EDR 120 Reading List

transcript

EDR 120READING LIST

Lopez, Lea Polleen

INSTRUCTIONAL MATERIALS

IN ENGLISH AND FILIPINO

FOR GRADES 2 TO 5

Categories

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MISTER BEETLE’S MANY ROOMS

“Mister Beetle’s many rooms”

Written and Illustrated by Robert Magnuson

Published by Adarna House, Inc. 2004

SUMMARY

The story started with Mister Beetle finding a house in a middle of

the field. It was a small plant with five branches; he immediately

claimed the tree, along with its five branches , as his and even made

a sign to in front of it. He was awakened by a sound of guitar by a

cricket who was sitting on a branch, a sixth branch, which Mister

Beetle never saw before. Since he only claimed the five ones, he did

not have much to argue with. Then, as rain and shine goes by, more

branches sprout out of the plant. Along with the appearance of

these branches came more neighbors. Mister Beetle got irritated

and decided to leave. As he was leaving, his neighbors made him a

surprise party for the first anniversary of him finding the plant.

They thanked Mister Beetle, and he felt happy. Eventually, he had

appreciated the plant and its many branches and most especially his

neighbors.

MISTER BEETLE’S MANY ROOMS

Reader

ContextBACK

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Reader

For Grade 5 students in public school. (It was stated in the book that the story is recommended for children ages 10 to 11 years old)However, some schools (specifically in private ones) use the storybook for students in earlier grades, as early as Grade 1, Thus, the students’ cognitive level, reading capacity as well as their familiarity with texts may be a teacher’s basis for determining at which grade level of students they would want to read the story to.

Language: The text is written in English, with Filipino translation. This translation would help students if ever they may have troubles in comprehending text written in EnglishContent:: It may help student realize the importance of sharing and showing our gratitude for those who helped usIt can be used as an introductory story for a Science concept, that is, the effect of rain and sunlight on plants or how plants growIt can also be used as an introductory story for the subject Values, for discussing selfishness.

Context

Some students may not know what a beetle look like, especially for those who live in the urban areasChildren who have siblings may be able to relate to the idea of sharing.

A SPIDER STORY

“A Spider Story”

Written by Germain Yia

Illustrated by Liza Flores

Published by Lampara Publishing House Inc., 2004

SUMMARY

Bella the spider was envious of the other animal’s homes. This

inspired her to make an extraordinary web. She searched for

the perfect material for her new web. She used hair she found

in a parlor, a chewed up bubble gum she found in a store and

left over spaghetti. She tried to make a web out of each of

these materials. However, she figured out they weren’t the

right material for a web: when she twirled around her web

made of hair, each strand started to break; when she stepped

on her web made of bubble gum, she found out that it was

sticky and in no way comfortable; her spaghetti web instantly

became dinner for some rat. This saddens her and as she

thought of where she would go, she saw the perfect web: the

one she made; her real home. She realized that she had made

the perfect web after all.

A SPIDER STORY

Reader

ContextClick each circle to viewBACK

Reader

For Grade 4 students in public school

Language: Written in English with Filipino translations per pageContent: Can be integrated with Values: it can be used to discuss “Envy”Can be integrated with Science: for the study of animals and their habitatsCan help students appreciate the value of being contented with the things they have or own

Context

Filipino students can relate to the story, since it has so distinct Filipino words to it, though the main language used is English; words like makahiya, sari-sari store, the use of “Aling” and “Mang” to refer to the owners of the parlor and the store.

NO LIPSTICK FOR MOTHER

No Lipstick For Mother

Written by Grace Chong

Illustrated by Kora Dandan-Albano

Published by OMF Literature Inc. –Hiyas, 2006

SUMMARY

The story is about Mayang, who was ashamed of her mother

because she does not wear lipstick like all the other mothers did.

Before her father’s death, Mayang thought that her mother was

beautiful. Her mother used to wear lipstick and house dresses

everyday. But then in order to keep both of them alive, her

mother took over her father’s tricycle and decided to become a

tricycle driver. It was only after an incident that Mayang realized

that her mother is indeed beautiful and that “beauty is not what

you see outside, but what you are inside..”

NO LIPSTICK FOR MOTHER

Reader

For Grade 5 students in public school

Language: written in English but includes Filipino words such as Aling, anak, ayos, bilis, etcContent: Provides a deeper view on what makes someone beautifulCan be used to avoid (or discuss) stereotyped gender roles (a woman can also be a tricycle driver)

Context

Some may not be able to relate to the story: There may be some students who have moms who are full time housewives and not workingSensitive topic: The character’s father’s death may be a sensitive topic to others who has been through the similar situation. Also, the fact that the character is ashamed of her mother may also cause issues to readers. Teachers should prepare to answers to this.

SI CHING NA TAKOT SA DILIM

“Si Ching na takot sa dilim”

Written by Aleli Dew Batnag

Illustrated by Paul Eric Roca

Published by Adarna House Inc

SUMMARY

The story is about Ching, a child who is afraid of the

dark. He got this fear from stories he heard from his

cousins, about the monsters who goes out only when

it is dark. Ching had to confront his fear when a

blackout in his neighborhood occurred with him

alone in the house. During the blackout, Ching

realizes that there should be nothing to be afraid of

and eventually he overcame his fear.

SI CHING NA TAKOT SA DILIM

Reader

For Grade 2 or 3 students in a public school

Language: Written in FilipinoContent: May help students overcome their fears

Context

A child who has fear of the dark may be more apt to appreciate the story.

SINAG NG LAHI (2)ENJOYING LANGUAGE (3)

PLUMA (4)ENGLISH THIS WAY (4)

Textbooks

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Categories

SINAG NG LAHI

Sinag ng Lahi: Integrasyon Wika at Pagbasa (2)

Author: Victoria Coralejo

Editor: Roberto P. Cruz

Published by FNB Educational Inc., 2006

CONTENT

Yunit I (Chapter I)

Pagbasa (Reading) Wika (Language)

Pasukan Na! Ang Alpabetong Filipino

Handa ka na ba? Ang Paalfabetong pagsusunud-sunod ng mga salita

Ang dyip ni Mang Victor Pagbuo ng mga Pantig

Unang Araw sa paaralan

Mga Pantig na nagtatapos sa Nn

Ang aming guro Mga Pantig na nagtatapos sa Yy

CONTENT

Yunit II (Chapter II)

Kay sarap matulog Mga Pantig na nagtatapos sa Tt

Mga mababait na magkakaibigan

Mga Pantig na nagtatapos sa Ng ng

Sa Palaruan Mga Pantig na nagtatapos sa Ww

Si Pagsi at ang dalawang dwende

Mga Pantig na nagtatapos sa Gg

Si Paruparo at si Alitaptap

Mga Pantig na nagtatapos sa Pp

CONTENT

Yunit III (Chapter III)

Ang Alamat ng halamang Makahiya

Ang Pangngalan

Si Mang Pedring at ang Kanyang Masayang Pamilya

Mga Kasarian ng Pangngalan

Ang mga Ipis Ang Gamit ng Panghalip

Ang Daga at ang Leon Mga Salitang Nagtatanong

Ang Langgam at ang Tipaklong

Mga Salitang Nagsasabi ng Kilos

CONTENT

Yunit IV(Chapter IV)

Ang Kuneho at ang Mahiwagang Babae

Aspekto ng Pandiwa

Mga Magkaibigang Tutubi

Mga Salitang Naglalarawan

Ang Batang Mayabang Mga Salitang Magkasingkahulugan at Magkasalungat ang kahulugan

Hapunan Na Mga Pang-angkop: Na at Ng

Ang Panaginip ni Ana Ang Gamit ng Pang-abay

Sa loob ng Simbahan Ang Pangungusap

SINAG NG LAHI

Reader

For Grade 2 students, either public or private school

The textbook integrated Reading with Language. Texts for reading include short stories, poems and myths. There are a few activities after the selected reading to assess comprehension. The language and/or grammar lessons are embedded in the selected readings. The layout is attractive and pleasing to look at and has adequate visuals in relations to text. Size of letters is appropriate and easy to read. Visuals are attractive and appealing, authentic, simple and easily recognizable. Lastly, material is suitable to the student’s level of development, needs and experience and also provides for the development of higher cognitive skills.

Context

The material is free of ideological, religious, cultural, racial and gender biases and prejudices. It also enhances development of desirable values and traits. The examples/stories in the material contain experiences that each child, regardless of gender, religion, socio-economic status, can relate to.

ENJOYING LANGUAGE

Enjoying Language (3)

Authors: Dr. Cleofe Mendinueto, Jocelynn Andaya

and Daisy Lavilles

Editor: Patrocinio Yogore

Published by BC Educational, Inc., 2007

CONTENT

Unit I “Making Friends”

Talking about People, Places, and Things (Using Name words)

Telling Things we own

Distinguishing Common Nouns from Proper Nouns

Making Introductions

Working with Singular and Plural Nouns

Talking about quantities: Countable and Mass Nouns

CONTENT

Unit II "Working and Playing together”

Working with Action and Be verbs

Sharing Experiences

Telling what is happening

Telling more about the past

Telling Present Actions Talking about future activities

CONTENT

Unit III “Describing with Adjectives and Adverbs”

Using words that describe

Working with Adverbs

Order of Adjectives Using Adverbial Phrases that tell where and when

Using Adjectives for comparison

Writing Interesting Letters

CONTENT

Unit IV “Working with sentences”

Learning the parts of a sentence

Asking and answering questions

Using different kinds of sentences

Giving and following directions

Learning more about punctuation marks in quotations

Writing a paragraph

ENJOYING LANGUAGE

Reader

The textbook integrated Reading with Language. The textbook included mastery of the four macro skills (reading, writing, listening and speaking) as it includes writing, reading as well as activities done with the group or a partner. Illustrations are interesting but at the same time does not cause distractions from reader. There is logical and smooth flow of ideas

Context

The topics/themes in the selected stories are culturally relevant (there was an essay on Filipino Children’s Games) and is free of biases and prejudices.

Pluma: Wika at Pagbasa Para sa Batang Pilipino (4)

Author: Alma Dayag

Published by Phoenix Publishing House, Inc., 2002

CONTENT

Kabanata I (Chapter I, excerpts)

Aralin 1; Pasukan Na Naman (Maiklng Kuwento)

Alamin Natin Wika Pagpapahalaga

Pagtukoy sa Konteksto sa Isang Usapan

Salita, Parirala, at Pangungusap

Pagtitipid sa mga Gamit Pampaaralan at Iba pang gamit

CONTENT

Kabanata I (Chapter I, excerpts)

Aralin 2: Pilipinas, Malaya ka na ba?

Ang TulaPagkilala sa mga Ideyang Sumasang0ayon at Sumasalungat

Dalawang Bahagi ng Pangungusap

Pagmamalaki sa Ating mga Bayani at sa mga Ginawa Nila Para sa Bayan

CONTENT

Kabanata 2 (Chapter 2, excerpts)

Aralin 1: Si Butsi, Ang Asong Bayani (Kuwentong Patula)

Pagsasagawa ng Interbyu o Panayam

Dalawang Uri ng Pangngalan

Pagtitiwala sa Sariling Kakayahan sa Kabila ng Kapansanan

CONTENT

Aralin 8: Si Mariang Sinukuan (Kuwentong Bayan)

Pagbuo ng Balangkas

Panghalip Pananong

Pagtutol sa Pagsasamantala sa mga Bata, Matatanda, Kababaihan, o Iyong mga Ipinagpapalagay na mahina

CONTENT

Aralin 3: Ang Mayabang na Pagong (Pabula)

Pagbibigay ng Reaksyon sa Isang Nabasa o Napakinggan

Mga Panlaping Makadiwa

Pagbabago Tungo sa Kapayapaan

CONTENT

Aralin 8: Laruan (Sanaysay)

Pagbibigay ng Naiibang Wakas sa Akdang Binasa o Napakinggan

Kaantasan ng Pang-uri

Pagpili ng Laruang Makapagpapalaganap ng Kapayapaan

CONTENT

Aralin 1: Ang Pinagmulan ng Lahi (Alamat)

Mga Babalang Pantrapik

Pang-abay Pagmamalaki sa Pagiging Isang Pilipino

CONTENT

Aralin 6: Pista sa Bayan ng San Guillermo (Maikling Kuwento)

Mga Bahagi ng Liham

Pangatnig Kulturang Pilipino na Dapat Nating Ipagmalaki

Reader

The textbook integrated Reading with Language. There is a variety of texts included in ever chapter. In each subtopic, there was an emphasis on the value or desirable trait that the student will learn. The material provides for the development of higher cognitive skills. There is logical and smooth flow of ideas. Vocabulary level is adapted to target reader’s experience and understanding. Instructions are clear; students can answer activities without much guidance.

Context

The material is free of ideological, cultural, religious, racial and gender biases and prejudices and include topics/stories that are culturally relevant.

ENGLISH THIS WAY

English This Way (4) Worktext

Author: Wilma Gonzales

Coordinator: Cecillia Corsino

Published by Phoenix Publishing House, Inc., 2003

CONTENT

Unit Lesson/s

1 Courteous Expressions

2 Nouns

3 Pronouns

4 Verbs

5 Adjectives

6 Adverbs, Prepositions, and Conjunctions

7 Sentences

8 Composition

ENGLISH THIS WAY

Reader

The textbook contain topics that will develop mastery in the four macro skills. Though it is not actually an integration of reading and writing, there are short texts and dialogues that serve as introduction to the grammar lesson. The material provides “self-checks” and Unit review at the end of each unit/part. Back

Context

Material is free of ideological, cultural, religious, racial and gender biases and prejudices and is culturally relevant.

PREPOSITIONSPRINCIPLE OF NON-INTERVENTION IN SUBJECT-VERB AGREEMENT

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EDR 120 Reading List

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