Meet the President

For his oral and written language development, Jary was asked the question below. The said question was used as a motive question for the book, Arthur Meets the President. He verbalized his answer and then transcribed it using the prescribed sentence structure. The work shown below is the original sentence of Jary. Thus, there were no changes made with regard to spelling and grammar.   

Question: If you were to meet President Gloria Arroyo, what would you tell her to make the Philippines better?

Answer: If I were to meet President Gloria Arroyo, I would tell her that give the poor people money, shirt and school so their children can learn lessons.

Jary is an incoming grade 1 student. He enjoys reading Arthur’s books and, he considers Arthur Meets the President as his favorite. 

Dinosaurs

As a post-reading activity for the book, Dinosaur Days, Wil was asked to compare and contrast two dinosaurs. He used the Venn diagram to organize his ideas well, and then wrote sentences out of those ideas using the prescribed sentence structure for similarities and differences. Misspelled words were already corrected.

For similarities:

Both the Stegosaurus and the Ankylosaurus are dinosaurs and have plates on their backs.

For difference:

The Stegosaurus’ tail has spikes while the Ankylosaurus’ tail looks like a club. 

Wil is an incoming grade 2 student. Dinosaurs is one the topics he is interested with. In fact, he was able to name other dinosaurs not mentioned in the book read in the clinic. 

Banana Cake

Mark is an incoming Grade 6 student, who enjoys playing computer games and listening to modern music. He also likes drawing and cooking as well.  Mark’s program last trimester focused on Language Experience Approach. The goals of this program were to follow instructions and correctly retell the steps using signal words, based on activities he did such as baking, arts and crafts and experiments.

Mark successfully baked a banana cake with minimal supervision. He was able to follow the instructions and then came up and typed his own recipe. He was happy with how his cake turned out and everyone in the clinic enjoyed eating his cake.

BANANA CAKE

INGREDIENTS:

1. COOKING OIL

2. WATER

3. 1 EGG

4. 3 BANANAS

5. CAKE MIX

THINGS YOU NEED:

1. 2 SPOONS

2. 2 GLASSES

3. BOWL

4. WAX PAPER

5. FORK

STEPS:

FIRST POUR THE CAKE MIX INTO THE BOWL.  SECOND MASH THE BANANA USING A FORK UNTILL IT IS FULLY MASH.  THIRD POUR OIL INTO THE BOWL WITH THE CAKE MIX. THEN BREAK THE EGG AND POUR WATER INTO THE BOWL.  FOURTH MIX IT FOR 50 STROKES.  FIFTH PUT WAX PAPER INTO A CONTAINERTHEN POUR THE CAKE MIX INTO THE CONTAINER. SIXTH PUT FOIL ON TOP OF THE CONTAINER, THEN HEAT UP THE OVEN. LASTLY PUT THE CONTAINER INTO THE OVEN THEN CHECK IT EVERY 10 MINUTES.  

For Mom

Gelo is an 8-year-old Filipino speaker, who enjoys experiments and art activities.  This summer program, he was asked to make a mother’s day card for his mommy, although the focus of the activity was to develop his written development this could also gives us an insight on how Gelo gives recognition to his parents.

Gelo was able to express his thoughts in English. He was able to make a beautiful card and wrote a simple message for his mother.  Gelo was guided with the spelling and translation of some words.

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Dear Mommy,

I’m sorry for being bad.

I will promise to obey the 10 commandments of God.

Thank you for taking care of me.

I love you Mommy!

Happy Mother’s Day.

Love,

Gelo

Korean Experience

             For Patrick’s Written Language Development, his goals were to sequence events and to tell his story in a detailed manner. Last trimester, Patrick shared his experience from his recent trip in Korea. Patrick drew his answers first in a graphic organizer to help him remember events.  After that, he was asked to write about it in paragraph form, answering who, what, when, and why questions from every event to enrich his paragraph.

This written output is in its raw form and has not undergone any revisions. This work would be edited next program and would focus on organization of ideas and usage of signal words.

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Korean Experience

My family and I including my parent’s friends went to South Korea. We were awake for 2 days because the day we were busy in preparing for the flight. The noodles there were very big and filled with vegetables. I can’t finish it. W hen we checked in the Kobos Hotel and got the key for our room, I directly jump into one of the beds and watched T.V. The next day, we went to the houses for kings and queens. After that, we checked the heaviest and strongest bell in Korea and see the broken down train. The next day we went to a museum for ancient artifacts and the Koreans past life. Then we returned to the palace again to walk and see it for the last time. Then we went to a street called “fashion street” because there were many clothes and food. The last day we went to a hotel that can only be found in the South. We went skiing in a small hill and not the big hill because it is very steep. When I went to the highest part of the hill, and started there as my first big ski and went down very fast. I got off balance, fell turn in the snow and my stuff fell of my hand, pocket and the others except the things sticking out of my feet. I fell 3 times until I can control my turn, stop and how to go fast. We had fun and it was worth it because of the skiing and the other places I went to. I would recommend going to Korea to my classmates because it can be fun and educational.  

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Patrick is an incoming high school sophomore, who likes Japanese animation. Playing online games and listening to music are Patrick's interests as well. He is good in drawing and reads comics as a hobby. 

Kites

EJ is an 8-year-old boy who likes animals and enjoys playing computer games. He is currently enrolled in the summer program.

After reading a text about tips and steps in making a kite, his task is to write his own procedure using the appropriate signal words.

How to Make a Kite

By: EJ

Materials:

2 plastic bags                       1 sharp stick                                      scissors

5 sticks                                 1 thousand long string                      tape

Steps:

First, you fold one plastic bag into half. Next step, you cut the plastic bag into a shape of a half house. Second, you get a stick 

and tape it in the middle. Third, get another stick and curve it then put it on the top of the plastic bag. Fourth, you get two sticks and tape them on the left and right side of the plastic bag. Fifth, make a tail with the already cut parts by tying it. Sixth, you put holes on the top and the bottom part. Make sure that it’s on the middle. Seventh, use one string put in the holes then tie it. Last step, tie another string at the middle. Make sure that it’s in the middle half top.

Tips:

First, fly the kite when it’s windy. Second, fly it in an open space like a park. Third, make sure that the wind is right. Last, make sure that you don’t fly it near electrical wires.

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Teacher’s Note:

We then tried to make a kite using the materials above. EJ had fun doing the activity. It’s a great experience for him since it was his first time to make and fly a kite.

Cards

Wordlab is not only about spelling and reading but it is also an avenue for kids to engage in their creativity through crafts. The sample below is by Nicole. She made a pop-up card for her mommy and daddy for Valentine’s Day. Then, she was asked to enumerate the steps in the process of making the card and envelope by using a graphic organizer. This made it easier for her to write the instructions in a coherent and structured paragraph.

                                                                                                                  

How to Make a Pop – up Card

        First, you fold the paper in two sides. Second, use the ruler to measure three inches to make a square. Third, mark it so when you cut it its shape is a square. Fourth, cut the square. Fifth, fold the long edge to the short edge of the paper. Sixth, you push the square inside to make it pop. Last, you can decorate it and put a message.

How to Make an Envelope

        First, you need to put the card inside the middle of the paper. Second, fold the sides of the paper and glue it. Third, fold the bottom of the paper and glue it again. Last, fold the top of the paper and glue it.

                                                                                                                  

Nicole will be in the fourth grade this coming school year. Her extracurricular activities are swimming and singing. She enjoys doing arts and crafts as well as collecting stickers.

Motorcycle

For his Written Language Development, JM, who is currently enrolled in a Reading Program in Wordlab School, Inc. – Alabang was required to do an opinion essay with the use of a simpler version of Planning, Organizing (Topic Sentence, 3 Reasons, Example, Evaluation) and Writing protocol .

In the essay below, he was tasked to share his opinion about the use of motorcycles.

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MOTORCYCLE

I don’t think that every body should have motorcycles because first it is small. When the car is moving it is hard to see the motorcycle. Second, motorcycle should be in short roads only, just like going to school. Third, motorcycle is dangerous because there are many deaths about it. I suggest to the people to buy a big motorcycle to use for big roads.

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JM will be on his 3^rd year of High School in the coming school year. He enjoys playing bowling with his family during weekends and also joins competitions in this sport.

Racecars

Matthew is currently enrolled in the Summer Program of Wordlab School, Inc. – Alabang. Study skills such as highlighting the main idea and supporting details during reading are a part of his program. Next, he was required to provide the proper graphic organizer of the text that was read. Then, he wrote an outline which was needed before the composition of his written output.

The paragraphs below is based on the book, How to Build Cool Cars.

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Racecars & Streetcars

By: Matthew

          Racecars and Streetcars have different engines. They both have different fuels. The Racecar has methanol while the Streetcar has ordinary gas. The racecar can hold 35 gallons. On the other hand, the streetcar can hold 12 – 15 gallons. The racecar can go two miles on each gallon but the streetcar can go 30 miles in each gallon.

          Racecars and Streetcars have different turbo power. A 161 cubic inch V-8 engine powers racecars. However, streetcars are powered by fuel injection engine. The racecar’s turbocharger boosts its power to 250 horsepower. Unlike the streetcar’s horsepower which is 140 of energy. The racecars have a pop-off valve. On the contrary, the streetcar has no pop-off valve.

          Racecars and Streetcars have different F1 Engine. Racecars have the most advanced engine while streetcars have ordinary engine. Racecars have 143 gallons of air intake. On the contrary, the streetcars have 14 gallons of air intake. The racecar has the Computerized Engine Management System (CEMS). Another difference is the streetcar has no CEMS. 

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Matthew is an incoming first year student. His interests include listening to rock music and car racing. He is also learning to play the drums this summer.

Essays

JM is currently enrolled in the summer program of Wordlab School, Inc – Alabang. One of the concentrations of this program is the simple format for essay writing, which includes stating the main idea, providing supporting details, and wrapping up with a concluding sentence.

This series of six essays include one wherein JM talks about himself; the task given him was to think of how to best describe himself.

In the next five essays, JM synthesizes the answers of his interviewees (some teachers), when he made a survey about what each of them would do in the event of an earthquake – as well as other topics concerning this issue.

Essay 1:

Who is JM?

JM is the sweetest son of his parents. JM’s parents are Nitoy and Lala. JM is with his parents every weekend. He is sweet to his parents because he loves them so much. JM loves Nitoy and Lala.

 Essay 2:

Where the Teachers Want to Live

I asked Sir Cyrus, Ma’am Den, and Ma’am Leslee where they want to live. Sir Cyrus and Ma’am Den want to live along the beach. Ma’am Leslee wants to live in a village in Alabang. They want to live there because they feel protected along the beach and in a village in Alabang. The teachers will protect themselves.

 Essay 3:

How the Teachers Will Prepare For An Earthquake

If they hear that there is an earthquake, the teachers will prepare for it. One teacher will hide under the table, but the three teachers will evacuate their houses. On the other hand, one teacher would stay in a safe place. I learned about how the teachers will protect themselves.

Essay 4:

How the Teachers Would Feel If There Was an Earthquake

            I asked five teachers how they would feel if there was an earthquake. 20 % of the teachers said he will be shocked, unlike 20 % of the teachers who said she will be relaxed. However, 60 % of the teachers said they will be scared. Most of the teachers will be scared.

Essay 5:

What Would They Do After an Earthquake?

            The teachers will relax after an earthquake. One teacher will sit down and relax. On the other hand, two teachers will go back inside the building or house. Another teacher will listen to the news, while one teacher will check the house if there are cracks. However, one teacher will ask the security if it is okay to go out of the building. The teachers might celebrate because they are happy.

Instead of the teachers coming up with a backgrounder for JM, he was asked to make his own:

I am JM. I am 14 years old. I am male. I am cute. I like playing basketball. I want to take up HRM in college. I am good!