Department of Education - Region III

TARLAC CITY SCHOOLS DIVISION

Brgy. Binauganan, Tarlac City 2300
ND
GET TO KNOW THE ABC’s
Step 2:
LETTER NAME KNOWLEDGE
Reading Skill

for
NON-DECODERS

PROJECT RESCUE 2.0

Recovery and Engagement of Struggling Readers i
Through Curriculum Updates and Explicit Instruction
Reading Material for Non-Decoders
First Edition, 2022; Revised Edition, 2023

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The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education- Tarlac City Schools Division

Ma. Irelyn P. Tamayo PdD, CESO V
Lourdes G. Dela Cruz PhD

Development Team

Writer: Vhea Ivory G. Macalia

Evaluators: Oliveth O. Bruno, Maria Kristina G. Taguines

Reviewers: Reymar D. Paguio PhD – Education Program Supervisor in English

Lily Beth B. Mallari – Education Program Supervisor, LRMS

Layout Artist: Vhea Ivory G. Macalia

Management Team: Robert E. Osongco PhD – Chief, Curriculum Implementation Division

Reymar D. Paguio PhD – Education Program Supervisor in English
Lily Beth B. Mallari – Education Program Supervisor, LRMS

Printed in the Philippines by the Department of Education – Tarlac City Schools Division

Office Address: Brgy. Binauganan, Tarlac City, Tarlac

Tel. No: (045) 982-4514
E-mail Address: tarlac.city@deped.gov.ph

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 GET TO KNOW THE ABC’s
Step 2:
LETTER NAME KNOWLEDGE
Reading Skill

iii
 PREFACE

From letters to lessons…

“Let us keep on watering the seeds of the very roots of letters. For in every drop of ink and stain of marker, a force will be
awakened. Truly, when letters unite, transformation begins, and that is the POWER OF LEXICONS…the POWER OF Literacy.”
It has been years since the COVID-19 pandemic interfered all facets of our living; seemed like the world stopped due to the
spread of COVID-19 pandemic. The world found itself bending hardly in its knees and education was one that really felt the drawbacks of
it. Education landscape- its policies and implementation guidelines were modified and some newly crafted to fit the context of distance
learning. Indeed, education crawled its ways to implementations.
Now that everything is going back to the way it was used to be: in-person classes took the center stage once more. Still, the
aftermath of the pandemic and among many others really took a toll on us. Its repercussions are totally evident particularly in the literacy
skills of our learners.
No censorship. No euphemisms. No manipulations. Many emerged as non-decoders and non-comprehenders, learning
poverty—which is defined as the percentage of 10-year-old children who cannot read and understand a simple story, reached its highest
peak.
Based on TIMSS (Trends in International Mathematics and Science Study), the learning poverty in the country was estimated
at 69.5 percent in 2019, likewise, the 2019 Southeast Asia Primary Learning Metrics Report revealed that majority of Grade 5 students
are not able to read at their level. Additionally, for Reading, the report shows that 27 percent of Filipino pupils in Grade 5 are only able to
recognize single words, while only 10 percent of them developed reading proficiency before transitioning to secondary education (Inquirer,
Dec. 3, 2020). In Region 3, low proficiency level in English, Math, and Science remains a dilemma as revealed by the results of
standardized tests which also manifested from the results here in Tarlac City Schools Division thru reading assessments and academic
profiling of learners.
Thus, TCSD implemented its flagship reading program for literacy recovery called PROJECT RESCUE (Recovery and
Engagement of Struggling Readers through Curriculum Updates and Explicit Instruction), anchored to Region’s S.T.A.R Program, which
primarily focused on literacy profiling to specifically identify the reading proficiency level of learners. Also, the development of reading
materials for non-decoders and non-comprehenders that are developmentally and systematically arranged and the use of individual
reading progress report to progressively monitor the reading status of learners were the salient features of the RESCUE program.
In its first year of implementation, SY 2022-2023, Project RESCUE made a huge entrance and aided schools to
specifically identify learners’ reading proficiency level through the use of division contextualized reading assessment tools and
the innovative materials for non-decoders and non-comprehenders. All of these were guided using the Individual Reading
Progress Report . Thus, significant decrease was cited on learners classified as non-decoders and non-comprehenders.
The following are the comparative results of pretest, midyear, and posttest:

Comparative Data of Literacy Profiling for Key Stage 1

Comparative Data of Literacy Profiling for Key Stage 2

Comparative Data of Literacy Profiling for Key Stage 3 Comparative Data of Literacy Profiling for Key Stage 4

These results clearly show the significant decrease of non-decoders and non-comprehenders. However, there are still
learners that need to be “rescued”. Therefore, RESCUE 2.O: Literacy Package shall be intensified this SY 2023-2024 with the
inclusion now of interactive slide-deck presentations for all the materials developed and the return of formal themes which shall
be the salient features of the program. As National Reading Panel (2000) underscored, that that text comprehension can be
improved by instruction that helps readers use specific comprehension strategies. Thus, successful comprehension involves
teacher-directed instructions in comprehension strategies, in which RESCUE is patterned to.
Truly, this Literacy Package titled “From Letters to Lessons…Power of Lexicons: RESCUE 2.0 Literacy Package”
is directly intended for non-decoders and non-comprehenders to become proficient readers.
The materials for non-comprehenders are aligned with explicit instruction with the integration of the six types of
comprehension namely literal, reorganization, inference, prediction, evaluation, and personal response with the incorporation of
different forms of questions while for non-decoders the 12 developmentally arranged reading components are all included.
Thus, these ought to aid teachers and even parents in improving the reading proficiency level of learners and in
establishing a culture of reading in every school.
Indeed, “Bansang Makabata: Batang Makabansa…Batang Nakababasa… “Every Filipino Learner is Literate.”

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 Table of Contents
Cover Page……………………………………………………………......… i
Copyright Page………………………………………………...….…......… ii
Title Page…………………………………………………………..…......… iii
Preface……………………………………………………………..…......… iv
Table of Contents……..…………………………………..…………......… v
Introductory Message…………………………………………….…......… vi
Overview on Reading…………………………………………….…......… 1
Letter Name Knowledge ………………………………...…………......… 2
Letter Name Knowledge Activity 1…............................…......… 3
Letter Name Knowledge Activity 2…............................…......… 7
Letter Name Knowledge Activity 3…............................…......… 8
Letter Name Knowledge Activity 4…............................…......… 9
Letter Name Knowledge Activity 5…............................…......… 10
Processing Questions…………………………………….…………......… 11
Answer Key………………………………………………………..…......… 12
References……………………………………………………………......… 13
Back Page………………………………………………………….…......… 14

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Introductory Message
Welcome learners!
This reading material is written for learners like you to develop your reading skills.

It is meant to improve your reading skills in a more systematic and explicit way, specifically
on the components of book and print orientation, letter name knowledge, letter sound knowledge –
beginning, middle and ending sounds, familiar word reading, invented word decoding, oral passage
reading, reading comprehension, listening comprehension, dictation and spelling.

This reading material also answers the call for learners like you to become effective readers
using the English language with the activities and practice drills as an application of the language
structure learned. Each part shall guide you from simple to complex skills as you discover and
understand the process of reading.

Enjoy the wonderful world of reading and learning!

For the Learning Facilitator

This material was collaboratively designed, developed, and reviewed by educators from the
public schools to assist you, the teacher or facilitator in helping the emergent readers and non-
decoders in developing their early literacy skills and be able to meet the standards set by the K
to 12 English Curriculum in reading and comprehension for their particular grade level.

This learning resource hopes to engage the emergent readers and non-decoders into guided
and independent learning activities to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

For the Learner

Welcome learners.

This material was designed to provide you with fun and meaningful opportunities for guided and
independent learning activities. You will be able to process the contents of the learning resource
while being an active learner.

Reading is useful in your daily life because it develops your understanding and critical thinking
with all the things around you. It allows you to be more knowledgeable, more confident, more
active and better in school. In addition, reading with comprehension will help you acquire
language skills essential in learning across all subject areas.

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 OVERVIEW ON READING

The ability to decode is the foundation upon which all other

reading instructions and skills – vocabulary, fluency, comprehension,
etc. are built. Decoding has been established as a key skill in
reaching successful reading comprehension. This is why, it is so
important for emergent readers to learn and master this skill in their
education.
Children who develop strong foundations in decoding and
language comprehension in their early years of school are more
likely to display higher levels of literacy knowledge and reading skills.
On the other hand, children who struggle to develop decoding skills
in their early years are more likely to struggle with reading
throughout their educational experience.

A Simple View of Reading (Hoover and Gough, 1990) has been

a theoretical model used in understanding the skills required to be
a successful and efficient reader. This model of reading suggests
that reading comprehension can be achieved when the reader
has adequate decoding skills and linguistic comprehension. Thus,
to be considered a good reader, good performance in both
decoding or word reading and language comprehension is
required.
This reading material is composed of components aligned with
essential and teachable reading skills that research shows children
should acquire in the early grades. This includes orientation to print,
letter name knowledge, letter sound knowledge, beginning letter
sound, middle letter sound, ending sound, familiar word reading,
invented word decoding, oral passage reading, reading and
listening comprehension, dictation and spelling.

1
 LETTER NAME KNOWLEDGE

Letter name knowledge is the learner’s

knowledge of individual letter names and
shapes. This includes knowledge of the names
of each letter of the alphabet, the order of the
alphabet, automaticity in naming letters,
recognition of the upper case and lower case,
ability to print the letters, and knowing the
difference between letters and words.

Source: https://www.readingrockets.org/topics/phonics-and-decoding/articles/alphabetic-principle

2
LETTER NAME KNOWLEDGE ACTIVITY 1:

Directions: Practice writing the letters of

the English alphabet.

3
4
5
6
LETTER NAME KNOWLEDGE ACTIVITY 2:

Directions: Point and name the following

letters from left to right.

Z b u O i R m R W S [10]

G m K p f T E L x D [20]

W e H D C g o j z H [30]

s r A L n U y v D O [40]

F c J q y I f G U Y [50]

x d Z u R V w r E B [60]

B F t Y q w e n X N [70]

N j Q h k a f e r m [80]

p s N M j y q l P b [90]

x Z a f b T J p i L [100]

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LETTER NAME KNOWLEDGE ACTIVITY 3:

Directions: Say the name of each letter.

(Note: For the learning facilitator, write a check mark (✓) for
the learner’s response.)

1. m
___ Correct ___ Incorrect ___ No Response
2. w
___ Correct ___ Incorrect ___ No Response
3. U
___ Correct ___ Incorrect ___ No Response
4. i
___ Correct ___ Incorrect ___ No Response
5. P
___ Correct ___ Incorrect ___ No Response
6. J
___ Correct ___ Incorrect ___ No Response
7. t
___ Correct ___ Incorrect ___ No Response
8. L
___ Correct ___ Incorrect ___ No Response
9. Q
___ Correct ___ Incorrect ___ No Response
10. e
___ Correct ___ Incorrect ___ No Response

8
LETTER NAME KNOWLEDGE ACTIVITY 4:

Directions: Match the uppercase letter to the lowercase

letter in each row. Encircle your answer.

1. A m o i a k w

2. D l s d p e n

3. M f r x n w m

4. G j p g q b K

5. J w h s m a j

6. F k l f d i s

7. P q g h n p r

8. S e w t y a s

9. U o u v a h m

10. O h v u o x j

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LETTER NAME KNOWLEDGE ACTIVITY 5:

Directions: Match the lowercase letter to the uppercase

letter in each row. Encircle your answer.

1. b L D M G B A

2. c V C X Q W E

3. e J O R E V N

4. h M D G H L F

5. n Z V C M N D

6. q P T E G Q R

7. r S O L W R D

8. t U I Q T X E

9. v K P V E U I

10. x Y V M X N D

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Processing Questions for Learners:
1. How did you find the activity?
2. Were you able to name all the letters of the
alphabet?
3. Were you able to write all the letters of the
alphabet?
Processing Questions for Teachers:
1. How did you find the activity?
2. What did you notice with their answers?
3. Were they able to get the correct answers? If not,
what strategies did you do?
Teacher’s Reflection:

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12
Answer Key
Letter Name Knowledge
Activity 4:
1. a
2. d
3. m
4. g
5. j
6. f
7. p
8. s
9. u
10. o
Activity 5:
1. B
2. C
3. E
4. H
5.N
6. Q
7. R
8. T
9. V
10. X
References:
Canva. (2023). Elements. Accessed September 28, 2023, from www.canva.com

Reading Rockets. (2020). The Alphabetic Principle Accessed September 25, 2023, from

https://www.readingrockets.org/topics/phonics-and-decoding/articles/alphabetic-principle

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For inquiries or feedback, please write or call:

Department of Education – Tarlac City Schools Division

Office Address: Brgy Binauganan, Tarlac City, Tarlac
Tel. No: (045) 982-4514
E-mail Address: tarlac.city@deped.gov.ph

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