School Grade Grade 2

Teacher Learning Area English

Grade 2 Week/Teaching Date FEBRUARY 17-21, 2025 Quarter 4th Quarter – Week 2
Daily Lesson Log
Time

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner listens critically to The learner listens critically to The learner listens critically to The learner listens critically to
one-two paragraphs and uses one-two paragraphs and uses one-two paragraphs and uses one-two paragraphs and uses
appropriate expressions in varied appropriate expressions in appropriate expressions in varied appropriate expressions in
situations. varied situations.
situations. varied situations.
B. Performance The learner reads texts for The learner reads texts for The learner reads texts for The learner reads texts for
Standards pleasure and information critically pleasure and information pleasure and information critically pleasure and information
in meaningful thought units; critically in meaningful thought in meaningful thought units; critically in meaningful thought
responds properly to units; responds properly to
responds properly to units; responds properly to
environmental prints like signs, environmental prints like signs,
posters, commands, and posters, commands, and environmental prints like signs, environmental prints like signs,
requests; and writes legibly requests; and writes legibly posters, commands, and posters, commands, and
simple sentences and messages simple sentences and messages requests; and writes legibly requests; and writes legibly
in cursive form. in cursive form. simple sentences and messages simple sentences and messages
in cursive form. in cursive form.
C. Learning Match the picture with its sight Match the picture with its sight Match the picture with its sight Match the picture with its sight
Competencies word word word word

D. Learning Objectives At the of the lesson, pupils At the of the lesson, pupils At the of the lesson, pupils At the of the lesson, pupils
learned to: learned to: learned to: learned to:
1. recognize and read common 1. recognize and read common 1. recognize and read common 1. recognize and read common
sight words; and sight words; and sight words; and sight words; and
2. use sight words in sentences. 2. use sight words in sentences. 2. use sight words in sentences. 2. use sight words in sentences.

II. CONTENT Sight Words Sight Words Sight Words Sight Words Catch-Up Friday
( Subject Matter)
III. LEARNING RESOURCES K-12 MELC K-12 MELC K-12 MELC K-12 MELC
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials SLM / ADM SLM / ADM SLM / ADM SLM / ADM See attached Teacher’s Guide
from Learning Resource
LR portal
B. Other Learning slide deck, tv, pictures, tarpapel, slide deck, tv, pictures, slide deck, tv, pictures, tarpapel, slide deck, tv, pictures,
Resources worksheets tarpapel, worksheets worksheets tarpapel, worksheets
IV. PROCEDURE
A. Drill/Reviewing In the previous lesson, you Directions: Write the correct Directions: Circle the word that
previous Lesson or learned that CVC words are three- name of each picture. Choose names each picture. Then write
letter words that follow a your answers in the box. the word.
presenting new lesson
consonant, vowel, and consonant
pattern. The CVC words have
short vowel sounds that
correspond to the vowels a, e, i,
o, and u.

Directions: The name of the

pictures below are examples of
sight words with CVC pattern.
Supply each blank with the
correct vowel. Then, read aloud
your answers.

B. Establishing a purpose Read the story. Read the story below. Examine the pictures below and Sight words are commonly used
for the lesson the list of sight words in the box. words that we often memorize
Then, answer the questions by sight, so that we can
below. automatically recognize these
words easily.

Can you match the pictures with

the correct sight words?

What can you say about the sight

words?
C. Presenting examples/ Answer the following questions. Answer the following questions. Directions: Match each picture in Sight words help promote
instances of the new 1. When did the story happen? 1. Who is Pawi? Column A with its sight word in reading comprehension.
lesson 2. Who are the main characters in 2. Where does Pawi live? Column B. Write the answers on Learning the high-frequency
the story? 3. What did Pawi discover under your paper. sight words not only help you
3. What were Mark and Giovanni the sea? read more fluently, it also helps
worried about? 4. Why was Pawi disappointed? you write more efficiently too.
4. What did Mark and Giovanni’s 5. What do you think will
parents receive from their school? happen if Pawi ate the plastic
5. Why did Giovanni say that Mark bottle?
will get the highest award in a
class?

D. Discussing new Good job kids! You answered Sight words are words that are Sight Words Sight words do not High frequency sight words are
concepts and practicing correctly! Some of the words in commonly and phonetically consistently match up to their commonly used words that a
the text are examples of basic irregular. They are considered letters. They have unusual child like you are encouraged to
new skills.#1
sight words. high-frequency words that are spelling patterns and difficult memorize by sight, so that you
not easily represented by pronunciation. So it is necessary can automatically recognize
Read them aloud. pictures. They do not follow the to memorize them. these words in print without
usual spelling rules. These having to use any strategies to
words must be memorized, decode.
understood, and read as a
whole . Because of their high
frequency, readers need to
recognize, read, and understand
them almost immediately upon
seeing them.

Matching the picture with its

sight word is a process of
pairing or connecting an
appropriate image to the words.
In this process, you will know
how to read the words by
looking at the pictures and at
the same time know the
meaning of the word.

E. Discussing new Sight words are also called high Directions: Write the correct Directions: For each number, Sight Words are words that are
concepts and practicing frequency words because they sight words that match the mark with a check (✓) if the most used in text that you will
new skills #2. appear regularly in your reading pictures. Choose your answer picture matches the sight word come across most often while
and writing. These are commonly inside the box. Write your and mark with a cross (X) if the reading. Knowing these words
used words that young children answer in your notebook. picture and sight word do not by “sight” will help you to focus
like you should learn and match. Write your answers in on the more important content
remember. Because of their high your notebook. words in a text.
frequency, you should be able to
recognize, read, and understand
 them immediately upon seeing
them (Ravitch, 2007) Through
familiarization of sight words, you
can confidently read a sentence
or a paragraph.

Other terms used to describe

sight words include service
words and instant words
because you can recognize them
instantly. They are also called
snap words. These are words
that students will see most often
in their reading.

F. Developing Mastery Directions: Match the underlined Directions: Match the pictures in Directions: Read each of the Directions: Box the correct word
sight word in each sentence in Column A with the correct sight following sentences. Look at the for each picture.
(Lead to Formative
Column A with its corresponding words in Column B. Write the underlined words, then match it
Assessment 3)
picture in Column B. Write the letter of your answers. with the picture below. Write the
answers on your paper. word of the correct answer on
your paper.

G. Finding practical Directions: Study the pictures in Directions: Draw a picture that Directions: Write simple Directions: Write the correct
application of concepts each box and read aloud the matches with the following sight sentences about the picture word for each picture. Choose
three sight words below it. Then, words. Write your answers in below. from the box.
and skills in daily living
on your answer sheet, write the your notebook.
correct word that matches with
the picture.

H. Making Generalizations Fill in each blank to form a Remember: Complete the paragraph by Remember:
 and Abstraction about paragraph. Choose from the Sight words are words that are selecting your answers from the Sight Words are words that are
the Lesson. words or group of words in the commonly and phonetically given choices. Write your answers most used in text that you will
box. irregular. They are considered in your notebook. come across most often while
high-frequency words that are reading. Knowing these words
not easily represented by by “sight” will help you to focus
pictures. They do not follow the on the more important content
usual spelling rules. words in a text.
_________ are also called high
frequency words because they
appear regularly in your reading
and writing. These are __________
used words that young children
like you should __________.
Because of their high frequency,
you can recognize, read, and
understand them immediately
upon seeing them. Through this,
you can confidently read a
sentence or a paragraph.

Other terms used to describe

sight words include service words
and __________ because you can
recognize them immediately.
They are also called __________
because you know them quickly.

I. Evaluating Learning Directions: Fill in each blank with Directions: Read each sentence Directions: Choose the correct Directions: Read each sentence
the correct sight word. Use the in column A. Then, arrange the sight word that will complete and write the missing word. Use
picture as a clue. Write the letter jumbled letters to form a word each sentence. Then, write the the sight words in the word box.
of the correct answer on your that matches with the picture in sentences on your paper.
paper. Column B. Write the letter of the
correct answer on a separate 1. I take good (care, bare) of my
sheet of paper. pet.
2. I (cut, clean) the shed of my
cat.
3. Julio and Maya (give, happy)
their pets food.
4. Her (web, pet) dog is very cute.
5. The children promised to
(groom, give) their pets often.

J. Additional Activities for Directions: Read each sentence Directions: Match the picture Directions: Choose the correct Directions: Use the following
Application or and arrange the underlined with its correct sight word. word from the box. Write the words in a meaningful sentence.
jumbled letters to form a correct Choose your answer from the word to complete the sentences. 1. gone
Remediation
word that matches the picture words listed above the boxes. 2. between
inside the box. Write your answers in your 3. night
 notebook. 4. little
5. under
girl read eyes
think lunch

V. REMARKS

VI. REFLECTION
A.No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above ___ of Learners who earned above above above
80% above
B.No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for additional activities for
remediation who scored below remediation remediation remediation remediation remediation
80%

C.Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
up with the lesson the lesson the lesson the lesson the lesson the lesson

D.No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
to require remediation require remediation require remediation require remediation require remediation require remediation

E.Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why did __Group collaboration __Group collaboration __Group collaboration __Group collaboration __Group collaboration
these work? __Games __Games __Games __Games __Games
__Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation
__Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary
__activities/exercises __activities/exercises __activities/exercises __activities/exercises __activities/exercises
__Discussion __Discussion __Discussion __Discussion __Discussion
__Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share

F.What difficulties did I __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension

encounter which my principal or __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
supervisor can help me solve?

G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
which I wish to share with other __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
teachers?
__Math Module __Math Module __Math Module __Math Module __Math Module
__Tarpapel __Tarpapel __Tarpapel __Tarpapel __Tarpapel
 __Drill Cards __Drill Cards __Drill Cards __Drill Cards __Drill Cards
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation

Prepared by: Checked & Noted:

TEACHER’S NAME
Position Master Teacher 2

Approved:

Principal IV