Reading for Bright Minds - Preparatory

READING for Bright MindsPreparatoryTextbook

Philippine Copyright 2009 by DIWA LEARNING SYSTEMS INCAll Rights reserved. Printed in the Philippines

Editorial, design, and layout by

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ISBN 978-971-46-0063-8

Editorial Board

AuthorWilhelmina Alba-Contreras is currently taking up Early Childhood Education at the De La Salle University Graduate School. She has a bachelor’s degree in Fine Arts, major in Interior Design, from the University of Santo Tomas and a Certificate for Teaching from the St. Bernadette College of Alabang.

Ms. Contreras is the Program Directress and Nursery teacher of the Kennedy International School of Business and Language in Alabang. She is also actively working for the SIBOL schools of the Gawad Kalinga villages in Muntinlupa, Paranaque, and Las Piñas. Her background in teaching preschool and elementary Reading and Language includes stints at the Blessed Scubilion Learning Center and STI Prep School.

ReviewerMona R. Alagar has a bachelor’s degree in Psychology from St. Paul College, Quezon City. Ms. Alagar is the preschool area coordinator at the Poveda Learning Center.

To the Learner

READING for Bright Minds has been written

especially for you. May the activities in this book

give you an exciting adventure as you learn to put the

sounds of letters together and read words on your

own. Welcome to the world of reading!

The Author

To the Teacher

Reading is an important life skill. Young children, who are exposed to reading

materials, who see reading as an act, and who are read to, are often those who are

more equipped to acquire the other skills necessary to learning. The ability to read

opens up an individual’s horizons and makes the enjoyment of learning possible.

A good strategy for teaching reading is the whole-part-whole process. In

this strategy, reading instruction starts with the reading or sharing of a whole,

meaningful text. This is followed by the teaching of a reading skill or strategy within

the context of the text. Then, in the final stages of the lesson, the children apply the

skill as they go back to the text.

This book is intended for teaching reading in a whole-part-whole strategy. It is

suggested that the teacher or parent begins a lesson with a story, poem, or any type

of literature the child will understand. Whole language strategies and subskills, such

as letter identification, phonemic awareness, and decoding, are incorporated into

the theme of each lesson. Mastery of the whole language strategies and subskills is

reinforced through the activities in this book.

I hope that READING for Bright Minds will help you provide meaningful

learning experiences for the children you teach.

The Author

TABLE OF CONTENTS

UNIT 1 This Is Who I Am .......................................................................................................1

Lesson 1 Introducing Myself ....................................................................................................................................... 2 (Beginning and ending sounds) Lesson 2 Describing Myself ........................................................................................................................................ 14 (Medial short a)Lesson 3 I Am Growing ................................................................................................................................................... 21 (Medial long a)Lesson 4 I Can Do Things by Myself ...................................................................................................................30 (Medial short e)Lesson 5 My Family ........................................................................................................................................................... 35 (Medial long e)Lesson 6 Other Members of My Family .........................................................................................................45 (Medial short i)Lesson 7 My Home ............................................................................................................................................................. 51 (Medial long i)

UNIT 2 This Is Where I Live ............................................................................................ 59

Lesson 8 Kinds of Houses ........................................................................................................................................... 60 (Medial short o)Lesson 9 My Friends .........................................................................................................................................................66 (Medial long o)Lesson 10 My School ........................................................................................................................................................... 74 (Medial short u)Lesson 11 Around My Community ...................................................................................................................... 80 (Medial long u)Lesson 12 Community Helpers ............................................................................................................................... 88 (Beginning and ending digraph ch)Lesson 13 More Community Helpers .................................................................................................................95 (Beginning and ending digraph sh)Lesson 14 Working Together .................................................................................................................................... 102 (Beginning and ending digraph th)

UNIT 3 This Is My Country ............................................................................................109

Lesson 15 Our Flag ............................................................................................................................................................... 110 (The consonant blend fl)Lesson 16 Filipino Attires .............................................................................................................................................. 115 (The consonant blend bl)Lesson 17 Philippine Plants ........................................................................................................................................ 120 (The consonant blend pl)Lesson 18 Philippine Animals ................................................................................................................................... 126 (The consonant blend cl)Lesson 19 Cariñosa ..............................................................................................................................................................132 (The consonant blend sl)Lesson 20 Our National Hero .....................................................................................................................................137 (The consonant blend gl)Lesson 21 The Tale of Florante and Laura ................................................................................................... 145 (The consonant blend pr)Lesson 22 Riding the Metro Train ........................................................................................................................ 151 (The consonant blend tr)Lesson 23 Visiting Magellan’s Cross .................................................................................................................... 156 (The consonant blend cr)Lesson 24 Dancing the Singkil ................................................................................................................................. 162 (The consonant blend dr)

UNIT 4 This Is How We Celebrate ............................................................................ 169

Lesson 25 Hanukkah ........................................................................................................................................................ 170 (The consonant blend sp)Lesson 26 Tanabata ........................................................................................................................................................... 178 (The consonant blend st)Lesson 27 Mutlu Bayramlar! ...................................................................................................................................... 185 (The consonant blend sw)Lesson 28 Halloween ........................................................................................................................................................ 192 (The consonant blend sc)Lesson 29 Quinceañera .................................................................................................................................................200 (The consonant blend sm)Lesson 30 Christmas ........................................................................................................................................................210 (The consonant blend sn)

Illustration Guide ......................................................................................................................................................229A Child’s Third 100 Words ..................................................................................................................................... 234

READINGfor Bright Minds

Unit1

This Is Who I Am

2 READING for Bright Minds – Preparatory

Introducing Myself

My name is

My nickname is

I am years old.

I was born on

.

.

.

Paste your picture here.

3This Is Who I Am

I live at

I study at

Paste a picture of your house here.

.

.


Dear Parents: Make your own alphabet flashcards so you can do this activity with your child at home.

Write the missing letters of the alphabet.

Aa Dd Ee

Hh Jj

Ll Nn Qq

Ss Uu

Uu Yy

5This Is Who I Am

Recite the alphabet. Then, say the name of each picture.


7This Is Who I Am

Draw lines to match the uppercase letters with their lowercase letters.

BLETJ

tjl

be


Say the name of each picture. Circle the beginning letter of the name of each picture.

l m p s

f b n o

c e p x

o v w h

j a f y

9This Is Who I Am

Say the name of each picture. Write the beginning letter of each picture on the blank space.


r g t p

c t p x

f b n o

o p w h

j r f y

Say the name of each picture. Circle the ending letter of the name of each picture.

11This Is Who I Am

Say the name of each picture. Write the ending letter of each picture on the blank space.

Say the name of each picture. Circle the letter on the left if you hear it at the beginning of the word. Circle the letter on the right if you hear it at the end of the word.

n

x

h

n

x

h12 READING for Bright Minds – Preparatory

tgs

tgs

b b

10

13This Is Who I Am


Describing Myself

Check () the items that best describe how you look.

I have short long hair.

My hair is straight curly wavy.

The color of my hair is brown black.

I have light medium dark skin.

I have light-colored dark-colored eyes.

My eyes look like this:

15This Is Who I Am

Compare yourself with your seatmate. Check () all the items that best decribe you.

My seatmate isWrite your seatmate‛s name.

I am shorter taller than my seatmate.

My hair is shorter longer than my

seatmate‛s hair.

Trace your seatmate‛s right hand here.

My hands are bigger smaller than my

seatmate‛s hands.


Draw your favorite things in the boxes. Write their names in the spaces provided.

My favorite food is .

My favorite toy is a .

Fill this space with your favorite color.

17This Is Who I Am

My favorite toy is a .

My favorite color is .

My favorite cartoon character is .


Write the missing letters to form words that have a middle short vowel ă. Use the pictures as your guide.

a a

a a

19This Is Who I Am

Say the name of each picture. Put a check () on the pictures that have the same short vowel ă sound as in hat.

Dear Parents: Let your child practice discriminating letter sounds by first saying the medial vowel ă sound then saying the word.


Say the name of each picture. Find the word in the box that corresponds to the picture. Write the word on the blank space.

fan wag sad tag ham man