Lesson Language when we combine syllables. For the hunt.) Let’s now sound out and when did the story
Practice example, WIN and DOW. the words together. The words happen?
Learners’ Possible Response: are: athletic, disinfect, What did Nikko do? What did
(They follow as they sound out enrichment, establish, he give to Bianca?
the syllables.) WIN-DOW. accomplish, penmanship, Just like Nikko, did you share
Lastly, we can give new enchanted, gumamela, your food with someone else?
meanings to given pictures. consistent, abandon, classical,
(Show a picture of door, beautiful, butterfly, tamaraw,
window, and chair.) elephant, umbrella, fantastic,
Where is the window in the lemonade, telephone, banana,
images? tarsier, chocolate.
During/Lesson Proper

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 NATIONAL READING PROGRAM (NRP)

Now you know how to do all these: adding or changing sounds and putting syllables to form new
Reading the Key
words, giving meanings through picture clues, reading words with many syllables and using each
Idea/Stem
to describe your experiences, and relating story events to your life.
IT’S A SWITCH! READING ACTOR! WHAT’S MORE?
Let’s change the word /f/ in fat You have read our words well. After you answered questions
with /k/. What is the new Now I will show the words we from the story, I asked you if
Developing word? (Cat!) practiced; you must describe you did the same kind of deed.
Understanding of the What word do we create when some of the words in your Most of you said yes. Why did
Key Idea/Stem we combine CAN and DY? group. you do the kind deed? How did
(CANDY!) (They describe the words one it feel to be kind and caring to
What about this picture? (Show by one.) another person?
a picture of a river.) (RI-VER!)
THAT’S THE WORD! THAT’S THE WORD! What other good deeds have
(The teacher shows images of a Use our practiced words in you done aside from sharing
table and ruler and they have to phrases or sentences that your food? Why should we
Deepening
guess the word based on the positively describe your life. continue to be good to others?
Understanding of the
syllables sounded out.) Also, use the words to describe
Key Idea/Stem
What if we add /t/ at the end animals or objects.
table? What is the word? (Show
a tablet image.)
After/Post-Lesson Proper
SOUND CHECK! WORD OUT! What are the first things you
What will happen to a word Are there many syllables in our should know from the story to
Making Generalizations when we change a sound? Will practiced words? How did you relate to it? Are information like
and Abstractions the meaning of the word get to recall them in the future? characters, their actions, and
change? Do we create words by the effect of their actions
combining syllables? important?

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 NATIONAL READING PROGRAM (NRP)

CHANGE ENDS! READ, READ, READ! I want you to express how well
With the given words, change Sound out all the words we you can relate to the following
the last sound with /t/, /n/, discussed correctly as fast as story:
Evaluating Learning
and /p/ to create a new word: you can. “Vivian’s dog is hungry and
MAD. wet from the rain. She lets it
inside to warm and feed it.
Her pet is now happy.”
IT’S A MATCH! IT’S A MATCH! LOOK, IT’S ME!
Additional Activities for
Match the new words created Find a book and see if the Choose a short story available
Application or
with the images. (Show mat, practiced words appear in it. in your room and relate
Remediation (if
man, map images.) yourself to the characters, or
applicable)
their actions.
Remarks
Reflection

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