BASIC LEARNING

COMPETENCIES
FOR THE VISUALLY IMPAIRED

ENGLISH

1
 PREFACE

In its efforts to provide equal educational opportunity to blind and visually

impaired children, the Department of Education through the Special Education
Division, Bureau of Elementary Education has undertaken the revision of BASIC
LEARNING COMPETENCIES IN ENGLISH for the blind and visually impaired
children. The reading programs for their education is to parallel the curriculum of the
sighted by the utilization of appropriate techniques and instructional materials.

This handbook is designed to introduce Braille reading and writing to the

visually impaired children and to assist the teacher in the teaching of Braille reading
and writing. The BLC is divided into:

Part I - Preparatory Levels I – II

The child learns the listening and speaking skills

Part II - Levels III, IV, V

The child learns reading and writing the non-contracted words. This
section is accompanied by preliminary reading exercises/series that will
prepare the child to read all the basic textbooks for Grade I.

Note: The PRELIMINARY READING SERIES (Levels III, IV, V) can be

requested from the Resources For The Blind and Philippine Printing House for
the Blind)

Part III - Level VI – ENGLISH BRAILLE CODE

The child learns reading and writing the contracted words.

Please remember that FILIPINO (non-contracted) is introduced first to make

learning of English Braille contractions easy. After learning Filipino (non-contracted),
the child can move on to learning how to read and write English Braille. Braille
writing is introduced only after the child has developed competence in reading a
usable number of known Braille signs.

Note: The ENGLISH BRAILLE CODE READING EXERCISES (Level VI) can
be requested from the Resources For The Blind and Philippine Printing House for
the Blind.

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 TABLE OF CONTENTS

Page
I. Preface 2
II. Part I

LEVEL I 5
Units A. Knowing Oneself
B. All About My Body
C. My Family and Our Home
D. The Community Where I Live
E. Knowing Things Around Us

LEVEL II 7
Units A. Talking About Things, Persons And Places
B. Learning More Things
C. Learning Is Fun

III. Part II

LEVEL III - CVC WORDS, CVCC WORDS 9

Units A. CVC – with short ă sound
B. CVC – with short ĕ sound
C. CVC – with short ĭ sound
D. CVC – with short ŏ sound
E. CVC – with short ŭ sound
F. Answering wh Questions
G. CVCC – with short ă sound
H. CVCC – with short ĕ sound
I. CVCC – with short ĭ sound
J. CVCC – with short ŏ sound
K. CVCC – with short ŭ sound
L. Answering wh Questions

LEVEL IV - CONSONANT BLENDS/ 15

CLUSTERS/DIGRAPHS
Units A. “R” Blends
B. “L” Blends
C. “S” Blends
D. Words with consonant clusters:
str, spr, scr
E. Words with ch, sh, th, ph
F. Answering wh Questions

3
 Page
LEVEL V - LONG SOUNDS WORDS 18
Units A. Words with long ā sound
B. Words with long ē sound
C. Words with long ī sound
D. Words with long ō sound
E. Words with long ū sound
F. Answering wh Questions

LEVEL VI - ENGLISH BRAILLE 21

Units A. Alphabet Contractions
B. Whole-Word Contractions
and, for, of, the, with
C. Part-Word Contractions
and, for, of, the, with
D. Whole-Word Contractions
child, shall, this, which, out, still
E. Part-Word Contractions
ch, sh, th, wh, ou, st
F. Part-Word Contractions
ar, ed, er, gh, ow, ble, ing
G. Whole-Word Lower-Sign Contractions
in, enough, be, his, was, were
H. Part-Word Lower-Sign Contractions
in, en, be, con, dis, com
I. Whole-Word Lower-Sign Contractions
to, into, by
J. Part-Word Lower-Sign Contractions
bb, cc, dd, ff, gg, ea
K. Initial-Letter Contractions
a. preceded by dot 5
b. preceded by dots 4-5
c. preceded by dots 4-5-6
L. Final-Letter Contractions
a. preceded by dots 4-6
b. preceded by dots 5-6
c. preceded by dot 6
M. Short-Form Words

IV. Sample Lesson Plans 29

V. Appendix A - Braille Reading and Writing Exercises
(Non-Contracted)
VI. Appendix B - Braille Reading and Writing Exercises
(Contracted)

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 LEVEL I

I. KNOWING ONESELF

1. Identifies oneself as boy/girl

2. Tells his/her name, age, address, name of school, name of teacher, etc.
3. Tells his/her feelings and emotions
4. Identifies his/her basic needs
5. Tells his/her likes and dislikes
6. Says simple greetings
7. Says polite expressions

II. ALL ABOUT MY BODY

1. Identifies one’s body parts

2. Tells the functions of body parts
3. Identifies the sounds produced by the different body parts
4. Produces the sounds of some body parts
5. Identifies things needed to clean oneself
6. Demonstrates the proper ways of cleaning oneself

III. MY FAMILY AND OUR HOME

1. Identifies the members of the family

2. Tells the duties of each member
3. Names the activities that the family members do together
4. Identifies the different parts of a house
5. Tells the different rooms of the house
6. Identifies the sounds of the objects found in the house
7. Tells the objects found in the different rooms of the house

IV. THE COMMUNITY WHERE I LIVE

1. Identifies the different places in the community

2. Tells what people do in each place
3. Identifies the sounds of objects found in each place
4. Names the different community helpers
5. Tells the work of each community helpers
6. Identifies the sounds of the different transportations
7. Tells the kinds of transportation:
___ land ___ water ___ air

V. KNOWING THINGS AROUND US

1. Identifies common plants in the community

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 1.1. identifies the things that plants need in order to grow
1.2. tells the different parts of a plant
1.3. tells the ways of caring for plants
1.4. tells the importance of plants

2. Identifies common animals in the community according to body parts

2.1. animals with 4 legs
2.2. animals with 2 legs
2.3. animals with tail
2.4. animals with horns
2.5. animals with wings

3. Identifies common animals in the community according to body

coverings
3.1. animals with fur/hair
3.2. animals with feathers
3.3. animals with scales
3.4. animals with shells

4. Identifies animals in the community according to body movements

animals that walk/run
animals that hop/jump
animals that swim
animals that crawl
animals that fly

5. Identifies animals in the community according to the food they eat

6. Tells the needs of animals in order to live

7. Identifies the sounds made by common animals

8. Tells the ways of caring for animals

9. Tells the importance of animals

10. Identifies the kinds of matter

10.1. tells the things that are solid
10.2. tells the things that are liquid
10.3. tells the things that are gas

11. Tells the kinds of energy

11.1. tells how things move
11.2. names the sources of water
11.2.1. tells the uses of water

12. Tells the sources of light

[Link] the uses of light

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 13. Tells the sources of heat
[Link] the uses of heat

14. Identifies the different kinds of weather

[Link] how weather affects people

LEVEL II

I. TALKING ABOUT THINGS, PERSONS AND PLACES

1. Tells about things using a/an

___ at home ___ in the school
___ in the community

2. Tells about things using is/are

___ at home ___ in the school
___ in the community

3. Tells about things and places using This is ___. / That is ___.
3.1. tells about things and places using These are ___. / Those are ___.
___ at home ___ in the school
___ in the community

4. Tells about people using He/She/They

___ at home ___ in the school
___ in the community

4.1. tells about things using It/They

___ at home ___ in the school
___ in the community

II. LEARNING MORE THINGS

1. Identifies objects, persons in relation with others in terms of position

1.1. in, on, out, inside, outside
1.2. above, below, under, over
1.3. behind, beside, in front of, between

III. LEARNING IS FUN

1. Identifies the names of persons, things, animals and places

2. Describes persons, things, animals and places as to color, size, shape,
etc.
3. Tells action words
4. Recites rhymes, jingles with correct intonation
5. Follows simple commands and directions
Ex: Come here.
Get your book.

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 Stand up.
Etc.

LEVEL III

CVC-WORDS CVCC-WORDS

LEVEL IV

CONSONANT BLENDS/CLUSTERS/DIGRAPHS

LEVEL V

LONG VOWEL SOUNDS

LEVEL VI

ENGLISH BRAILLE

NOTE: The PRELIMINARY READING SERIES (Levels III, IV, V)

The ENGLISH BRAILLE READING EXERCISES (Level VI)

These can be requested from the RESOURCES FOR THE BLIND

and PHILIPPINE PRINTING HOUSE FOR THE BLIND.

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 LEVEL III

I. CVC – with short ă sound

1. Identifies speech sounds listened to

- vowel sound a
- initial and final sound b, c, d, f, g, h, m, n, p, r, t, v

2. Blends the sound of each beginning letter with the following sound, to
form a word

Examples: ___ at (bat, cat, etc.)

___ ad (bad, mad, etc.)
___ ag (bag, tag, etc.)
___ am (ham, jam, etc.)
___ an (can, fan, etc.)
___ ap (cap, nap, etc.)

3. Reads phrases, sentences and short stories with words learned

4. Writes words learned

II. CVC – with short ĕ sound

1. Identifies speech sounds listened to

- vowel sound e
- initial and final sound b, d, f, g, h, m, n, p, s, t, w, y

2. Blends the sound of each beginning letter with the following sound, to
form a word

Examples: ___ ed (bed, fed, etc.)

___ eg (beg, peg, etc.)
___ en (hen, pen, etc.)
___ et (net, pet, etc.)

3. Reads phrases, sentences and short stories with words learned

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 4. Writes words learned

III. CVC - with short ĭ sound

1. Identifies speech sounds listened to

- vowel sound i
- initial and final sound b, f, g, h, k, n, p, s, t, x, z

2. Blends the sound of each beginning letter with the following sound, to
form a word

Examples: ___ id (kid, bid, etc.)

___ ig (big, pig, etc.)
___ in (pin, tin, etc.)
___ ip (hip, dip, etc.)
___ it (bit, kit, etc.)
___ ix (fix, six, etc.)

3. Reads phrases, sentences and short stories with words learned

4. Writes words learned

IV. CVC - with short ŏ sound

1. Identifies speech sounds listened to

- vowel sound o
- initial and final sound b, c, d, h, g, j, m, n, p, r, s, t, x

2. Blends the sound of each beginning letter with the following sound, to
form a word

Examples: ___ ob (cob, sob, etc.)

___ od (rod, pod, etc.)
___ og (log, dog, etc.)
___ op (top, mop, etc.)
___ on (son, ton, etc.)
___ ot (cot, dot, etc.)
___ ox (box, fox, etc.

3. Reads phrases, sentences and short stories with words learned

4. Writes words learned

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V. CVC - with short ŭ sound

1. Identifies speech sounds listened to

- vowel sound u
- initial and final sound b, d, f, g, h, j, m, n, p, r, s, t

2. Blends the sound of each beginning letter with the following sound, to
form a word

Examples: ___ ub (cub, tub, etc.)

___ ud (bud, sud, etc.)
___ ug (bug, hug, etc.)
___ um (hum, sum, etc.)
___ un (bun, fun, etc.)
___ up (cup, pup, etc.)
___ ut (cut, hut, etc.)

3. Reads phrases, sentences and short stories with words learned

4. Writes words learned

VI. ANSWERING WH QUESTIONS

1. Answers Who question based on the sentence read

Examples: Pat has a cat

Who has a cat?

Ben has a hen.

Who has a hen? etc.

2. Answers What question based on the sentence read

Examples: Dad has a van.

What has Dad?

Tim has a cap.

What has Tim? etc.

3. Answers Where question based on the sentence read.

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 Examples: The jam is in the jar.
Where is the jam?

The pen is in the kit.

Where is the pen? etc.

4. Answers the Wh questions based on the sentence read

Examples:

1. Mom’s fan is in the bag.

- Who has a fan?

- What has Mom?
- Where is the fan?

2. Sam’s pen is in the box.

- Who has a pen?

- What has Sam?
- Where is the pen?

VII. CVCC – with short ă sound

1. Identifies the initial and final sound b, c, d, h, m, etc. of a word

2. Blends the sound of each beginning letter with the sound, to form a word

Examples: ___ ack (back, rack, etc.)

___ all (ball, call, etc.)
___ and (band, hand, etc.)
___ ark (bark, mark, etc.)
___ ard (hard, lard, etc.)
___ arm (harm, farm, etc.)
___ arn (barn, darn, etc.)

3. Reads phrases, sentences and short stories with words learned

4. Writes words learned

VIII. CVCC - with short ĕ sound

1. Identifies the initial and final sound b, d, f, h, l, m, p, etc. of a word

2. Blends the sound of each beginning letter with the sound, to form a word

Examples: ___ ell (bell, fell, etc.)

___ end (bend, send, etc.)
___ eck (peck, neck, etc.)

3. Reads phrases, sentences and short stories with words learned

12
 4. Writes words learned

IX. CVCC - with short ĭ sound

1. Identifies the initial and final sound b, f, g, h, m, p, s, w, etc. of a word

2. Blends the sound of each beginning letter with the sound, to form a word

Examples: ___ ill (bill, fill, etc.)

___ ick (pick, sick, etc.)
___ ing (ring, sing, etc.)
___ ink (sink, pink, etc.)

3. Reads phrases, sentences and short stories with words learned

4. Writes words learned

X. CVCC - with short ŏ sound

1. Identifies the initial and final sound d, c, r, s, t, etc. of a word

2. Blends the sound of each beginning letter with the sound, to form a word

Examples: ___ ock (dock, rock, etc.)

___ ong (song, tong, etc.)

3. Reads phrases, sentences and short stories with words learned

4. Writes words learned

XI. CVCC - with short ŭ sound

1. Identifies the initial and final sound b, d, j, k, p, s, t, etc. of a word

2. Blends the sound of each beginning letter with the sound, to form a word

Examples: ___ uck (duck, suck, etc.)

___ ump (bump, jump, etc.)
___ unk (bunk, dunk, etc.)

3. Reads phrases, sentences and short stories with words learned

4. Writes words learned

XII. Answers wh questions based on sentence read.

1. Answers Who question based on sentence read.

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 Examples: Pat has a ball.
Who has a ball?

Mom has a sack.

Who has a sack? etc.

2. Answers What question based on sentence read

Examples: Jen can sell eggs.

What can Jen sell?

The bird has a bill.

What has the bird?

3. Answers Where question based on sentence read.

Examples: The ring is in the box.

Where is the ring?

The doll is in the bag.

Where is the doll?

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 LEVEL IV

I. “R” BLENDS

1. Produces the sounds listened to: r, b, c, d, f, g, t

2. Blends the sound of a consonant letter with “r” to form a word

3. Identifies words with initial consonant blends

Examples: br ___ (brand, brick, etc.)

cr ___ (crab, crib, etc.)
dr ___ (dress, drum, etc.)
fr ___ (frog, fruit, etc.)
gr ___ (grass, grip, etc.)
tr ___ (truck, trim, etc.)

4. Reads phrases, sentences and short stories with words learned

5. Writes words, phrases and sentences with vocabularies learned.

II. “L” BLENDS

1. Produces the sounds listened to: l, b, c, f, g, p, s

2. Blends the sound of a consonant letter with “l” to form a word

3. Identifies words with initial consonant blends

Examples: bl ___ (black, bless, etc.)

cl ___ (clap, clock, etc.)

15
 fl ___ (flag, floor, etc.)
gl ___ (glass, glove, etc.)
pl ___ (plant, plug, etc.)
sl ___ (slim, slap, etc.)

4. Reads phrases, sentences and short stories with words learned

5. Writes words, phrases and sentences with vocabularies learned.

III. “S” BLENDS

1. Produces the sounds listened to: s, k, m, n, p, q, t, w

2. Blends the sound of a consonant letter with “s” to form a word

3. Identifies words with initial consonant blends

Examples: sm ___ (small, smell, etc.)

sp ___ (spin, spell, etc.)

sq ___ (squat, squid, etc.)

st ___ (stem, step, etc.)
sw ___ (swing, swim, etc.)
sn ___ (snap, sniff, etc.)
sk ___ (skin, skull, etc.)

4. Reads phrases, sentences and short stories with words learned

5. Writes words, phrases and sentences with vocabularies learned.

IV. WORDS WITH CONSONANT CLUSTERS

1. Identifies consonant cluster sounds listened to: scr, str, spr

2. Blends consonant cluster sounds to form words

Examples: str ___ (strap, string, etc.)

spr ___ (spring, sprinkle, etc.)
scr ___ (scrap, scrub, etc.)

3. Reads phrases, sentences and short stories with words learned

4. Writes words, phrases and sentences with vocabularies learned.

V. WORDS WITH DIGRAPHS

1. Produces the sounds listened to: h, c, g, s, t, w, p

16
 2. Identifies the words with initial and final digraphs

Examples: sh - (ship, shell, etc.)

(cash, wash, etc.)

ch - (chick, chico, etc.)

(match, church, etc.)

th - (thumb, thick, etc.)

(broth, cloth, etc.)

wh - (whip, whisper, etc.)

ph - (photo, phone, etc.)

(graph, etc.)

gh - (high, sigh, etc.)

VI. ANSWERS WH QUESTIONS BASED ON SENTENCE READ.

1. Answers Who question based on sentence read.

Examples: Ben has a black hat.

Who has a black hat?

Jill has a red glass.

Who has a red glass?

2. Answers What question based on sentence read.

Examples: Fred can catch fish.

What can Fred catch?

The skirt has a slit.

What has the skirt?

3. Answers Where question based on sentence read.

Examples: The plant is in the pot.

Where is the plant?

The fruits are in the basket.

Where are the fruits?

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 LEVEL V

I. WORDS WITH LONG ā SOUND

1. Says the vowel and consonant sounds listened to

2. Reads words with long ā sound

- ake (bake, cake) - ail (pail, tail)
- age (cage, wage) - ane (cane, pane)
- ade (spade, wade) - ape (cape, tape)
- aid (maid, paid) - air (hair, pair)
- ase (case, vase) - ain (pain, brain)
- aste (waste, paste) - aint (paint, saint)
- ay (bay, pay) - ate (gate, mate)
- ale (pale, sale) - ave (cave, save)
- ame (game, tame)

3. Reads phrases and sentences

4. Writes words, phrases and sentences with vocabularies learned

5. Answers wh questions based on stimuli presented

objects
phrases/sentences
short stories

18
 II. WORDS WITH LONG ē SOUND

1. Says the vowel and consonant sounds listened to

2. Reads words with long ē sound

- ee (feet, sweet, teeth)
- ea (beat, heat, seat)

3. Reads phrases and sentences

4. Writes words, phrases and sentences with vocabularies learned

5. Answers wh questions based on stimuli presented

objects
phrases/sentences
short stories

III. WORDS WITH LONG ī SOUND

1. Says the vowel and consonant sounds listened to

2. Reads words with long ī sound

- ie (pie, tie) - ite (bite, kite)
- ind (hind, behind) - ive (hive, five)
- ide (side, wide) - ice (dice, nice)
- ight (sight, night) - ire (hire, wire)
- ine (wine, nine) - ime (time, dime)
- ipe (wipe, pipe) - ike (pike, like)
- ife (life, wife) - ile (pile, tile)

3. Reads phrases and sentences

4. Writes words, phrases and sentences with vocabularies learned

5. Answers wh questions based on stimuli presented

objects
phrases/sentences
short stories

IV. WORDS WITH LONG ō SOUND

19
 1. Says the vowel and consonant sounds listened to

2. Reads words with long ō sound

- oa (boat, soap) - ope (rope, cope)
- oi (boil, soil) - ote (note, wrote)
- ow (low, row) - one (bone, cone)
- obe (robe, lobe)

3. Reads phrases and sentences

4. Writes words, phrases and sentences with vocabularies learned

5. Answers wh questions based on stimuli presented

objects
phrases/sentences
short stories

V. WORDS WITH LONG ū SOUND

1. Says the vowel and consonant sounds listened to

2. Reads words with long ū sound

- ube (cube, tube)
- ute (cute, mute)
- ule (mule, rule)
- ure (cure, pure)

3. Reads phrases and sentences

4. Writes words, phrases and sentences with vocabularies learned

5. Answers wh questions based on stimuli presented

objects
phrases/sentences
short stories

20
 LEVEL VI

ENGLISH BRAILLE CODE

I. ALPHABET CONTRACTIONS

b but p people
c can q quite
d do r rather
e every s so
f from t that
g go u us
h have v very
j just w will
k knowledge x it
l like y you
m more z as

21
 n not

1. Reads/Writes alphabet word contractions

2. Reads/Writes alphabet word contractions in phrases and sentences

II. WHOLE-WORD CONTRACTIONS

& AND
= FOR
( OF
! THE
) WITH

1. Reads/Writes whole-word contractions

2. Reads/Writes whole-word contractions in phrases and sentences

III. PART-WORD CONTRACTIONS

& and ! the

= for ) with
( of

1. Reads/Writes words, phrases and sentences using the part-word

contractions

Examples:

a. hand
the sweet candy
Put the sand in the pail.

b. uniform
a formal dress
Sandy will talk in the forum.

c. office
22
 a cup of coffee
Give me a bottle of softdrinks.

d. brother
the clothes
The men will gather fruits.

IV. WHOLE-WORD CONTRACTIONS

* child : which
% shall \ out
? this / still

1. Reads/Writes whole-word contractions

2. Reads/Writes the whole-word contractions in phrases and sentences

V. PART-WORD CONTRACTIONS

* ch : wh
% sh \ ou
? th / st

1. Reads/Writes part-word contractions

2. Reads/Writes part-word contractions in phrases and sentences

VI. PART-WORD CONTRACTIONS

> ar [ ow
$ ed # ble
] er + ing
< gh

1. Reads/Writes part-word contractions

2. Reads/Writes part-word contractions in phrases and sentences

VII. WHOLE-WORD LOWER SIGN CONTRACTIONS

9 in 8 his
5 enough 0 was
2 be 7 were

1. Reads/Writes whole-word lower sign contractions

23
 2. Reads/Writes whole-word lower sign contractions in phrases and
sentences

VIII. PART-WORD LOWER SIGN CONTRACTIONS

9 in 3 con
5 en 4 dis
2 be - com

1. Reads/Writes part-word lower sign contractions

2. Reads/Writes part-word lower sign contractions in phrases and
sentences

IX. WHOLE-WORD LOWER SIGN CONTRACTIONS

6 to
96 into
0 by

1. Reads/Writes whole-word lower sign contractions

2. Reads/Writes whole-word lower sign contractions in phrases and
sentences

X. PART-WORD LOWER SIGN CONTRACTIONS

2 bb 6 ff
3 cc 7 gg
4 dd 1 ea

1. Reads/Writes part-word lower sign contractions

2. Reads/Writes part-word lower sign contractions in phrases and
sentences

XI. INITIAL LETTER CONTRACTIONS

A. Initial letter contractions preceded by dot 5

"d day "p part "* character

"e ever "q question "? through
24
 "f father "r right ": where
"h here "s some "| ought
"k know "t time "! there
"l Lord "u under
"m mother "w work
"n name "y young
"o one

1. Reads/Writes initial-letter contractions preceded by dot 5

2. Reads/Writes initial letter contractions preceded by dot 5 in phrases
and sentences

B. Initial letter contractions preceded by dots 4-5

^u upon
^w word
^? those
^: whose
^! these

1. Reads/Writes initial-letter contractions preceded by dots 4-5

2. Reads/Writes initial-letter contractions preceded by dots 4-5 in
phrases and sentences

C. Initial letter contractions preceded by dots 4-5-6

_c cannot
_h had
_m many
_s spirit
_w world
_! their

1. Reads/Writes initial-letter contractions preceded by dots 4-5-6

2. Reads/Writes initial-letter contractions preceded by dots 4-5-6 in
phrases and sentences

XII. FINAL-LETTER CONTRACTIONS

25
 A. Final-letter contractions preceded by dots 4-6

.d - ound
.e - ance
.n - sion
.s - less
.t - ount

1. Reads/Writes final-letter contractions preceded by dots 4-6 in words,

phrases and sentences

B. Final-letter contractions preceded by dots 5-6

;e - ence
;g - ong
;l - ful
;n - tion
;s - ness
;t - ment
;y - ity

1. Reads/Writes final-letter contractions preceded by dots 5-6 in words,

phrases and sentences

C. Final-letter contractions preceded by dots 6

,y - ally
,n - ation

1. Reads/Writes final-letter contractions preceded by dots 6 in words,

phrases and sentences

XIII. SHORT-FORM WORDS

about ab
above abv
according ac
across acr
26
after af
afternoon afn
afterward afw
again ag
against ag/
almost alm
already alr
also al
although al?
altogether alt
always alw
because 2c
before 2f
behind 2h
below 2l
beneath 2n
beside 2s
between 2t
beyond 2y
blind bl
braille brl
children *n

conceive 3cv
conceiving 3cvg
could cd
deceive dcv
deceiving dcvg
declare dcl
declaring dclg
either ei
first f/
friend fr
good gd
27
great grt
herself h]f
him hm
himself hmf
immediate imm
its xs
itself xf
letter lr
little ll
much m*
must m/
myself myf
necessary nec
neither nei
o’clock o'c
oneself "Of
ourselves \rvs
paid pd
perceive p]cv
perceiving p]cvg
perhaps p]h
quick qk

receive rcv
receiving rcvg
rejoice rjc
rejoicing rjcg
said sd
should %d
such s*
themselves !mvs
thyself ?yf
today td
together tgr
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 tomorrow tm
tonight tn
would wd
your yr
yourself yrf
yourselves yrvs

SAMPLE LESSON PLAN IN LANGUAGE

I. OBJECTIVES:

At the end of the lesson, the child should be able to:

a. say simple greetings

b. follow directions well

II. SUBJECT MATTER: SIMPLE GREETINGS

III. LEARNING ACTIVITIES:

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A. Let the teacher tell to the child that he/she should greet the people
around him/her.

B. Let the child listen to the teacher and say after her:

1. (You say this when you greet someone in the morning.)

“Good Morning.”

2. (You say this when you greet someone in the afternoon.)

“Good Afternoon.”

3. (You say this when you greet someone in the evening.)

“Good Evening.”

4. (You say this when it’s his/her birthday.)

“Happy Birthday.”

5. (You say this when you meet someone.)

“Hello!” or “Hi!”

6. (You say this when you greet someone on Christmas.)

“Merry Christmas!”

7. (You say this when you greet someone on New Year.)

“Happy New Year!”

C. Let the child answer the following orally:

1. How do you greet your teacher in the morning?

2. How do you greet your mother in the afternoon?

3. How do you greet your father in the evening?

4. How do you greet your friend when you meet him/her?

5. How do you greet someone on Christmas?

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 6. How do you greet someone on his/her birthday?

7. How do you greet someone on New Year?

D. Let the child remember:

1. We greet people on certain time.

2. We greet people on certain occasion.

E. Let the child answer the following orally:

1. You meet your friend in the morning. You say:

Good Morning. Good Afternoon.

2. You greet your mother in the afternoon. You say:

Good Evening. Good Afternoon.

3. It’s the birthday of your sister. You say:

Happy Birthday. Happy New Year.

4. You meet your friend in the evening. You say:

Good Evening. Good Morning.

5. You greet someone on Christmas. You say:

Happy New Year! Merry Christmas!

6. You meet someone. You say:

Happy Birthday! Hello!

7. You greet someone on New Year. You say:

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 Merry Christmas! Happy New Year!

SAMPLE LESSON PLAN IN READING

I. OBJECTIVES:

At the end of the lesson, the child should be able to:

a. say the sounds “d”, “r” listened to

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 b. read/write the words beginning with “dr”
c. read phrases and sentences with vocabularies learned

II. WORDS BEGINNING WITH “dr”

III. LEARNING ACTIVITIES:

A. Review:

1. What animal says “Bow-wow-wow?” (dog)

2. What’s the beginning sound of “dog”? (d)

3. What animal eat carrots? (rabbit)

4. What’s the beginning sound of “rabbit”? ( r )

5. How do you say the sound, when you blend the two consonants “d”
and “r”? (dr)

B. Lesson Proper:

1. Reading the word as the teacher presents it one at a time

a. You can beat this. What is it? drum

b. Girls wear this. It begins with “dr”. What is it? dress
c. What do you do when you’re thirsty? drink
etc.
(Continue presenting the words to the child)
drag drug drop drip

2. Reading the phrases:

drag the bag

can drink
Tessa’s dress
a big drum etc.

3. Reading the sentences:

Roy has a drum.

Do not drop the cup.
The dress is pretty.
We drink milk.

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 etc.

C. Fixing the Skill:

Write the correct word.

1. toy (drum drag)

2. sick (drop drug)
3. water (drip drag)
4. fall (drop drum)
5. pull (drop drag)
6. milk (drink drum)

D. Evaluation:

Write the correct answer.

1. beat the (drum ball)

2. drink the (water egg)
3. water can (drag drip)
4. take the (drug drag)
5. drop the (car can)

SAMPLE LESSON PLAN IN ENGLISH BRAILLE CODE

I. OJECTIVES:

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 At the end of the lesson, the child should be able to:

a. read/write alphabet contractions

c - can d - do

b. read phrases and sentences with alphabet contractions learned

II. ALPHABET CONTRACTIONS

c - can C d - do d

III. LESSON PROPER:

A. Let the child answer the following questions:

1. What are the things that people can do?

We can run.
We can eat.
We can walk. etc.

2. Do you read? Yes I do.

Do we sleep? Yes we do.

B. Reading the alphabet contraction:

can - c
1. Reading the phrases:

can walk can jump

can run can hop etc.

2. Reading the sentences:

Boys can play.

Boys can write.
Girls can sing. etc.

C. Reading the alphabet contraction:

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 do - d

1. Reading the phrases:

I do can do
etc.

2. Reading the sentences:

Do boys run?
Do girls walk?
Do birds fly?
Do fish swim? etc.

D. Writing phrases and sentences:

Boys can jump.

Girls can sing.
Do dogs run?
Do birds fly? etc.

IV. EVALUATION:

Write the correct answer:

1. Birds can (fly swing).

2. Dogs can (bark crow).
3. Do (boys girls) wear dresses?
4. Do (animals plants) eat?

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