Word Recognition For Grade 3: Date

WORD RECOGNITION FOR GRADE 3
Date: _____________________________ Page 1

OBJECTIVES: Week 1 – 1st Quarter
 Read words with short o in CVC pattern
 Read phrases, sentences and stories using short a e i o CVC in combination with sight words and
vocabulary words learned from the literature
Words with Short Oo Sound

cob box cop mop lot pot
job pox hop dot not cot
rob fox top hot hot rot
mob Rox pop got jot tot
Phrases
on top of the mop

Bob and Rox
lots of dots
a cop on a cot
jots on the pad
pops out of the box
Sentences
A Big Box
There is a pot in the box.

There is a fox in the box.
There is a cop in the box.
There is a top in the box.
There is a mop in the box.
What a big box it is!
- N.N. Hermosa
Date: _____________________________ Page 2

OBJECTIVES: Week 2 – 1st Quarter
 Read for fluency words, phrases, sentences, and stories containing–ox, -op, and –ot word
families plus sight words
 Read words, phrases, sentences, and stories containing –od, -og, -om, -on, and–oy word families
plus sight words
Rice Porridge Hot

(Song)
Rice porridge hot Some like it hot

Rice porridge cold Some like it cold
Rice porridge in the pot Some like it in the pot
Nine days old. Nine days old.
Words with Short Oo Sound
-ob -od -og -om -on

Bob cod hog Rom Dom
cob God log Tom Don
job nod fog Jon
nod pod son
rob rod ton
Sight Words
away again
down after
eat any
here could
one from
three little
won’t
Date: _____________________________ Page 3

A Log in the Bog in the Fog

by N. N. Hermosa
There is a log in the bog,

A log in the bog in the fog.
Along comes Tom
With his pretty mom.
They sit on the log in the bog,
On the log in the bog in the fog.
And here comes a dog
With a very big hog.
They sit on the log in the bog,
On the log in the bog in the fog.
“Oh my God!” says Jon,
“On that log there is a hog!
I won’t sit on that log in the bog
On that log in the bog in the fog.”
Where is the log?
Where is the log in the bog in the fog?
What log, my dear?
There is nothing there.
Date: _____________________________ Page 4

OBJECTIVE: Week 3 – 1st Quarter
Read and write short u vowel in simple stories
Words with Short Uu Sound
-ug -um -un -ub -up -ud

bug bum bun cub cup Jud
dug gum fun rub pup mud
hug hum gun tub sup sud
jug mum nun bud
mug rum run cud
pug sum sun
rug
tug
Sample Phrases with Short Uu Sound
a bug on a rug a cup, a mug, and a jug

under the sun my sons Jud and Hud
run and play a cub in the tub
Sample Sentences with Short Uu Sound
Is there water in the jug?

The nun is under the sun.
Judson, the cop, has a gun.
A cub dug a hole in the mud.
Sight Words (Colors)
black pink
blue red
brown violet
gray white
green yellow
orange
Date: _____________________________ Page 5

Read words, phrases and sentences with short u sound
A. Let the pupils read the following words.

fun
gum
cut
run
jump
nut
sun
mud
hut
B. Let the pupils read these phrases.

fun under the sun
sometimes cut out pictures
sunny days
must gather nuts
must run fast
high jump
chewing gum
mud hole
C. Ask the pupils to read these sentences.

1. We have fun under the sun.
2. We must run fast in a race.
3. We jump high over mud holes
4. We draw and sometimes cut out pictures.
5. We must gather nuts.
6. We like chewing gum.
Date:__________________________________________ Page 6
Read and write words with l blends
(Refer to Activity 58 of Lm, p.72)
Do the CLOZE the GAP game. Copy the sentences in your notebook. Choose from the word bank below
the missing word to complete each sentence.
WORD BANK:
place plane plastic plate player plumber
1. James Yap is a good basketball ______________ .

2. He goes to Cebu by____________ and not by boat if the game is held there.
3. A __________ came to fix our kitchen sink.
4. A used spoon, fork,________ and saucer are washed in the kitchen sink.
5. The kitchen sink is not the ________ to put the garbage in.
6. We throw fruit peelings, used paper and _____ trash in the garbage can.
Using pl blend
Read the words aloud in the BRAIN LIST.
blue blade bloom blow black clown

clock clip clay cleans claps
(Show pictures of the following)
plant plane
plastic player
plate plumber
Date:__________________________________________ Page 7
Pronounce words with r blends
Introduce the sounds: br cr dr tr gr pr fr through the pictures of:

brunch crab drum frog grass present truck
Say: When two consonant letters are beside each other in a word, their sounds blend.
Example:
frog - /f/ and /r/ blend when we say the word frog.
grass - /g/ and /r/ blend when we say the word grass.
present - /p/ and /r/ blend when we say the word present.
truck - /t/ and /r/ blend when we say the word truck.
/fr/, /gr/, /pr/, and /tr/ are -r blends.
Say: This time, let us read the sentences with r blends.

1. A truck hit my fruit tree.
2. A lot of fruit fell from the tree.
3. The fruit fell on the green grass below.
4. The fruit was to be a present for my friends.
5. Now, I have nothing to bring to them.
6. Many branches of the tree broke, too.
7. One big branch fell into the pond.
8. It made a loud noise like a drum.
9. Frogs jumped out of the pond.
10. Crabs left the pond, too.
Ask:
1. What did a truck hit? (fruittree)
2. What fell from the tree? (fruitfrom the tree)
3. On what did it fall? (on the green grass below the tree)
4. What was the fruit meant to be? (apresent for friends)
5. What will happen now? (has nothing to bring to friends)
6. What else happened to the tree? (manybranches broke)
7. What fell into the pond? (one big branch of the tree)
8. What kind of noise did it make? (a loud noise like that of a drum)
9. What jumped out of the pond? (frogs)
10. What else left the pond? (crabs)
Date:__________________________________________ Page 8
Read and write phrases of one- syllable words with –r blends
Say: Read the words aloud.

blue black blood clay clown clip
branch frog grass present truck drum
Say: Let us name the pictures.

brush dress crib
cross trap grab
Say: This time, let us read the sentences with r-blends.

1. I brush my teeth after every meal.
2. I put on a clean dress after my bath.
3. I sing to my baby brother in his crib.
4. I see a mouse in the rat trap.
5. The mouse tried to grab the piece of bread in the trap.
6. I go over my answers with check and cross marks in a test.
(Refer to Activity 69 of LM, p.80)
Copy the sentences in your notebook. Choose from the given words the one that makes the most sense for each
sentence. Write it on the blank.
a. I wash and iron my________.
brush dress
b. I use a _____ to clean my shoes.

brush dress
c. Look at the baby asleep in a ________ .

crib trap
d. Look at he mouse caught in a ______________.

crib trap
e. Correct the wrong answer marked with a _____.

brush cros
Date:__________________________________________ Page 9
Read words with short a, e, and i sounds
Have a flashcard drill of sight words.

(Refer your pupils to LM-Activity 74 on page 84)
Read Words and Phrases
A. Do you remember the words with short o and u

sounds? Read the following words.
bud got bus
hungry lots sum
up shop hub
B. Read the phrases with short o and u sounds.
a hungry turtle lots of food
on the bus had to shop
went up got his cart
food hub sum of money
(Refer your pupils to LM-Activity 76 on page 86)
A. Have the children read aloud the words in A, by columns. Then call on whole class, small groups,
and individual child to read a column of words at a time. If needed, you can model how a word
should be read.
it with is red him black his can when
B. Do the same with the phrases in B. Ask questions to see if pupils know the meaning of the phrases.
black top can go up will be down when it is cold
his new car took him time red car when it is warm
Date:__________________________________________ Page 10
Read and write words with S-blends
Present the Teaching Chart for the s-blends.
Words with sc, sk, sl, sn, sp, st, sw, spl, str, scr, sm, spr Sounds
sc sk sl sn sp st sw sm
scarf skit slam snack sport stop swim Small
scab skip slab snap spin star swat smell
scuff skin slap sniff spill stem swell smog
scar skull sled snip spell stick switch smile
score sketch slow snail spot stamp swift small
(Refer pupils to LM-Activity 79 on page 88)
Have children do Exercise A, then read the words aloud after they have completed them.
star sled swim spots stop
Exercise B. Read the phrases.
skip the snack

sweet smile
stop and smell
spin and scream
scratch the scab
Date:__________________________________________ Page 11
Read and write simple stories with final blends
Say: Let us study these pairs of words.
A B
Singular Plural Singular Plural

tray trays daisy daisies
day days lily lilies
joy joys lady ladies
key keys puppy puppies
toy toys jelly jellies
monkey monkey
Ask: What letter comes before y in the words in the box A? What do we add to nouns ending in –y with a vowel
before it? What letter comes before y in the words in box B? How do we form the plural of nouns ending in y with a
consonant before it? Say: Noun ending in –y with a vowel before it form their plural by adding –s only. Examples: family
– families city – cities
Guided Practice
Say: Work by pairs. Let‟s talk about the pictures on the chart. Set a partner. Your partner will give the singular and the
plural form of the objects in the picture while you will make a sentence using the plural form of the noun in the picture.
toys turkeys monkeys ladies fairies
Independent Practice
Say: Complete the poem. Give the plural forms of the nouns in the parenthesis. Refer your pupils to LM – Activity 86 on
page 94.
Date:__________________________________________ Page 12
Read simple stories with words with l, r, s and final blends
Say: Tell something about each picture and the guesses you made.
(Lemon at the beginning of the story.)
(Lemon with his sewing machine.)
(Lemon open his cabinet.)
(Lemon wears clown suit with stitches.)
Talk about Picture 1. Ask: What was your group‟s guess when I asked, “What do you think will Lemon do?
Was your group‟s guess correct? What really happened in the story?
Talk about Picture 2. Ask: What was your guess when I asked, “How do you think will Lemon‟s clothes look
like?” Was your group‟s guess correct? What really happened in the story?
Talk about Picture 3. Ask: What was your guess when I asked “How do you think will everybody feel about the
clothes Lemon wore at the party?” Was your group‟s guess correct? What really happened in the story?
Talk about Picture 4. Ask: What was your guess when I asked, “How do you think will the story end?” Was
your group‟s guess correct? What really happened in the story?
Read the words and phrases.
classmates speeding splashed school stopped
best proud cried green
speeding car felt very proud splashed water best of all
classmates in school a green cap shiny black shoes three clips
Date:__________________________________________ Page 13
Date:__________________________________________ Page 14
OBJECTIVE: Week 1 – 2nd Quarter
Read words with digraph /ch/ (final) as in catch (1st half)
Say: How are ch sounded in chocolate, change and much? Can you hear /c/? Can you hear /h/?
A different sound is given to ch. The sound of ch is /ch/.
Let the pupils sound it three times.
Model reading the words and let the pupils read after you.
Words with /ch/
chips check Chop choose

chin chest chocolate chew
chick cherry Chair cheese
children chicken champ
Activity
Say: Now let’s identify the pictures by completing the words with ch. Read the words, then the phrases and the sentences
with /ch/ in that order.
Refer the pupils to LM Activity 107 on pages 114-115.
Words Ending with /ch/
catch much bench

scratch such sketch
Date:__________________________________________ Page 15
watch bunch reach
branch rich
ranch inch
 Decode words with consonant digraphs: /ck/, /th/, and /ph/

 Decode words with consonant digraph /sh/
Say: I have here on the board a list of words and pictures they represent. I will read each set of words three times.
On my first reading just listen to me read the words. On the second time, I will read each word and repeat after me.
On the third time, you all read the set by yourselves. We will do the same thing to the next to the next two sets of
words.
/ck/ /th/ /ph/
picture duck picture thirty picture pharmacy
picture clock picture cloth picture Philippines
picture lock picture teeth picture telephone
sack picture thigh photo

picture picture
Say: Let’s have more words with sh. Let the pupils read the words in a teaching chart. Make sure that the pupils
know the meaning of each word through vocabulary development activities such as pictures, action and context.
Teaching Chart: Words with sh
ship shell shack shop

shift shed shall shore
shrill shelf shape shock
Date:__________________________________________ Page 16
shine sheet shake shut
Teaching Chart: Words with sh
ash splash brush wish

crash smash crush fish
flash clash rush dish
trash wash bush finish
Read and write words with long vowel /a/
Present the pictures and the words. Let the class read the words.
cake
lake
illustrate take
illustrate make
illustrate rake
illustrate bake
illustrate shade
Word Instruction
Flash BRAIN LIST for fast reading ( flash words one by one)
run fog wash wish bake Jake
fun jog cash fish take Kate
Date:__________________________________________ Page 17
fall mash dash dish make mate
tall rash
Flash the BRAIN LIST for fast reading.
/a/ke pattern / a/te pattern /a/ve pattern /a/pe
bake gate save cape

cake late gave tape
make mate Dave nape
lake date cave
sake Kate
rake rate
wake
Long vowel word ending in silent e: as in bake
Introduce more words with long /a/ and silent e in –ame and –ale family. Be sure to illustrate or act out each word
before the pupils read them.
Teaching Chart
-ame -ale
dame male
fame pale
game sale
flame scale
frame stale
name tale
shame whale
Guided Practice
Refer the pupils to LM Activity 141 on page 161.
Date:__________________________________________ Page 18
Independent Practice
Refer the pupils to LM Activity 142 on page 161.
Decode cvc words with long /i/
Say: Read the word under the picture. Model how the word should be read. Let us spell chime: c-h-i-m-e. Point to
the letters as you do so. What is the vowel in the middle? What is the sound of iin chime? Read the word again.
Read the following sentences and present the flashcard of the highlighted word as you say it then put each word in
the pocket chart or board.
The grasshopper has a clock with a chime.

The clock chimed nine times at night.
chimed nine night
Present the Teaching Chart for the words with long /i/.
Teaching Chart
chime night sight time bright

light nine child slide
fight bite ride
Date:__________________________________________ Page 19
Read frequently occurring irregular verbs (eat - ate)
Activity 1
Among the words on the board, look for the right past form of the following irregular verbs:
Irregular verbs Past Form
hurt _________
lay _________
break _________
put _________
After the children have chosen the right answers, ask them:
What did you notice with the verbs when they are in the past form?
What two verbs remained the same in their past form?
What two verbs showed a change in their past form? What change took place?
Group Activity
Say: Now let us play like a cat and dog. One volunteer from each group will be the “It” or the cat. They have to
jump on the right past form of the verb they are holding in order to get the bone. If they jump on to the wrong verb,
they will fall and the dog will get the bone instead.
Date:__________________________________________ Page 20
ride rides rode
blow blew blowed
fight fighted fought
Say: What did you notice about the past form of the verbs?
What was added at the end of the verbs? Why?
What do we call this verb then?
 Read words with the long vowel /o/ and ending in silent e as in hose
 Read frequently occurring irregular verbs
Say: Sometimes, letter o, in words that end in e like bone and cone, is pronounced as /ow/.
Let us say the following words correctly.
bone cone hone

lone tone phone
3. Guided Practice
Refer the class to LM, Lesson 171B.
4. Independent Practice
Refer the class to LM, Lesson 171C.
Say: Let us study the following examples.

run-ran ring-rang swim-swam
Date:__________________________________________ Page 21
get-got rise-rose wake-woke
give-gave sing-sang write-wrote
ride-rode sit-sat win-won
know-knew throw-threw drive-drove
Blend phonemes (sounds) in CVCCC words
Let’s read the action words/verbs in our paragraph.
cooked helped
prepared poured
Ask: What do you noticed about these action words. Let’s study the chart below.
Base Form Add Past Form

cook -ed cooked
pour -ed poured
prepare -ed prepared
help -ed helped
Present words from the paragraph with the CVCCC pattern.
Date:__________________________________________ Page 22
What spelling pattern do these words have? Let’s blend the sound given to the consonants that come one
after another in the underlined syllables of these words?
/g/e/n/t/l/y/ = gently
/b/u/b/b/l/y/=
bubbly
Now, clap your hands every time you say blend sounds in the words that I’ll flash. Then read the whole word.
tenths sixths rafts gifts
humbly tight
Read words with the long vowel /o/ and ending in silent e as in hose
Read the following phrases.
a kingdom shaped like a cone his golden robe
no rain in his zone a magic stove
hard as stone around the globe
called by phone far and near
now his home loud and clear
could not leave all alone have no fear
Date:__________________________________________ Page 23
Write in your notebooks at least four sentences using any of the following
words. Be sure to have all four types of sentences: declarative, imperative,
exclamatory and interrogative.
close zone dome choke

those tone home smoke
chose lone hope broke
pose phone rope mole
nose cone vote stole
hose throne note hole
rose stone drove globe
froze bone stove robe
Decode words with long vowel words ending in silent e: long u as in cube
Long /u/ as in cube
Read these words and phrases.
duke the duke
excused excused himself
muse the lovely muse
amusing the amusing kingdom
introduce to introduce Muley
Read the story and answer the questions that follow.
Date:__________________________________________ Page 24
Muley Mule and the Duke
Once upon a time there was a king who owned a cute mule. He named it Muley.
Muley, the mule, looks like a horse. Muley, the mule, looks like a donkey.
One night in the middle of a celebration, the duke excused himself. The duke and Muley wanted to visit
the muse of the Amusing Kingdom. He wanted to introduce Muley to the muse.
When they arrived at the Amusing Kingdom, the muse went out and looked at Muley. She instantly
loved the cute Muley. She went back to her room. She got a bottle of perfume and gave the duke and Muley a
kiss and the perfume.
Questions:
1. Have you ever seen a mule?
2. Who owns Muley, the mule?
3. Why did the king excuse himself in the middle of the celebration?
4. Where did the duke and Muley, the mule, go?
5. Why did they go there?
6. What did the muse give the king and Muley?
Date:__________________________________________ Page 25
OBJECTIVE: Week 1 – 3rd Quarter
Read and write words, phrases and sentences with oi and oy diphthongs
A. Read the phrases.
1. Roy’s yellow toy 6. joins the boys

2. two coy boys 7. jumps with joy
3. Roy and the boys 8. your toy
4. destroyed soy 9. don’t destroy
5. field of soy 10. toil on the field
B. Read the story aloud and answer your teacher’s questions.
Date:__________________________________________ Page 26
Roy and the Field of Soy

Mil Flores-Ponciano and Leo Go
Father works in the field. He toils in the field.

Two coy boys go with Father to dig the field of soy.
Roy, with a yellow toy, joins the coy boys.
Father warns Roy and the coy boys.
“Don’t destroy the soy. Don’t play with your toy.”
But the boys and Roy still play and jump with joy.
They jump on the moist soil and the soy was destroyed.
Now Father has no soy to harvest. He is annoyed.
1. Who works in the field?

A. Roy B. the boys C. Father
2. Who help Father dig the field of soy?
A. Roy B. the boys C. Troy
3. What does Father plant in the field?
A. coy B. soy C. toy
4. What is Father’s warning to the boys?
a. Don’t harvest the soy. b. Don’ destroy the soy. c. Don’t oil the soy.
5. What do Roy and the boys do in the field?
A. join B. jump C. point
6. What happened to the field of soy?
A. annoyed B. destroyed C. coiled
7. How will you describe Roy and the boys?
a. not obedient b. not honest c. not respectful
Date:__________________________________________ Page 27
Read words, phrases and sentences with au and ow dipthongs
A. Read the words
sauce yawn paw crawl
sausage lawn law
fault pawn straw
vault
Date:__________________________________________ Page 28
Read and write words with ou and ow diphthongs
Read the words.

house bound owl brown
blouse sound fowl crown
louse round down
mouse ground gown
found town
pound frown
Date:__________________________________________ Page 29
Read and write words with oa digraph as in goat
Read the following phrases

one fat goat wet soap
a blue coat bog on the ground
brown loaf on the plate on the wide road
a yellow old cloak
Date:__________________________________________ Page 30
Read words, phrases, sentences and stories containing words with digraph ee as in sheep
Read the following phrases.

1. a jeep along the street
2. fifteen free deer
3. three teeth
4. rolling wheel
5. tree beside the house
C. Read the sentences. Write the sentence numbers in the boxes above each
picture to show what the sentences say.
1. Fifteen deer hop on the grass.
2. A fast jeep moves along the street.
3. The baby has three teeth.
4. A wheel rolls on my feet.
5. There is a tree beside our house.
Date:__________________________________________ Page 31
Read and write words, phrases and short sentences with ea diagraphs
B. Read the phrases.
1. crowded beach
2. the coming year
3. a slice of meat
4. a kind beast
5. a clean ear
6. the crow’s beak
Date:__________________________________________ Page 32
Read and write words, phrases and sentences with ei and ie diagraph
A. Read the words.
grieve cried necktie friend

believe fried untie patient
piece tie
pie
Date:__________________________________________ Page 33
Read and write words, phrases and sentences with long /i/ sounds
A. Write the name of each picture in your notebook.

hair rain paint nail
stair grain tail jail
stain rainbow mail railway
Read the phrases.
1. red nail
2. pair of hair clip
3. rainbow across the sky
4. fresh air from the farm
5. long tail of a horse
Date:__________________________________________ Page 34
Read and write words, phrases and sentences with “ay” diagraph
A. Read the following phrases.
the way to the hall a bright sun ray

crayons for May a happy rainy day
display on the hallway three stray cats
a basketball player train on a railway
Date:__________________________________________ Page 35
Date:__________________________________________ Page 36
OBJECTIVE: Week 1 – 4th Quarter
Read words, phrases and sentences using –ight words.
1. Light makes the room (bright, dark).

2. The bight makes the rope (longer, shorter).
3. It is (bad, good) to start a fight.
4. Manny carries the (big, small) stone with all his might.
5. (Stars, Sun) can be seen at night.
6. My teacher usually gives (a point, zero) to every right answer.
B. Read the phrases.

light during the dark night
may make it right
with all his might
a light in sight
Date:__________________________________________ Page 37
must never fight
Read words and phrases, with –ough (sounded as /Ʌf/ and /ɒ/)
-ough Words
A. Read the following words. What is the difference between the two sets of
–ough words?
/o/ /Ʌf/
bough cough
dough tough
although rough
enough
B. Read the following phrases.
a light on a bough cough at daytime

dough on the table a tough blow
although busy a rough road
through the night
Read the following.

1. Time is tough.
2. It is difficult to run in a rough path.
3. My money is just enough to buy food for lunch.
4. Although Mother is busy, she still finds time to take care of us.
Read the poem.
What Should I do?

By: Ma. Criselda G. Ocang
What should I do?

The times are tough, the trees are gone
The path is rough; the garbage is around
we need to do something John
What should I do?
Should I go and campaign
though resources are limited
Or plant a tree with a friend
although time is restricted?
Date:__________________________________________ Page 38
Should I stand still and eat dough instead
Or go and till the soil and let boughs grow?
Read words, phrases and a poem with –wr- beginning words
Read the following.

wraps and taps
wreath for Christmas
a flying wren
needs a wrench
wrings the towel
wrinkle in an old woman’s face
to write a letter
Read the following.

never wrong wrap a gift
write a letter a wreath or a wren
than her wrinkle wring a shirt
Read the following poem.
It Is Never Wrong to Say I Love You

By: Ma. Criselda G. Ocang
It is never wrong!
I just really love her
I want to wrap a gift or write a letter.
I want to give a Valentine wreath or a wren or whatever.
It is never wrong
I want to tell grandmother
My love for her is deeper than her wrinkle
I want to tell her I love her.
It is never wrong!
To say I love her.
It is never wrong to say
I love you grandmother!
Questions:
1. What is never wrong?
2. Is it all right to say ‘I love you’?
Date:__________________________________________ Page 39
3. Have you ever given a gift to anyone? Why did you give them a gift?
Read a grade three level text
Irregularly Spelled Words
Remember:
Irregularly spelled words are read differently.
Not all letters are sounded.
Let us read each word. Write the word in your notebook and cross out the
letters that are not sounded.
1. again ___ ____ ____ ____ _____
2. because ___ ___ ___ ____ ____ _____ ____
3. earth ____ ____ ____ ____ _____
4. height ____ ____ _____ _____ _____ _____
5. Wednesday ___ ___ ___ ___ ___ ___ ___ ___ ___
6. come ____ ______ _____ _____
7. could _____ _____ _____ _____ _____
8. does ____ _____ ______ _____
Date:__________________________________________ Page 40
Spell irregularly spelled words correctly.
Irregularly-spelled Words
Read the following words. Then, tell me what letters are not sounded out in each word.
enough said
please again
knife
Say: Let us have the game “Pass the Baton”. I will show a word written on a flashcard. You will trace
the name of each letter of the word while saying the letter names. Then read the word.
Cover the word and let them write the word again in the air while spelling it.
Repeat until all words had been read and spelled. Words written in the flashcards are:
1. enough
2. please
3. knife
4. said
5. again
Copy the following sentences in your notebook. Then encircle the irregularly-
spelled words in each sentence.
1. Please, give me a glass of water.
2. Mother said that we are going to the market tomorrow.
3. His money is just enough for lunch.
4. My sister will be home soon.
5. I love my family very much.
Date:__________________________________________ Page 41
Read possessive pronouns
Practice reading this poem in groups. The first group will ask the questions while
the second group will answer.
Are These Mine, Yours, Hers or His?

By: Ma. Criselda C. Ocang
On a table, I saw a guava, a flower, and a bean.

A guava, a flower, and a bean?
Who owns all these, Ben?
These might have been taken from my garden.
Oh Ben, is this guava yours?
Ben, oh Ben, is this flower yours?
Ben, is this bean yours?
Oh, Lina, is this guava yours?
Lina, oh Lina, is this flower yours?
Lina, is this bean yours?
Ben owns the guava. It’s his.
Lina owns the flower. It’s hers.
Date:__________________________________________ Page 42
Date:__________________________________________ Page 43

Word Recognition For Grade 3: Date

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WORD RECOGNITION FOR GRADE 3

Date: _____________________________ Page 1

OBJECTIVES: Week 1 – 1st Quarter

 Read words with short o in CVC pattern

Words with Short Oo Sound

on top of the mop

There is a pot in the box.

Date: _____________________________ Page 2

OBJECTIVES: Week 2 – 1st Quarter

Rice Porridge Hot

Rice porridge hot Some like it hot

Words with Short Oo Sound

-ob -od -og -om -on

Date: _____________________________ Page 3

A Log in the Bog in the Fog

There is a log in the bog,

Date: _____________________________ Page 4

OBJECTIVE: Week 3 – 1st Quarter

Read and write short u vowel in simple stories

Words with Short Uu Sound

-ug -um -un -ub -up -ud

Sample Phrases with Short Uu Sound

a bug on a rug a cup, a mug, and a jug

Sample Sentences with Short Uu Sound

Is there water in the jug?

Sight Words (Colors)

Date: _____________________________ Page 5

OBJECTIVE: Week 4 – 1st Quarter

Read words, phrases and sentences with short u sound

A. Let the pupils read the following words.

B. Let the pupils read these phrases.

C. Ask the pupils to read these sentences.

OBJECTIVE: Week 5 – 1st Quarter

Read and write words with l blends

(Refer to Activity 58 of Lm, p.72)

1. James Yap is a good basketball ______________ .

Read the words aloud in the BRAIN LIST.

blue blade bloom blow black clown

(Show pictures of the following)

OBJECTIVE: Week 6 – 1st Quarter

Pronounce words with r blends

Introduce the sounds: br cr dr tr gr pr fr through the pictures of:

Say: This time, let us read the sentences with r blends.

OBJECTIVE: Week 6 – 1st Quarter

Read and write phrases of one- syllable words with –r blends

Say: Read the words aloud.

Say: Let us name the pictures.

Say: This time, let us read the sentences with r-blends.

(Refer to Activity 69 of LM, p.80)

b. I use a _____ to clean my shoes.

c. Look at the baby asleep in a ________ .

d. Look at he mouse caught in a ______________.

e. Correct the wrong answer marked with a _____.

OBJECTIVE: Week 7 – 1st Quarter

Read words with short a, e, and i sounds

Have a flashcard drill of sight words.

Read Words and Phrases

A. Do you remember the words with short o and u

bud got bus

hungry lots sum

B. Read the phrases with short o and u sounds.

a hungry turtle lots of food

on the bus had to shop