CONTEXTUALIZED READ-LEARN PACKAGE

Name of Learner: ___________________________Grade Level:________ UPSHOT

Corrective Reading Set A Worktext No. 01

Name of Teacher:_______________________________________________

Learning Competencies: Read and write the alphabets of English and associate to phonemes.

Let’s See:

Let us play a word game. Can you tell the name of the pictures in the Word Web? Write the

word on the blank.

2._______
1._____
3._____

Mm
4. ________
5. _________

What are the things and animals inside the circle?

What letters are at the middle of the Word Web?

Which words in the web has the /m/?

What Letter sound has the /m/?

Let’s Talk:

Where is big letter M? How about small letter m?

What is the sound of Mm?

In what sound do mice and mat begin with?

The letters of the Alphabets have corresponding sounds. We can add a sound or sounds

Add /m/- to the other

to another soundsounds in a word
or syllable to form
to form a new
a new word
word.

Write the new word on the blank. No.1 is done for you.

1. m + an = _____man_____

2. m + ask = ______________
3. m + at = ______________
4. m + art = _______________

5. m + ice = _______________
 Let’s Practice: (Teacher/Parent - assisted Activity)
Directions: Listen as your teacher/parent say the name of the picture. Add Mm to complete the word

that describes the picture. Then read the new word in each number.

1. r a ___
2. ____ arm
.
3. war ______
4. ____ ad
5. ____ a r t
Let’s Read:

Directions: Form new words by adding the sounds in Column 1 and Column 2. The first one is done

for you.

Read the new words correctly.

1 2 3

New words

m at mat

m ad

m ice

m art

m ask

Let’s Check:
Directions: Listen as your teacher says the words.

Write the missing sound to complete the word.

1. ____ ass

2. da ______

3. _______ oon

4. _______ ask

5. _______ ice
 CONTEXTUALIZED READ-LEARN PACKAGE
UPSHOT
Name of Learner:_____________________Grade Level: _____
Corrective
Name Reading Set A Worktext No. 02
of Teacher:______________________________________

Learning Competency: Identify the sounds of letters

orally given. (Letter Mm)

Let’s Watch:

There are 26 letters in English Alphabet. Listen carefully to the sound of each letter as we

watch and sing along with the Phonics Song.

Let’s Talk:

Look at the pictures.

What are the beginning sounds of the pictures?

These words begin with /Mm/ sound. Let us say their names.

mat

man

mango

mask
 Let’s Practice:

Direction: Name each picture and encircle its

beginning sound.

1. ( k, m, s, t)

2. ( m, n, s, t)

3. ( k, m, s, t)

4. ( l, m, s, t)

5. ( m, o, s, t)

Let’s Read:

Direction: Identify and say the beginning sound of

each picture.

1. mail
2. mouth

3. moon

4. market

5. mug

Let’s Check

Direction: Box the beginning sound of the name of

each picture.

1. meat

2. mop

3. mother

4. melon
5. mud

Let’s Do it

Direction: Encircle the word with beginning sound of

Mm.

1. man tan sun fan

2. bop mop top sap

3. cone moon spoon toon

4. kitten mitten spin teen

5. arc truck mark shark

NameCONTEXTUALIZED READ-LEARN PACKAGE

of Learner:__________________________________Grade Level: ___________ UPSHOT

Name of Teacher:_________________________________________________________
Corrective Reading Set A Worktext No. 03

Learning Competency: Identify the sounds of letters

orally given. (Letter Ss)

Let’s Watch:

There are 26 letters in English Alphabet. Listen carefully to the sound of each letter as we

watch and sing along with the Phonics Song.

Let’s Talk:

Look at the pictures.

What are the beginning sounds of the pictures?

The pictures begin with /Ss/ sound. Let us say their names.

sun
 sand

sail

sad

Let’s Practice:

Direction: Name the picture and encircle its

beginning sound.

1. ( k, m, s, t)

2. ( m, n, s, t)

3. ( k, m, s, t)
4. ( l, m, s, t)

5. ( m, o, s,

Let’s Read:

Direction: Complete the name of each picture and say its beginning sound.

1. __quare

2. __nake

3. __ocks

4. __ack

5. __lippers

Let’s Check
 Direction: Box the beginning sound of each picture and say its name.

1. soup

2. spoon

3. spider

4. salt

5. sugar

Let’s Do it

Direction: Encircle the word with beginning sound of Ss.

1. sip tip beep lip

2. bye my fly sky

3. coon moon son ton

4. kitten mitten spin teen

5. arc truck mark seven

CONTEXTUALIZED READ-LEARN PACKAGE

Name of Learner:_______________________________________Grade Level: ______ UPSHOT

Corrective
Name Reading Set A Worktext No. 04
of Teacher:_________________________________________________________

Learning Competency: Identify whether or not 2 spoken

words begin with the same

sound.

Let’s Watch:

There are 26 letters in English Alphabet. Listen carefully to the sound of each letter as we watch and

sing along with the Phonics Song.

Let’s Talk:
1. Look at the pictures.

Do you know what these objects are? Let’s

read the name of each object.

 mat hat
1. What is the beginning sound of the word

mat?

2. What is the beginning sound of the word

hat?

3. Do the words mat and hat have the same

beginning sound? Why or why not?

2. Look at the pictures.

What do you see in the first picture? What

about in the second picture?

man fan
1. What is the initial sound of the word

man? -/Mm
2. What is the initial sound of the word fan?

-/Ff/

3. Do the words man and fan have the same beginning sounds? Why or why not?

Say /m/, /m/ mat.

Now say, /h/, /h/, hat.

 Letter Mm says, /m/.

Letter Hh says /h/.

4. Look at the pictures.

map nap
1. What is the sound of the letter Mm?

- Mm, mmm
2. What is the sound of the letter Nn?

- Nn, nnn

3. Do the words map and nap have the beginning sounds? Why or why not?

Say /m/, /m/ map.

Now say, /n/, /n/, nap.

Letter Mm says, /m/.

Letter Nn says /n/.

Let’s Do It:

Read the following:

Mm, mat Hh, hat

Letter Mm sounds /m/. Letter Hh sounds /h/.

Mm, man Ff, fan

Letter Mm sounds /m/. Letter Ff sounds /f/.

Mm, map Nn, nap

Let’s Read:

Read the name of the objects in the pictures.

1. mug jug

2. Mars cars
3. mud pud
4. mage cage
5. May day
Let’s Check:
I. Directions: Read the words with pictures inside the

box. Draw a happy face on the line

if the words have the same beginning

sound and draw a on the line if the

words have different beginning sound.

Number 1 is done for you.

1.
____________ monkey mouse
2.
____________ father mother
3.
___________ melon match
4.
___________ meal fruits
5.
 ____________ mop moon
Let’s Do it:

Directions: Look at the pictures. Write the beginning letter of each word in the box. If the two

beginning sounds are the same, put a and if not, put inside the box.

CONTEXTUALIZED READ-LEARN
Name of Learner: ____
PACKAGE Grade Level:_ _
UPSHOT

Corrective
Name of Teacher:Reading Set A Worksheet No. 05 _

Learning Competencies: Read words with short a, e, i, o, and u sound in CVC

pattern. Read words with short /a/ sound in CVC pattern

Let’s See:

Do you have a pet cat at home? What’s the name of your pet? Listen as your teacher/parent

reads a story about someone else’s pet.

5.
Answer the questions orally.

1. Who is a fat cat?

2. What does Mat see?

3. Why is Mat mad at the rat?

Let’s Talk:

Here are the sentences from the story. Listen as your teacher/parent reads them.

What are the underlined words in the sentence? What have you noticed with these words? What is

the medial vowel sound that you can hear from these words?

These words have short medial sound. They have short /a/ sound. Say /aaahh/ to produce the /a/.

Let us read the following words with short /a/ sound.

Mat cat pad

fat sat can

hat mad nap

rat sad has

Let’s Practice:

Name each picture. Read and underline the correct word inside the parenthesis. Number 1 is done

for you.

1. (bad, Sam, sad, pad)

2. (can, van, pan, man)

3. (pad, mad, sad, lad)

4. (fan, man, pan, van )

5. (dab, cab, lab, Rab)

Let’s Read:

This time, it is your turn to read the words with short

/a/ sound.

man van bag car bat

jam sad cap war ham

nap tab sat jar car

Name the picture. Choose your answer from the words inside the box. Write them on the blank.

Number 1 is done for you.

1. = nap
2. =
3. =
4. =

5. =
Let’s Check:

Match the picture in Column A with its correct name in Column B. Write the letter of your answer

on the blank.

A B

A. ham

_____1.

B. rat

_____2.
C. jam

_____3.

D. hat
_____ 4. E. van

_____5. F. can
 CONTEXTUALIZED READ-LEARN PACKAGE
Let’s Do It:

Read the words inside the box. Choose the correct word to complete each sentence.

mat jar Ram mad bag bat

1. The is black.

2. is a good boy.

3. Mother gets .

4. The rat is on the .

5. The is big.
Name of Learner: ____________________________ Grade Level:________
UPSHOT

Name of Teacher:_______________________________________________
Corrective Reading Set A Worksheet No. 06

Learning Competencies: Read words with long a, i, o , u sound (ending in e) – Read words with long /a/sound (ending in e).

Let’s See:

Look at the chart below. Find words with the

long a sound. Encircle your answer.

gate coke

face rake

cage cube cone

What do you observe in each word?

Observe the letter a in each word. What do you

think it sounds like?

Let’s Talk:

The long /a/ is where a vowel makes the same sound as the way its name is pronounced. And

if the word ends in letter e it produces long /a/ sound.

example: c a k e

Another word: g a t e

Let’s Practice:

Say the name of each picture and fill in the missing vowel sound.

c__ ke c__pe

r __ke g__te

c__ge

Let’s Read:

With the help of your teacher or guardian, read the following words with long

/a/sounds.

1. cake

bake a cake

2. cape 3. rake

take a cape rake the lake

Let’s Check:

Box the word that names the picture.

cape cane cake cage

Kate cage cape cake

care dare gate cape

tape rake bake cake

gate cape cake cane

Let’s Do It:

Complete the sentences below. Choose your answer from the box.

cake rake gate

bake tape cape

This is a ____________.

It is ______ by Kate.
This is a __________.

It is near the _______.

This is a _________.

It is beside the ________.

CONTEXTUALIZED READ-LEARN PACKAGE

UPSHOT
Name of Learner: ___________________________ Grade Level:________

Corrective Reading Set A Worksheet No. 07

Name of Teacher:_______________________________________________

Learning Competencies: Read words with long e sound (ee) – Words with long /e/sound.

Let’s See:

Look at the chart below. Find words with the

long e sound. Encircle your answer.

tree cake bee

coke feet weed

green sleep meet

What do you observe in each word?

Observe the letter e in each word. What do you

think it sounds like?

Let’s Talk:

The long /e/ is where a vowel makes the same sound as the way its name is pronounced. It is

usually seen with ee in the middle or end of a word.

example: sleep

Another word: bee

Let’s Practice:

Say the name of each picture and fill in the missing vowel sound.

t__ __th s__ __d

thr __ __ wh__ __l

gr__ __n

3
Let’s Read:

With the help of your teacher or guardian, read the following words with long

/e/sounds.

1. The seed

The three seeds

 The three seeds beside the feet.

2. The weed

The green weed

The green weed is in the street.

Let’s Check:

Box the word that names the picture.

weed wheel seed

green three bee

feet teeth wheel

tree seed weed

wheel feet tree

Let’s Do It:

Complete the sentences below. Choose your answer from the box.

weed rake meet three

bee street tree

This is a _________.

It is on the ______ .

That is a __________.

There lives a _______.

I _________ with friends.

They are ________.

CONTEXTUALIZED READ-LEARN PACKAGE

UPSHOT
Name of Learner: ____________________________ Grade Level:________

Corrective Reading Set A Worksheet No. 08

Name of Teacher:______________________________________________

Learning Competencies: Read words with long a, e i, o , u sound (ending in e) – Read Words with long /i/ sound.

Let’s See:

Look at the chart below. Find words with the

long i sound. Encircle your answer.

 kite sit bike

five fire ice

bin nine kit

Observe each word in the box. Do you observe words with e in the end and words without e in the

end? How do they produce the sound? 5 9

Let’s Talk:

The long /i/ is where a vowel makes the same sound as the way its name is pronounced. And

if the word ends in letter e it produces long /i/ sound.

example: k i t e

Another word: b i k e

Let’s Practice:

Say the name of each picture and fill in the missing vowel sound.

f__ r__ n__n__

b__k__ i__c__

k__t__ 9
Let’s Read:

With the help of your teacher or guardian, read and circle the words with long

/i/sounds.

time lane

Tim line

hid bike

hide bake

kite five

kit face

Let’s Check:

Box the picture that matches the word.

5
ice

fire

bike 5
line 5
time 9
Let’s Do It:

Write in the box its picture name. Choose your answer from the given choices.

Tim fire kite

five hide time

5
 CONTEXTUALIZED READ-LEARN PACKAGE
UPSHOT
Name of Learner: _____________________________ GradeLevel:________

Corrective Reading Set A Worksheet No. 09

Name of Teacher:_______________________________________________

Learning Competencies: Read words with long a, e i, o , u sound (ending in e) . Read Words with long /o/ sound.

Let’s See:

Match the correct name of each picture. Connect a line from Column A to Column B.

Column A Column B

home

nose

rope

bone

cone

Let’s Talk:

The long /o/ is where a vowel makes the same sound as the way its name is pronounced. And

if the word ends in letter e it produces long /o/ sound.

example: h o m e

Another word: n o s e

Which of the following has the long o sound? Circle your answer.

cop hope dot

cope note dose

not nose rose

What makes you decide to choose your answer? Observe that the words ending in e produce the long

o sound. You don’t need to read the e in the end letter of a word.

Let’s Practice:

Say the name of each picture and fill in the missing vowel sound.

h__ m__ b__n__

c__n__ r__p__

r__s__ n__s__

Let’s Read:

With the help of your teacher or guardian, read and circle the words with correct name

of a picture.

bone rope

Bon rate

hone cone

home cope
 rose nose

rope face

Let’s Check:

Circle the word that has long /o/ sound.

Let’s Do It: bare

hope
home Bon
hop
hot nut
Write in the box saleyour answer from the
its picture name. Choose hate
son
bone
given
sole
not note hat choices.
cone bone home

rope rose nose

CONTEXTUALIZED READ-LEARN PACKAGE

Name of Learner: ___________________________ Grade Level:________ UPSHOT

Corrective Reading Set A Worksheet No. 10

Name of Teacher:_______________________________________________

Learning Competencies: Read words with long a, i, o , u sound (ending in e) – Read Words with long /u/sound (ending in e) .

Let’s See:

Match the correct name of each picture. Connect a line from Column A to Column B.

Column A Column B

tune

tube

mute

cube

rude

Let’s Talk:

The long /u/ is where a vowel makes the same sound as the way its name is pronounced. And

if the word ends in letter e it produces long /u/ sound.

example: c u t e

Another word: p u r e

Which of the following has the long u sound? Circle your answer.

cut mute cute

tune tub huge

nut tube use

What makes you decide to choose your answer? Observe that the words ending in e produce the

long /u/ sound. You don’t need to read the e.

Let’s Practice:

Say the name of each picture and fill in the missing vowel sound.

m__ t__ r__d__

 t__b__ t__n__

c__b__ f__m__

Let’s Read:

With the help of your teacher or guardian, read and circle the words with long

/u/sounds.

Rud tune

rude tun

tub cube

tube cub

mutt cut

mute cute

Let’s Check:

Box the word that has long /u/ sound.

Let’s Do It: cut

use cute
usmute mat
mutt
Write inhuge
the
tubebox its picture name. Choose
tub
hug cape
your answer from the sea
given
hat choices.
tun
cube tune cute

mute tube rude

CONTEXTUALIZED READ-LEARN PACKAGE

Name of Learner:_________________________________ Grade Level:__________ UPSHOT

Corrective
Name Reading Set A Worksheet No. 11
of Teacher:_____________________________________________________

Learning Competencies: Write the names of pictures with the short a, e, i, o,

and u sounds.- Words with short /a/ and /e/ sounds. Read words with short /a/and /e/ sounds.

Let’s See

Have you seen a fish vendor?

Where do they work?

Listen as your teacher/parent reads the story.

The Fish Vendor

Jesel S. Guntalidad
Mang Lando is a fish vendor. He sells big Tuna. He works in General Santos City Fishport Complex in

Barangay Tambler. He brings bag, cap, key and pen to work. These things are so important to him.

Who is a fish vendor?

Where does Mang Lando work?

What does he bring to work?

Let’s Talk:

Here are the things that Mang Lando brings to work. Read the names of these objects below.

A B

bag cap key pen

What sound can you hear at the middle of the word bag? How about in the word key?

The sound at the middle of the word is called medial sound. These words have the medial sounds

of /a/ and /e/.

Words with Short /a/ Sounds Words with Short /e/ Sounds

bag beg

man men

Dan den

bat bet

pan pen

Example:

Let’s Practice:
 Let’s help Mang Lando name the things he saw on his way to the Fishport Complex by writing

the missing letters in each word on the blank

1. n__t 2. c__n 3. c__b

4. p__n 5. m__p

Let’s Read:

A. Directions: Read the words below.

A B

ham net

van web

hat pen

What have you noticed with the words in Column A? What are their medial

sounds? How about the words in Column B?

B. Directions: Write the name of each picture. Choose your answer from the words inside the

box.

web van pen hat ham

1. _____________

2. ________________

3. ________________
4. ________________

5. ________________

Let’s Check:

Directions: Name the pictures by writing the missing sound on the blank to complete the sentence in

the paragraph.

Pat has a c__t. It sat on the

big m__t. There was a n__t on the mat.

Pats’ cat played with the net on the mat.

Let’s Do It:

Directions: Write the word inside the box to name

each picture.

1.

2.

3.

4.
5.
CONTEXTUALIZED READ-LEARN PACKAGE
Name of Learner: ____________________________ Grade Level:________ UPSHOT

Corrective Reading Set A Worksheet No. 12

Name of Teacher:_______________________________________________

Learning Competencies:Recognize beginning sounds in word:(m,s,t,r,c,f).

Let’s See:

Look at the pictures below. Say the name of each picture.

What is the beginning sound that you can hear from the words cat, rat and mango?

How about sun and ten?

10
Let’s Talk:

We need to learn the sounds of the different letters of the alphabet in order to read words. The

first sound in a word is called the beginning sound. In this lesson, we will tell the name of the objects

and animals and their beginning sounds.

Directions: Say the name of each picture and tell its beginning sound. Draw a line to match the

picture to its beginning sound. Number 1 is done for you.

1. 2.
r r

s f

h m

3. 4.
k s

m a

c
b

5. 6.
r m

10
 n c

b
t

Let’s Practice:

Directions: Name each picture. Write its beginning sound on the blank.

__ arm __ ap

1. __ ish 4. __ agnet
2. 5.
3. __ ain __ un
6.
Let’s Read:

Let us read the following words in the chart below. Say the beginning sound of each word.

m s r f t c

man sun rat fan tar cap

mug sit rot fat ten can

mop Sam run fun tip car

Directions: Name each picture and write the missing sound inside the box.

a n

a t

1. o p 2.

u p

3.
i t
5. 4.
Let’s Check:

Directions: Name each picture and tell its beginning sound. Draw a line to connect the picture to its

beginning sound.

2.
1.
3.
4.
5. Let’s Do It:
stf
m
Directions: Encircle the picture inside the box that has the beginning sound
c of the letter at the left.

10
Number 1 is done for you.

1.
CONTEXTUALIZED READ-LEARN PACKAGE
3.
m s
2. Name of Learner: ____________________________ Grade Level:________
t
UPSHOT

Corrective Reading Set A Worksheet No. 13

Name of Teacher:_______________________________________________
10
4. r
 c

Learning Competencies: Review reading and writing short /a/ CVC pattern

(GUIDED ACTIVITIES)
Let’s See.

Let’s review the sound of the short /a/ sound. Read the story and answer questions that

follow.

SEASHORE STROLL

By: Aldina D. Sarcia

One sunny day, I felt sad and liked to go for a walk on the seashore. I took my bag and hat and brought

Pat , my pet cat with me. I also brought some bread and jam. I had a wonderful time strolling on the

seashore.

Comprehension questions:

Have you experienced strolling on the seashore?

How does it feel to walk on the seashore?

Read the underlined words in the text.

What sounds can you hear from each word?

How many sounds can you hear from each word?

What have you noticed with their medial sounds?

sad bag hat Pat cat jam

Let’s Talk:

A CVC word is a three letter word composed of a consonant + vowel + consonant. To

decode a word in CVC pattern, first, sound out the sound of each letter, next, blend the sounds

together to form the word. Finally, say the word fast.

Example: mad = m-consonant, a-vowel, d-consonant

● Sound out the sounds of /m/, /a/, /d

● Blend the sounds to form a word

m a d = mad

● Say the word fast = mad

● Pronounce short /a/ by putting your tongue in a low position and press further into the mouth.

Examples:

sad bag hat Pat cat jam

lap map gap cap rap

Let’s Practice:

Choose the word that names the picture. Write your answer in the blank provided in each

number.

1. _____________ bat

nap

mat
2. _____________ bag

mat

cap
3. _____________ tan

man

jam
4. ____________ sad

mad

sat
5. ____________ hat

map

cat

Let’s Read:

Listen as your teacher reads the story. Answer the questions that follow.

Direction: Read and answer the questionsBubbles

carefully.InWrite
The the
Sealetter of the correct answers in the

blanks before each number. By Aldina D. Sarcia

One morning, Jan ran to the seashore. She sat on a mat on the sand. She saw waters rushing to the

shore. As they come near, they looked like soap suds lined on the rolling waters along the seashore.

Jan took some of it in her hands and put them in a can. “Bubbles, bubbles”, she shouted as she
 touched them. Jan had fun with the sea bubbles.

_____1. Who ran to the seashore?

a. Mat b. Jan c. Pan d. Cat

_____2. When did Jan go to the seashore?

a. one morning c. noontime

b. afternoon d. at night

_____3. What did she place on the sand?

a. mat b. pan c. map d. lap

_____4. What did she do on the mat?

a. nap b. sat c. rap d. ran

_____ 5. What did Jan see in the water?

a. mat b. pan c. bubbles d. sand

Let’s Check:

Direction: Read each word the parenthesis. Draw a line to connect the word to its picture.

● ( bat)

●
(fan)

● (yam)

● (lad)

● (rat)

Let’s Do It: Cluttered CVC

Direction: Arrange the jumbled letters to form the correct words to name the pictures. Write the

words on the blank before each number.

gab

_________1.

mha

________2.
dap

________3.

pam

________4.

pat

_______5.

Read each sentence. Underline the word with short /a/ in CVC pattern.

1. Jan is a lad.

2. The bag had a jam.

3. The man bans the van.

4. Jan is on the mat.

5. She sat on the sand.