Department of Education

Bureau of Learning Delivery

Teaching and Learning Division

National Training
National Training
on Literacy Instruction
on Literacy Instruction
Bohol Tropics, BoholCity
November 18 - 22, 2019
 National Training on Literacy Instruction

Session 2

Teaching Phonics and Word

Recognition for Successful
Decoding Skills
Presented by:

VALERIA FIDES G. CORTEZA, PhD.

Education Program Supervisor
Zamboanga City Division
 National Training on Literacy Instruction

Objectives
*Understand how Phonics for Reading directly
connects to the science of teaching reading
*Discuss the basics of phonics.
*Identify the steps in teaching phonics, using the
fuller approach.
*Discuss the fuller technique in teaching
beginning reading.
*Write activities in teaching beginning reading
using the fuller technique/ explicit teaching.
 National Training on Literacy Instruction

Activity : Brainstorming
In your group (A) discuss the ways
how to teach/develop decoding and
word recognition skills to your students.
How did you do it?

(B) discuss the challenges some

students may have with decoding and
word recognition. (5 minutes)
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1.What are your realizations?

2.Why is it important to know how to teach
decoding and word recognition skills?
3.What is the process of teaching beginning
reading?
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What do researches tell us ……..

An integral approach to explicit reading instruction….. is essential to provide
relevant learning connected to other experiences.
The “BIG SIX” Components of READING

Oral Language Phonological

Awareness

The ‘Big Six’

Comprehension Phonics
of Reading

Fluency Vocabulary
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The Word Identification Subskills

Phonics involves recognizing the relationship between
letters and sounds (Alphabetic Principles).
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Phonics
• Phonics is a method of instruction that helps children learn
and be able to use the alphabetic principle – the concept
that words are made up of letters, and letters represent
sounds.

Phonics instruction does this by teaching children to decode

words by sounds – showing them how to make connections
between the letters of written texts (graphemes, or letter
symbols) and the sounds of spoken language.

https://readingeggs.com/about/phonics/
 National Training on Literacy Instruction

Phonics
Phonics involves the relationship between sounds and their
spellings. The goal of phonics instruction is to teach
students the most common sound-spelling relationships
so that they can decode, or sound out, words.

This decoding ability is a crucial element in reading

success.

https://readingeggs.com/about/phonics/
 National Training on Literacy Instruction

Phonics

Pneumonoultramicroscopicsiliconovolcanoniosis
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Phonics

Pneumonoultramicroscopicsiliconovolcanoniosis

A word that refers to a lung disease contracted from

the inhalation of very silica particles, specifically
from a volcano, it is the same as silicosis.

https://en.m.wikipedia
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Phonics

pretty
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Connect: Oral and Phonological Awareness

(word awareness)

What is you name?

My name is Rosalina.

Phonics- involves recognizing the relationship

between letters and sounds
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Why are phonics important?

• Phonics allows children to be able to learn words they
have never seen before by sounding out the word letter
by letter.

• When children learn to read a word by sight it means

that they will be able to remember how to pronounce
that word when they see it again. But if they see a word
they don’t recognize they won’t have the skills needed to
decode how to pronounce it. This is why phonics is
important.

https://bilingualkidspot.com/2018/07/02/how-to-teach-kids-to-read-using-phonics/
 National Training on Literacy Instruction

Why are phonics important?

• Teaching children to read with phonics means not only
teaching them the decoding skills needed to look at a
word and pronounce it correctly but also giving them the
skills to know what to do when they discover a new
word.
• After a while, as children become more skilled readers,
all of the phonics sounds will become automatic and
your child will be able to read fluently.

supercalifragilisticexpialidocious
https://bilingualkidspot.com/2018/07/02/how-to-teach-kids-to-read-using-phonics/
 National Training on Literacy Instruction

Why are phonics important?

supercalifragilisticexpialidocious

https://bilingualkidspot.com/2018/07/02/how-to-teach-kids-to-read-using-phonics/
 National Training on Literacy Instruction

How should we structure phonics instruction?

Phonics instruction should be explicit rather than implicit.

• Implicit instruction relies on readers "discovering" clues
about sound-spelling relationships; good readers can do
this, but poor readers are not likely to do so.

• Explicit instruction is the most effective type of phonics

instruction, especially for children at risk for reading
difficulties.

https://www.scholastic.com/teachers/articles/teaching-content/understanding-phonics/
 National Training on Literacy Instruction

Implicit and Explicit Phonics Instruction

• Explicit phonics is part of the 
structured literacy approach, also referred to
as synthetic phonics, builds from part to
whole. It begins with the instruction of the
letters (graphemes) with their associated
sounds (phonemes). Next, explicit phonics
teaches blending and building, beginning with
blending the sounds into syllables and then
into words. Explicit phonics is scientifically
proven and research based.
https://www.readinghorizons.com/reading-strategies/teaching/phonics-instruction/explicit-vs-implicit
 National Training on Literacy Instruction

Implicit and Explicit Phonics Instruction

• Implicit phonics, also referred to as analytical phonics,

moves from the whole to the smallest part. Phonemes
associated with particular graphemes are not pronounced in
isolation. Students analyze words and look for the common
phoneme in a set of words. Through comparison and
identification, they deduce which grapheme to write or
which phoneme to read. Blending and building are not
usually taught, and students identify new words by their
shape, beginning and ending letters, and context clues. This
analysis (breaking down) of the whole word to its parts is
necessary only when a child cannot read it as a whole word.
This is a whole-language approach.
https://www.readinghorizons.com/reading-strategies/teaching/phonics-instruction/explicit-vs-implicit
 National Training on Literacy Instruction

Different Types of Phonics—What Are They?

ANALYTIC PHONICS EMBEDDED PHONICS SYNTHETIC PHONICS

Begins with a whole word and Phonics taught in context of Begins by teaching the code-
analyzes it reading stories or when the sounds of the letter
problems arise; used when
students have difficulty
reading a particular word.

Notice the first letter or Notice the first letter in the Notice every letter in the
letters in the word word word, left to right

Students taught to compare a Taught along with the whole Learn to blend the sounds
sound pattern within the word method into words
words

Taught along with the whole Not systematic; not all Read decodable stories
word method phonics elements are taught-
only what is needed within
the context of a lesson
https://soundbytesreading.com/different-types-of-phonics-what-are-they.html
 National Training on Literacy Instruction

Different Types of Phonics—What Are They?

ANALYTIC PHONICS EMBEDDED PHONICS SYNTHETIC PHONICS
Includes analogy phonics: by Incidental learning Learn to segment words to
teaching onset and rime or spell them
word families
Example: How the word
bl-ock like the word cl-ock

Blending word is not taught Some vowel sounds are often Some common spelling words
left untaught are taught

Reading and spelling are

taught simultaneously
Systematic
No guessing from pictures,
initial letter, context, or word
shapes

https://soundbytesreading.com/different-types-of-phonics-what-are-they.html
 National Training on Literacy Instruction

How is phonics different from phonemic awareness?

• Phonics involves the relationship between sounds and

written symbols, whereas phonemic awareness
involves sounds in spoken words.

• Therefore, phonics instruction focuses on teaching

sound-spelling relationships and is associated with
print. Most phonemic awareness tasks are oral.

https://www.scholastic.com/teachers/articles/teaching-content/understanding-phonics/
 National Training on Literacy Instruction

If children are to benefit from phonics

instruction, they need phonemic
awareness.

https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
 National Training on Literacy Instruction

Phonics Terms
• Phoneme
The smallest unit of sound in our spoken language.
Pronouncing the word cat involves blending three
phonemes: /k/ /ae/ /t/.
• Grapheme
A written letter or a group of letters representing one
speech sound. Examples: b, sh, ch, igh, eigh.
• Onset
An initial consonant or consonant cluster. In the
word name, n is the onset; in the word blue, bl is the onset.
• Rime
The vowel or vowel and consonant(s) that follow the onset.
In the word name, ame is the rime.
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
 National Training on Literacy Instruction

Phonics Terms
• Digraph
Two letters that represent one speech sound.
Examples: sh, ch, th, ph.
• Vowel digraph
Two letters that together make one vowel sound.
Examples: ai, oo, ow.
• Schwa
The vowel sound sometimes heard in an unstressed syllable
and that most often sounds like /uh/ or the short /u/ sound
as in cup.
• Morpheme
The smallest meaningful units of language. The word cat is a
morpheme.
https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
 National Training on Literacy Instruction

video presentation:

1. How do we teach reading using the

Fuller Approach?
2. What are the different steps?
3. What are the guidelines to follow
when presenting the word family?
4. Steps to follow after teaching word
family,
example: the short /e/ family – (et)

https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
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Insert video of mam rose

https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
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In pairs teach the following rime using the explicit

method.

-ag
-ap
-an
-in
-at

https://www.readingrockets.org/teaching/reading101-course/modules/phonics/phonics-practice
National Training on Literacy Instruction

The learners’
ability to
read is in our
hands.
R. Villaneza