BEGINNING

READING
INSTRUCTION
MILAGROS L. DAVA
ES-ii ENGLISH
REGION IV-MIMAROPA

PHONEMIC
AWARENESS

Phonemic Awareness is the

understanding or insight that a word is
made up of a series of discrete sounds
(phonemes). This awareness includes the
ability to pick out and manipulate sounds in
spoken words.

Phonological Awareness is an
umbrella term that includes phonemic
awareness, or awareness of words at the
phoneme (sound) level.

PHONEMIC AWARENESS
An understanding that speech is composed of a
series of individual sounds.
e.g. man is comprised of the sounds
/m/, /a/ and /n/
It is the ability to pick out and manipulate these
sounds in spoken words.

Phonemic Awareness has

shown to be a powerful
predictor of childrens
reading achievement.
It is a pre-requisite skill before children
can learn to associate sounds with letters,
and manipulate sounds to blend words
(during reading) or segment words
(during spelling).

When is it best to teach phonemic awareness

- In the pre-school
- The effect of instruction on phonemic awareness
is greater when it is taught earlier
- Before being taught to decode words
- Then phonemic awareness should be reinforced
while being taught to decode.
- When the language to be read is an alphabetic
language that is phoneme driven.

To decode new words, beginners must - -

- Know how to blend phonemes

- Remember how to read individual words
- Segment words into phonemes that match up to
graphemes
- Compute connections between graphemes and
phonemes
- Store these connections in memory

PHILOSOPHY BEHIND
PHONEMIC AWARENESS
Children sometimes come to school unaware
that words consist of sounds.
Activities that develop phonemic awareness
help children distinguish individual sounds or
phonemes within words.

In learning to
read, children
discover that it
is those units of
sound that are
represented by
the symbols of a
page.

Children with phonemic awareness

skills have easier time learning to read and
spell than children with few or none of these
skills.
Phonemic awareness improves
childrens word reading and reading
comprehension.

Activities to
build
PHONEMIC
Awareness

PHONEME ISOLATION
- Children recognize individual
sounds in a word.

What is the first sound in man?

What is the last sound in bus?

PHONEME IDENTITY
- Children recognize same sounds
in different words
What sound is the
same in
fan,
feet,
fox?

PHONEME CATEGORIZATION
- Children recognize the word in a
set of three or four words that have
the odd sound.
What word doesnt belong?
bat, duck, bell

PHONEME BLENDING
- Children listen to a sequence of separately
spoken phonemes, and then combine the
phonemes to form a word.
What word is /s/ /u/ /n/?
In a blending task, stop consonants are considered more difficult to
combine than continuant consonants because stop consonants are
difficult to pronounce without adding the vowel uh. In contrast,
continuant consonants can be pronounced without an uh and can be
held in speech without altering or terminating the sound, which
makes continuants easier to blend.
Stop consonants: p, b, t, d, k, g, ch, j
Continuant consonants: m, n, f, v, s, z, th, sh, l, r

PHONEME SEGMENTATION
- Children break a word into separate sounds,
saying each sound as they tap out or count it. Then
they write and read the word.
How many phonemes (sounds) are in cat? bell?

PHONEME DELETION
- Children recognize the word that remains
when a phoneme is removed from another
word.
What is spark without the s?

PHONEME ADDITION:
- Children make a new word by adding a
phoneme to an existing word.
What word do you have if you add s to the
beginning of pot?

PHONEME SUBSTITUTION
-Children substitute one phoneme for
another to make a new sound.
The word is cat. Change t to n. Whats the
new word?

Activities for
PHONOLOGICAL awareness

Rhyme Detection identifying rhymes

Humpty Dumpty sat on a wall
Humpty Dumpty had a great fall.
What words rhyme?

Manipulating Syllables
blending and splitting syllables
How many syllables do you hear in Roberto?;
caterpillar?
Clap the number of syllables in caterpillar.
What is cowboy without the cow?

Giving the onsets and rimes.

Onsets consist of the single or multiple consonants
that precede the vowel. Rimes consist of the vowels
and following consonants.

The word is cat. What happens if we change c to b?

I am thinking of a word.
It begins like a ball and rhymes with tack.

PHONICS
Phonics refers to instruction in the
letter-sound relationship used in reading
and writing. Phonics instruction teaches
children the relationship between the letters
(graphemes) of written language
and the individual sounds (phonemes)
of spoken language.
It teaches children to use these relationships
to read and write words.

 Prior to phonics instruction, the following

reading readiness skills should have been
developed:
- Sufficient oral language (in the language that the
children will be taught to read)
- Book handling behaviors
- Perceptual Skills
Visual Perception and Discrimination
Auditory Perception and Discrimination
- Phonemic and phonological awareness

SEQUENCE
IN
PHONICS
INSTRUCTION

Stage 1: Learning the Letters

Letter names: big letters, small letters,
big and small letters.
Letter forms: writing upper and lower
case letters
Consonant sounds:
M, S, L, F, T, H, C, R, N, B, G, P, D, J, W,
V, Z, Y
(K, Q, and X are not taught in isolation)
Each vowel sound is taught before teaching
each short vowel word family.

 Mastery of Consonant Sounds

1. Introduce a song, verse, poem, story where most of the words
start with a target consonant.
2. Vocabulary development. Introduce words that begin with the
target consonant.
(Avoid words that start with a consonant blend, cluster or
digraph, such as f as in flag, d as in drum, s as in shell. . . )
3. Consonant sound. Introduce the consonant sound.
4. Letter form. Review/ Introduce the consonant sound.
Give oral/ written drill exercises.

Some examples:
a. Encircle the pictures whose names start in f.
b. Encircle all the F and f in the words.
c. Encircle the letter that begins with the name of each picture.
d. Write the letter that begins/ ends with the name of each picture.

Stage 2: Initial Reading

1. short e words in CVC pattern
net men
beg
bed
met hen
peg
red
set pen
leg
fed
get ten
egg
led
jet den
wed
wet
pet
yet
vet

bell
tell
sell
fell
well

a.Words. Introduce 1 column of words at a time.

b. Phrases. Introduce sight words in, on, under, has,
is, are
-Practice them in reading in thought groups.
-Introduce spacing between words when writing phrases.
-Let them read only the target words in the column plus
the sight words.
Example:
has a net
a wet net
met the vet
has a pet
are in the jet

c. Sentences: Point out that a sentence begins with

a capital letter and ends with the proper punctuation
mark.

Introduce Who, What, Where questions.

d. Short Story: Let them read 3 to 5 sentence story.

Ask Who, What, Where questions.
Let them read independently. Never say READ
AFTER ME!

2. Short a words in CVC pattern

3. Short i words in CVC pattern
4. Short o words in CVC pattern
5.

Short u words in CVC pattern

 The Consonant Blends

1. initial blends: l, r, s blends with short
vowels: crab, step, clip
2. final blends: -nt, -nd, -lt, -mp, -st, -ft . . .
Consonant digraphs: initial and final sh
and ch
Long vowel sounds ending in silent e
1. long a as in bake
2. long i as in line
3. long o as in hose
4. long u as in tube

GUIDELINES IN TEACHING WORD FAMILIES:

1. Instruction in each word family aims to develop
automatic recognition of words.
2. Phrases, sentences and stories consisting of
words learned are introduced
3. When the children start reading sentences, Whquestions are asked, to develop the ability to note
details.
4. When they read short stories, aside from Whquestions, skills in sequencing events, sensing
cause and effect relationship and predicting
outcomes are likewise introduced.

The first six years of a childs life are critical,

the experts tell us.
Thats when their characters are formed.
Thats when learning is slowly making a mark.
Thats when caring counts.
Someone just to hold them.
Unfortunately for many of the worlds children
that
just what they dont get.
And society suffers as a result.

Because a deprived child has a

lot less chance of growing up
as an adjusted adult a reader,
a thinker, a life long learner,
Ready to face the world.
Some of us believe we can change things.
Or at least try.
And we need your help.
Maybe youll help one to learn
To read and write
To laugh, to love to live.

Maybe youll just be the hand

That holds out a little hope.
To give a kid a hand
is to give a gift that lasts
forever
THE GIFT OF READING.

A Childs Plea
A little love
That slowly grows and grows
Not one that comes and goes
Thats all I ask of you
A sunny day
To look up to the sky
A hand to help me by
Thats all I ask of you
Dont let me down
Oh, show me that you care
Remember when you give
You also get a share
Dont let me down
I have no time to wait
Tomorrow may not come
By then might be too late