Phonics

and
Word Recognition
(Ponolohiya at
Pagkilala sa Salita)
 Objectives
At the end of the session, participants are expected to:
1.realize that Phonics is a systematic way of teaching deciphering and decoding
the English language;
2. gain knowledge about word recognition strategies and how they can be
utilized in actual classes;
3. recognize that foundational words knowledge provides a solid basis for
reading instruction;
4. acquire understanding of the different word recognition phases of movement
toward fluency and their relatedness to the different stages of spelling
development; and
5. assess performance in Phonics and Word Recognition
 Anticipation Guide
Your belief and what you know affect how you
teach your learners.

Study each statement and respond to it by checking

“Agree” or “Disagree”
AGREE
Anticipation Guide DISAGREE
____ 1. The earliest word recognition strategies develop long before children go to school and____
long before they actually learn to read the better.

____ 2. Letter recognition/naming and sounding – letter association can be developed ____
simultaneously, hence a teacher need not wait until a child knows the names of all letters
before he/she employs decoding strategies.
component of instruction.
____ 3. Phonics is difficult to learn because English is phonetically irregular. ____
____ 4. It is easier to learn patterns or frequently appearing letter ____
combinations than to learn individual letter – sound relationship.
____ 5. Not all words can be read through decoding. ____
____ 6. The most effective phonics instruction is planned, sequential, ____
explicit, and systematic.
 Activity 1 – Word
Building Activity
Directions:

1.Using the same group, form as many words as you can out of the
given word.

2.The group with the most words formed, win the game.

LIEUTENANT
 Analysis 1
1.What have you realized in doing
the activity?

2. How do we form word/s?

 Activity 2
DIFFERENTIATED
ACTIVITIES
Group 1 – Word Building Game
Directions:
Here are sets of letters.
Form as many words as you can in 3 mins.
Write them on the paper given.
Present what your group have
accomplished.
Group 2 – Word Search
Directions:
See chart provided.
Look for words in the -et family.
The words can be found vertically,
horizontally and diagonally.
Present what the group have
accomplished.
Group 3 – Sorting
Directions:
See words provided.
Sort/group these words according to a
category
a. Rhyme
b. Initial sound
Present what the group have
accomplished
Group 4 – I Play
Directions:
See cards with -et family words
Think of a pattern to be achieved
Present the desire pattern
Like bingo, one should call out the word
Each of the member will mark the word on
their card
The member who form the pattern first
wins the game
Group 5 – Travel and Win
Directions:
Here is a board with cvc-e words on it.
To play, roll the die, move that many spaces,
and read the CVC word they land on.
Players can help each other if someone does
not know a word.
The first to land on the finish spot wins the
game.
Group 6 – Word Scrabble
Directions:
Provide the groups with the board
(scrabble)
Have the group form words out of the
given letters
(each of the letters will have 2 points)
The member who got the highest score
wins the game
 Analysis 2
∙What is the main lesson about?

∙What activities did we engage in?

∙What strategy was developed in each activity?

∙What skill was taught?

∙What have you realized in doing the activity?

 PROBING Questions
∙When we read and we come across an unfamiliar word,
what do we do?

∙Why do we break down the word into word parts?

∙How do we get to recognize the word? How do we detect

the meaning of the word?
Phonics
top
How are phonics taught in schools?
bat
buy bye
Stage 1
gpc
Grapheme Phoneme
Correspondences
 How many
phonemes are there
in the English
Language?
44 (24 consonant sounds and 20
vowel sounds)
dog
Each sound
you hear is
a phoneme
team
team
ea
eight
eight
ae
 a grapheme is a
symbol used to
represent a single
phoneme
s a t p
Stage 2

blending
PHONICS
CVC
SHORT
VOWELS
wag
bed
pig
dog
bun
C V C C
w i n d
s a n d
b o l t
n e s t
s o ck
Words with Long
vowel sound
cake
bee
bike
hole
mule
Stage 3
segmenting
Children say entire words and then break
them down into the individual phonemes
that make them up
The BIG SIX Component of READING

1.Oral Language

communicating with others through

speaking and listening.
 The BIG SIX Component of READING
2. Phonological Awareness
involves being able to recognize and manipulate the sounds within words. This
skill is a foundation for understanding the alphabetic principle and reading
success. There are several ways to effectively teach phonological awareness to
prepare early readers, including:
1) teaching students to recognize and manipulate the sounds of speech,
2) teaching students letter-sound relations, and
3) teaching students to manipulate letter-sounds in print using word-
building activities.
 The BIG SIX Component of READING

3. Phonics

involves recognizing the relationship between letters and sounds

(Alphabetic Principles)
The BIG SIX Component of READING

Teaching a Consonant Sound:

Lesson Sequence
1. Introduce a story, a poem, or a song
where most of the words start with a
target consonant
Example: Lesson on Consonant Mm
Read the story: Maria the Milkmaid
 Maria the Milkmaid
A milkmaid was on her way to the market to sell
some milk from her cow. As she carried the large
jug of milk on top of her head, she began to
dream of all the things
she could do after selling the milk.
 “With that money, I’ll buy a hundred
chicks to rear in my backyard. When
they are fully grown. I can sell them at a
good price at the market.”
 As she walked on, she continued
dreaming, “Then I’ll buy two young
goats and rear them on the grass close
by. When they are fully grown, I can sell
them at an even better price!”
 Still dreaming, she said to herself,
“Soon, I’ll be able to buy
another cow, and I will have more milk
to sell. Then I shall have even more
money…”
With these happy thoughts, she began to
skip and jump. Suddenly she tripped and
fell. The jug broke and all the milk spilt
onto the ground.
No more dreaming now, she sat down
and cried.
 Moral of the Story:
Do not count your chickens before
they are hatched.
2. Vocabulary Development
Look at the pictures. Can you name them?
 Introduce the consonant sound
•Have the learners say the name of the different pictures.
(If the learners name the picture in the MT/Filipino, acknowledge it but
have them say the name in English. If they cannot say the name, the
teacher should give the name).
•Say the name of the picture/s with emphasis on the beginning sound.
(Modeling – I DO)) (repeat if necessary)
Ask: What is the first sound that you
hear?
 Introduce the consonant sound
mmmonkey
mmmilk mmmoon mmmango

mmmask
mmmushroom
mmmagnet
 Introduce the consonant sound
✔Have the learners say the words with you, with emphasis on the
beginning sound (by group, by table) (WE DO) (practice)
✔Have the learner say it individually
(YOU DO) (practice)

Note: In this case, the learners might already be familiar with

the sound because /m/ sound is the same from
MT/Filipino/English but the emphasis here is on
vocabulary development
• Present words that start with a single
consonant.
• Example: Milk, mat, mop

• Don’t give the following examples for

consonant M:
• mlace mlomp
• mladz
• mlies
 Introduce/Review the letter form
✔Let’s write the big M
✔Let’s write the small m
(Can be done on the air, chalkboard, paper)
Note:
Since writing of letter was already introduced in
MT and even Filipino, the learners might focus
on writing words instead.
 Exercises/Drill
A. Name all the pictures.
Circle the picture whose name starts in Mm.
 Exercises/Drill
B. Name all the pictures.
Put a / on all the pictures whose names start in Mm.
 Exercises/Drill
C. Name all the pictures.
Sound the letters in the box. Write the beginning letter of the
name of each picture.

__ilk __ango __agnet __onkey __ask

 The BIG SIX Component of READING

4. VOCABULARY

development is both an outcome of comprehension and a precursor to

it, with word meanings making up as much as 70 – 90% of
comprehension. (Bromley 2007)
 The BIG SIX Component of READING
5. FLUENCY

is not the ability to just read quickly! Fluent reading is the ability to
make reading sound like spoken language; it is reading with
appropriate phrasing,
expression, and pace.

milk magnet mango

monkey moon mushroom
 The BIG SIX Component of READING
6. COMPREHENSION

is the process of simultaneously extracting and constructing

meaning
through interaction and involvement with written language.
 Why is
phonics
important?
 In teaching
Phonics, children
develop the ability
to decode letters
and sounds, an
essential skill
when learning new
vocabulary when
reading.
 Phonics teaching
method had a
profound impact on
the accuracy of
reading aloud and
comprehension
-
University of Royal
Holloway London
 WORKSHOP
Development of Teaching and
Learning materials and Formative
Assessment for Phonics Instruction