Chapter 1 Phonemic Awareness

Learning Outcomes

At the end of the lesson, students should be able to:

✓ Understand the concepts of phonemic awareness,

✓ Develop the ability to identify individual sounds in
words,
✓ Engage in activities to strengthen phonemic
awareness skills, and
✓ Explore the role of phonological awareness in
reading.

1
Introduction

Welcome to the wonderful world

of phonemic awareness! Phonemic
awareness helps us understand the
sounds in words, which is crucial for
reading and writing. In this module, we
will learn how to hear, identify, and play
with the individual sounds, or phonemes,
in words. We will do fun activities like
recognizing sounds in words, blending
sounds together, and breaking words into
parts. By practicing these skills, we will
become better readers. Let us get started
on our sound adventure!

2
 Engage
Rhyme Time!
Direction: Look at the pictures on the
worksheet. Say the name of each picture
out loud to hear the ending sounds.
Identify which pictures represent words
that have the same ending sound,
meaning they rhyme. Then, circle the
pictures of the rhyming words.

3
Explore

Direction: Place several pictures on the

blackboard. Have children name the
pictures and let them identify the sound of
each letter of the word. After identifying
the sound of each letter of the word, ask
them what the beginning is, middle and
the last sound of the word.

/c/ /a/ /t /d/ /o/ /g/ /h/ /a/ /t

Explain
PHONEMIC AWARENESS
Phonological awareness (PA) is
awareness of the sound structure of

4
words. Phonemic awareness is a
subcategory of phonological awareness in
which listeners can hear, identify, and
manipulate phonemes, the smallest
mental units of sound in a spoken word
that help to differentiate units of meaning
(morphemes).

It is the foundation for reading and

writing English (and other alphabetic
languages) because an alphabetic
orthography/spelling system maps print to
speech at the level of the phoneme. It
improves children's word reading and
reading comprehension and helps

5
children learn to spell. Phonemic
awareness is the basis for learning
phonics.
It also relates to the ability to
distinguish and manipulate individual
sounds, such as /f/, /a/, and /t/ in the case
of foot. Separating the spoken word "cat"
into three distinct phonemes, /k/, /æ/, and
/t/, requires phonemic awareness.

PHONEMIC AWARENESS SKILLS

The following are common phonemic

awareness skills practiced with students:

6
1. Isolating Sounds- which requires
recognizing the individual sounds in
words.

Example:
• What is the 1st sound in cat? /c/
• What is the middle sound in
cat? /a/
• What is the last sound in cat? /t/

2. Adding Phonemes- in this part, try to

add some phonemes to
construct a new word.
Example:
• Cat: What word do we get when
we add /s/ to cat? Cats

7
 • At: What word do we get when
we add /r/ to Rat? Rat

3. Substituting- in which one can turn a

word (such as "cat") into another (such as
"hat") by substituting one phoneme (such
as /h/) for another (/k/). Phoneme
substitution can take place for initial
sounds (cat-hat), middle sounds (cat-cut)
or ending sounds (cat-cap).
Example:
• Cat- What word do we get when
we change the /c/ to /h/? Hat
• Rat- What word do we get when
we change the /r/ to /b/? Bat

8
4. Segmenting- The teacher says a word,
for example, "dog", and
Students say the individual sounds, /d/,
/o/, and /g/.
Example:
• /d/ /o/ /g/
• /c/ /a/ /t/
• /r/ /u/ /g/

5. Blending Phonemes- there are two

ways in blending phonemes, these are:

o Blending onset and rime:

• c-at = cat
o Blending individual phonemes:
• /c/ /a/ /t/ = cat

9
6. Deleting Phonemes- The teacher says
a word, has students repeat it, and then
instructs students to repeat the word
without the first sound.

Example:
• Cat: What word do we get when
we take away the /c/? at
• Ham: What word do we get
when we take away the /m/? h

Elaborate

"Phoneme Clap"

Instructions: Begin by saying a simple

word out loud, such as "cat." Ask the

10
children to listen carefully to the word.
Instruct the children to clap their hands or
tap a surface for each individual sound
they hear in the word. For example, they
would clap three times for the word "cat"
(/c/ /a/ /t/).

1) Jar
2) Mug
3) Rat
4) Hat
5) Sun

11
 Evaluate

I. Segmenting
Instruction: Say each of the words
below. For each word, say “Tell me the
beginning, middle, and ending sound you
hear in each of the words.” Write a
(check_ if the student answers correctly.
Record the sound on the line if the
student answers incorrectly.

1. Pat ____ ____ ____ /p/ /a/ /t/

2. Mud ____ ____ ____ /m/ /u/ /d/
3. Sit ____ ____ ____ /s/ /i/ /t/
4. Red ____ ____ ____ /r/ /e/ /d/
5. Man ____ ____ ____ /m/ /a/ /n/

12
II. Rhyming Words
Instruction: Read carefully the two
pairs’ words below. Place letter “R” if the
two words are rhyme and letter “N” if not.

1. pen, men _____

2. sat, hat _____
3. far, car _____
4. kid, bat _____
5. book, cook _____
6. bus, kid _____
8. bake, cake _____
9. sun, run _____
10. bat, car _____

13
 Summary

Phonemic awareness is the ability to

hear, identify, and manipulate individual
sounds in spoken words. It involves
understanding that words are made up of
sounds and being able to recognize
similarities and differences between
sounds. It is also essential in learning
because developing phonemic awareness
means noticing how letters correspond to
sounds which are crucial for reading and
spelling.
Hence, phonemic awareness is a
foundational skill for literacy development
facilitating effective reading instruction.

14
Lesson
1 LETTERS INSTRUCTION

Lesson Outcomes:
After completing this lesson, you are expected to:
• Recall the letter names of the letters.
• Recognize the sound of each letter
• Identify the vowels and consonants

Introduction

Welcome to the Alphabet Lesson

module! In this module, we will review the
basics of the English alphabet. Whether
you’re refreshing your memory or learning
the alphabet for the first time, this module
will help you recall the letter names,
recognize their sounds, identify vowels
and consonants, and read the alphabets
independently.

15
 Engage

ABC Song
ABCDEFG
HIJKLMNOP
QRSTUV
WXYZ
Now I know my A, B, C
Next time won’t you sing with me?

Write the letters of the alphabet below.

Follow the categories given.

Underlined letters here: (These are

VOWELS) ___, ___, ___, ___, ___.

Regular Letters here: (These are

Consonant) ___, ___, ___, ___, ___,___,

16
___, ___, ___, ___,___, ___, ___, ___,
___,___, ___, ___, ___, ___, ___.

Explore

Direction: Help the ghost to reach the

finish line by following the right passage
of letter. Before that, color those creatures
using any color you like. And use yellow
color in connecting the Alphabet letter till
arriving on finish line.

17
 Explain

What Are The A to Z Letters?

The English alphabet includes 26 letters

that go from A to Z. The A to Z letters
include:

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O,
P, Q, R, S, T, U, V, W, X, Y and Z

Or in lowercase letter form:

a, b, c, d, e, f, g, h, I, j, k, l, m, n, o, p, q,
r, s, t, u, v, w, x, y, and z

The English alphabet is made up of 26

letters, of which five are vowels (a, e, I, o,
and u) and 21 are consonants.

18
What’s the difference between letter
names and sounds?

The English alphabet has 26 letters,

like a, b, c, all the way to z. Each letter
has its own name, like “ay” for ‘a’, and its
own sound, like “ah” for ‘a’ in the word
“apple”. So, the name is what we call the
letter, and the sound is the noise it makes
in words.

Sound of Letter Names

In the alphabet, each letter has its own

special name. These names help us
recognize and remember them when
we’re reading. For example, ‘A’ is called

19
‘ay,’ ‘B’ is called ‘bee,’ ‘C’ is called ‘see,’
and so on. Learning the names of the
letters helps we put them together to
make words and sentences.

Aa ”ey” Bb “bi” Cc “si” Dd “di” Ee “ee”

Ff “ef” Gg “jee” Hh Ii “ay” Jj “jey”

“aitch”

Kk “key” Ll “el” Mm Nn “en” Oo “ow”

“em”

Pp “pi” Qq Rr “ar” Ss “es” Tt “ti”

“kyu”

Uu “yu” Vv “vi” Ww Xx “eks” Yy

“double “way”
yu”

Zz “zee”

20
 Sound of Letter

Click the link below

provided and watch the
https://youtu.be/ChqnN3cKzXQ?si=7sHwf

HOaF4howzKK)
video where the teacher
demonstrates the sounds of each letter.
Listen carefully to how the teacher
pronounces each letter sound, and then
try to imitate the teacher by making the
same sounds yourself.

If you are unable to access the

internet, you can use the letter sound
correspondence chart below to help you
make the sounds of each letter.

21
 Elaborate
Aa - “ah” Bb - “bu” Cc - “k” Dd - “du Ee - ”eh”

Apple Ball Cat Dog Egg

Ff - “fff” Gg - “gu” Hh - “ha” Ii -“ih” Jj - “dgei”

Flower Girl Hat Igloo Juice

Kk -“k” Ll - “l” Mm - “mmm” Nn “nnn” Oo - “oh”

Kite Lion Moon Notebook Orange

Pp - “p” Qq - ‘kw” Rr “r’ Ss “sss’ Tt - “tu”

Pencil Queen Rainbow Snake Tree

Uu -“uh Vv - “vvv” Ww “wuh” Xx - “ks” Yy - “yi”

Umbrella Violin Watermelon Xylophone Yoyo

Zz - “zzz”

Zebra

22
Elaborate

A. Alphabet Wheels

PROCEDURE
1. The goal of the
game is for each
student to identify and
pronounce the sound
(https://pin.it/7BKGtowhM)
of the letters that the arrow on the
Alphabet Wheel points to.Invite a
student to come to the front of the
class. They will take turns spinning the
arrow on the Alphabet Wheel five
times. After each spin, the student
must identify sound the letter that the
arrow points to.

23
 2. When the arrow stops on a letter,
the student should say the letter name
out loud. For example, if the arrow
points to ‘A’, the student would say
“ah”. – Each correct identification
earns the student a point.

B. LETTER BINGO
The next activity is
all about identifying
letter names. The
https://images.app.goo.gl/5yGWTe8dynZjeYfy7 teacher will provide
a worksheet to each student. The
worksheet contains boxes with a mix of
letters. The students need to listen
carefully as the teacher calls out letter
names “A” – “ey”, and they must circle

24
those letters on their worksheet. The first
student to cover a complete row
horizontally, vertically, or diagonally on
their Bingo card shouts “Bingo!” to signal
their win. Within 30 minutes, the students
who achieve a Bingo will be declared the
winners.

Evaluate

Direction: Encircle the correct answer.

1. How many vowels are there in the

word “hello”?
a) 1
b) 2
c) 3
d) 4
25
2. How many consonants are there in
the word “elephant”?
a) 3
b) 4
c) 5
d) 6

3. Which letter represents the sound

/gu/?
a) G
b) J
c) K
d) H
4. What is the letter name for “em”?
a) N
b) L
c) M
d) W

26
5. Which of the following letters is a
vowel?
a) A
b) B
c) C
d) D
6. Fill in the blanks in this family of
consonants? (FF, Gg. Hh,__, Kk, U)
a) Jj
b) Mm
c) Nn
d) Rr

7. Which letter represents the sound

/tu/?
a) T
b) D
c) P
d) F

27
8. What is the letter name for “double
yu”?
a) W
b) M
c) L
d) F

9. How many vowels are there in the

English alphabet?
a) 5
b) 10
c) 15
d) 20

10. How many consonants are there in

the English alphabet?
a) 5
b) 10
c) 21
d) 26

28
 Summary

Mastering the fundamentals of

language begins with recalling the letter
names and recognizing their associated
sounds. This foundation allows individuals
to develop a strong understanding of
phonics and spelling. Additionally,
understanding the distinction between
vowels and consonants further solidifies
one’s grasp of language structure. By
honing these essential skills, individuals
can navigate the complexities of written
and spoken communication with
confidence and clarity.

29
 Lesson 2 Building a Word

Lesson 2.1: Short Vowel / a /

Objectives:
At the end of the lesson students are able
to:
• Identify the sound of short vowel “a” in
word.
• Apply short vowel “a” in a sentence.
• Appreciate the sound and word of
short “a”.
Introduction:
In this lesson, the students will explore
and understand the short a sound, the
use of short a sound in the sentence and
the examples of short a sound, as one of
the fundamental learning of the students,
in this lesson you can build a word with
the use of A vowels, also reading a poem
with short a sound.

30
 Engage

Read the word and encircle (O) the

correct picture that word means.

1. can

2. pan

3. map

4. Sat

5. fan

31
 Explore
Let’s read the poem (Guided by the
teacher)
The Rat and The Cat
A fat rat,
Hid in a cap,
A mad cat
Had a bad nap,

The rat did

A zigzag
Then the rat hid
In a big bag

The cat had a cap.

But not the rat
The rat had a nap.
As the mad cat sat

32
Explain
Let’s dig more!
cv – a

ba ha na va
ca ja pa wa
da ka ra ya
fa la sa za
ga ma ta

cvc – a

fan sat had add

map sad nap lad
man hat ran rat

33
Picture Word

1. A man ran

2. A rat sat

3. A ram ran

4. Max had a nap

5. A man had a hat

34
 Elaborate
Sing aloud.
The learners will have to read the word
and express the sounds of the letters.

c–a–t = cat

p–a–n = pan

s–a–t = sat

l–a–d = lad

f–a–n = fan

35
 Evaluate
Look at each picture.
Complete each sentence by using a word
from the box.
map bat van pan hat

1. The cat is in the _____.

2. Maher plays a _____.

3. Sam is in the _____.

36
4. _____ is on the mat.

5. Tam looks at the _____.

Summary:
The lesson is one of the fundamental
sound and letters that is crucial for the
learnings of the children, the short a
sound serves as first step to learn, and
mastery must be instill to the student.
Learning short a sound means it can
proceed to other short vowels sound.

37
Answer key:

Engage:

5.
1. 3.

2. 4.

Evaluate:
1. pan
2. bat
3. van
4. hat
5. map

38
 Lesson 2.2: Short Vowel / e
/

Objectives:
At the end of the lesson students are able
to:
• Identify the sound of short vowel “e” in
word.
• Apply short vowel “e” in a sentence.
• Appreciate the sound and word of
short a.

Introduction:
In this lesson student will explore the
second short vowel the Ee vowel, they will
explore the use of short e in a sentence
and the word, and the blending sound of
short e and the student can build a word

39
to it, also how it can be used in read in
poem.
Engage
Complete the word first on its
missing letter and match the picture to the
word putting the letter of Column B to A.

bed
1. _b__ a.
P_n
2. ____ b.
Te_
3. ____ c.
_en
4. ____ d.
Pe_
5. ____ e.

40
Explore
Let’s Read
Hens on the Bed
Ten red hens
Jumping on the bed
One fell off! The other said
“Did you hurt your leg?
Should we call the vet?
But the hen said, “No,
The fun is not over yet.”

Explain

cv - e
be ce de fe ge

41
 he le pe te ye
je me re ve ze
ke ne se we

cvc - e
hen wet yen ten
set yes let fed
leg men bed den
pet red jet pen

Picture Word

1. Ned met Meg.

42
2. Ed fed his dog.

3. Ted fed Ned.

4. Ken is in bed.

43
5. Jeff is on a jet.

Elaborate
Let’s Sing
The teacher will sing first and then
followed by students, after that they will
change the main word to the other word
given in below.
They say n is nnn.

They say e is eee.

They say t is ttt.

They say net is nnn eee ttt net.

1. Bet
2. Ben
3. Let
4. Ted

44
 5. Red

Evaluate Read the question and write

the answer on the space provided. What
is on the picture?
Example:

1. Is it a hen or leg?

2. Is it a pet or wet?

3. Is It a bed or jet?

4. Is It a ten or pen?

5. Is it a men or yen?

45
Summary:
The lesson is all about the use of short
e sound, with also the proper use in a
sentence, the sound and blending it to
other sound of letter. The mastery on it
can lead to expertise.

Answer Key:
Engage: Evaluate:
1. b 1. leg
2. c 2. pet
3. a 3. bed
4. e 4. pen
5. d 5. yen

46
 Lesson 2.3: Short Vowel / i /

Objectives:
At the end of the lesson students are able
to:
• Identify the sound of short vowel “i” in
word.
• Apply short vowel “i” in a sentence.
• Appreciate the sound and word of
short “i”.
Introduction:
In this lesson, the students will explore
and understand the short i sound, the use
of short a sound in the sentence and the
examples of short i sound, as one of the
fundamental learning of the students, in
this lesson you can build a word with the

47
use of I vowels, also reading a poem with
short i sound.
Engage
Read the words in the box.
Then write the word that names each
picture.
pig win zip wig six

1.

2.

3.

4.

48
5.
Explore
Let’s Read

Baby’s New Bib

Grandma made a baby bib
With her sewing kit
She cut the cloth and used a pin
To make the new bib fit
Then she sewed the bib together
Bit by bit by bit!

49
Explain

cv - i
bi gi li ri wi
ci hi mi si yi
di ji ni ti zi
fi ki pi vi
cvc - i

sit hit fin big

six him pin bit

hid win kid pig

50
Picture Word

1. I win.

2. I can mix it.

3. I have pin.

51
 4. I hid.

5. I will sip it.

Elaborate
Step on Rails
In this activity, it has dice to roll and
train rails with words, the dice will be
rolled and the number it gives it’s also the
number of steps in rails, and students

52
need to read where it ends, until the end
of rails.

mix
fin

big
bid

kid
his

pin
pig

bib
win

53
 Evaluate

Look at each picture. Complete each

sentence by using a word from the box.
lid pig dig wig bib

1. Pat likes her _______.

2. It is a big _______.

3. Sam _______ the soil.

4. The cat has _______.

5. Jan has _______ box.

54
Summary:
In this lesson we tackled about the
short I and the sound of it, how can it be
written and the blending sound to the
other letter, as one of the vowel students
must learn and master this kind of letter to
have a mastery and easy blending to the
certain word.

Answer key:
Engage: Evaluate:
1. zip 1. wig
2. wig 2. pig
3. pig 3. dig
4. six 4. bib
5. win 5. six

55
 Lesson 2.4: Short Vowel / o
/
Objectives:
At the end of the lesson students are able
to:
• Identify the sound of short vowel “o” in
word.
• Apply short vowel “o” in a sentence.
• Appreciate the sound and word of
short “o”.

Introduction:
In this lesson student will explore the
second short vowel the Ee vowel, they will
explore the use of short e in a sentence
and the word, and the blending sound of
short e and the student can build a word
to it, also how it can be used in read in
poem.

56
 Engage
Look at the picture and
encircle the picture that matches to the
word.

1. pot

2. hog

3. box

4. top

57
5. fox

Explore
Let’s Read
Hop To the Top

She will mop.

It did pop
I am at the top.
Have you seen a mop?

We like to hop.
We hop to the top.
We hop to shop.
Do not pop it

58
 Explain

cv - o
bo go lo ro wo
co ho mo so yo
do jo no to zo
fo ko po vo

cvc - o
hop log mop pot
hot lot not pop
mom fox on jog

Picture word

59
1. Mom will mop.

2. Moss is on a log.

3. I can hop.

60
 4. A man has a rod.

5. The sun is hot.

Elaborate
Read the word after that
color the picture it means and write it on
the blank space provided.

61
 Evaluate
Look at the picture and give
the word that picture means by choosing

62
at the word pool and write it down on the
space provided.
hot son cob lot boy

1.

2.

3.

4.

5.

Summary:
In this lesson we learn about the
characteristic of vowel o which it gives

63
example that has a short o, even poem
has, the student must read and blend it
perfectly for them master the short
vowel o.
Answer Key:
Engage:

1. 5.

2. Evaluate:
1. cob
3. 2. lot
3. hot
4. son
4. 5. boy

64
 Lesson 2.5: Short Vowel / u
/
Objectives:
At the end of the lesson students are able
to:
• Identify the sound of short vowel “u” in
word.
• Apply short vowel “u” in a sentence.
• Appreciate the sound and word of
short “u”.
Introduction:
In this lesson, the students will explore
and understand the short u sound, the
use of short u sound in the sentence and
the examples of short u sound, as one of
the fundamental learning of the students,
in this lesson you can build a word with
the use of U vowels, also reading a poem
with short u sound.

65
Engage
Let’s Read

Mom’s Tea Party

A cup of tea,
An apple bun,
Toast cut in four,
Yum, yum, yum!

Milk in a mug,
A kiss and a hug.
Mom’s Tea party
It is fun, fun, fun!

66
 Explore
Name the picture by writing
your answer on the space provided.

1.

2.

3.

4.

5.

67
 Explain
Let’s dig more.

cv - u
bu fu jo mu ru vu
cu gu ko nu su wu
du ho lo pu tu yu
cvc - u
run hug up gum
rug nut bug dug
sum fun tub cup
sun mud pup cut

Picture word.

1. Gus is on a bus.
68
2. A pup is up.

3. A bug is on a rug.

4. A man dug the soil.

5. Nina cut a paper.

69
 Elaborate
Color all the short u words
in the box.

70
 Evaluate

Complete the sentence by putting the

word from the word pool and write it on
the space provided.

nut dug cub cut sun

1. The dog ____ a bone.

2. Anna has a picture of ____.

3. Lisa loves to eat _____.

4. The tiger has a _____.

5. The scissor is to _____.

71
Summary:
In this lesson, as the last vowel and it’s
also serves as the mastery of the children
to the previous vowels, they can blend it
successfully as part of the test if they can
identify the short u sound in word or
sentence:

Answer key:

Engage: Evaluate:
1. sun 1. dug
2. tub 2. sun
3. bug 3. nut
4. bun 4. cub
5. pup 5. cut

72
 Lesson 3

Nonsense Word

Lesson 3. 1: Nonsense word

with Short Vowels
Objectives:
At the end of the lesson students are able
to:
• Identify the nonsense word.
• Execute reading and writing the
nonsense word.
• Appreciate the non-sense word as form
of reading mastery.

73
Introduction:
In this lesson the students need to learn
what is nonsense word and how can they
identify it, it also a test if they have
mastered the blending without relying on
the common reading of words, nonsense
word helps them to evaluate their blending
and reading skills also identify which word
has a meaning.

Engage
Let’s Find out!
Encircle the word that is a nonsense word.
1. mag meg mig mog mug
2. bar ber bir bor bur
3. lag leg lig log lug
4. tam tem tim tom tum
5. lan len lin lon lun

74
 Explore
Let’s make a word!
Form a cvc word by using the letter
within inside the box.

l b a

o k d u

e m i

1. 3.

2. 4.

75
 5. 8.

6. 9.

7. 10.

Explain
Let’s read the example provided
below.

a e i o u
gan ved mig zop sup
dat lep fid pog cun
cag hep fim yot vun
cac sed vit lod rud
baz pev hiv bov kuk

76
 Elaborate
Let’s Sing
The teacher will sing first and then
followed by students, after that they will
change the main word to the other word
given in below.
Example:

They say n is nnn.

They say e is eee.

They say t is ttt.

They say net is nnn eee ttt net.

1. Lat 4. mog
2. ped 5. vun
3. sib
77
 Evaluate
Spot me!
Encircle the word that has (NO) a meaning.
tam pom mot cam mas
gos sas tas sop tat
som sot gop cos gat
yut cas tol kon tur

Summary:
The lesson nonsense word helps the students
to master the words and blending, it can also be a
practice, its rather than relying on the known, it
can be hard for them because they are not familiar
but the blending and identifying the letters and
sound can help them to master the content.

Answer Key:

78
Engage:
1. mig
2. ber bir bor
3. Lig
4. tem tim
5. lan len lin lon lun

Evaluate:
1. gos
2. som
3. sas
4. gop
5. tas
6. cas
7. tol
8. kon
9. tur
10. yut

79
 Lesson
4 PHONETIC SKILL #1 (CVC SHORT
VOWEL)

Lesson Outcomes:
After completing this lesson, you are expected to:
• 1. Identify CVC short vowel.
• 2. Construct a sentence using CVC short vowel in a
sentence.
• 3. Recognize the word with a CVC short vowel sound.

Introduction

Phonics is a method for teaching reading and

writing to beginners.
Involves matching the sounds of spoken
English with individual letters or groups of
letters.
80
 Engage

Activity: “Find Me”

Direction: In a ½ sheet of paper write Identify the
word that has a CVC pattern in the story.

Bug Can

Bug can rap and hum. Bug can

Run and win. Bug can hug. Bug
Can fix a rip in a rug. Bug can
Hop on a bed. Bug can dig a pit.
Bug is not a mad bug. Bug is
not a sad bug. Bug is a fun bug.

81
 Explore

Activity: Match Me
Direction: Encircle the correct word. Choose
your answer inside the box.

1.
hat car pat

2.

bed keg pen

82
3.

mop pot box

4.

dad rat pan

83
5.

Lip Kit Wig

Explain

Phonetic skill #1: When one consonant

and nothing more follows the vowel, the
vowel will be short.

The word with short vowel sound is the

words have three letters. It is between two
consonants, and the vowels are
pronounced as a short vowel sound. They
key word is Consonant-Vowel-Consonant.
(CVC). The vowel is a-i-e-o-u.

Example: c-a-t
84
 Consonant Vowel Consonant = CVC
s-u-n
Consonant Vowel Consonant = CVC
Elaborate

Direction: Read the sentence and underline

the CVC word.

1. Justin Play his favorite guitar.

2. It is hot in the Philippines.
3. The mouse eats his food.
4. Farhan draws a map.
5. The sun is hot.
6.
Evaluate

Direction: In a 1 whole sheet of paper, write a

sentence using CVC words given below.
1. sun
2. bed
85
 3. hat
4. him
5. mop

Summary

A critical stage in the development of early

literacy is the teaching of CVC patterns. As a
result, it enhances kid’s handwriting, reading
fluency, and phonetic awareness.

86
 Lesson
5
PHONETIC SKILL #2 (SHORT VOWEL CVCC)

Lesson Outcomes:
After completing this lesson, you are expected to:
• 1. Identify CVCC short vowel.
• 2. Construct a sentence using CVCC short vowel in a
sentence.
• 3. Recognize a word with CVCC short vowel sound.

• .

Introduction

87
 A method of teaching people to read by
correlating sounds with letters or groups of
letters in an alphabetic writing system.

Engage

Activity: “Find Me”

Direction: In a ½ sheet of paper write Identify the
word that has a CVCC pattern in the story.

Ling lost her ring.

Her ring was her favorite thing!
The ring was a gift from the king.
She was going to find the ring.

Chang was stung by a gang of bees!

88
 He cried at the top of his lungs.
He swung his arms at the bees.
He sprang into the cold spring water.

Explore

Activity: Match Me!

Direction: Read the word and match the picture
to the word.
A.
1. Jump 2. Swim 3. Left
4. Gift 5. Egg

B.

89
 Explain

Phonetic skill #2: When the vowel id

followed by two consonants and nothing
more, the vowel will be short.
The key word is Consonant-Vowel-
Consonant. (CVCC). The vowel is a-i-e-o-u
Example: Jump
Consonant Vowel Consonant Consonant =
CVCC

Elaborate

90
Activity: Say it, join it, write it!
Direction: Look at the picture. Join the letters to
build the word. Write the word correct word.
Say It Joint It Write It

1.

e n t d

g t a n

2.

91
 n e l t

f u s k
u t

3.

s i t s

d i nt tt
t t t

4.

92
 t u n d
t t t t

h a t s
t t t t

5.

l i n d
t

s a t s
t st
a
t

Evaluate

Direction: In a 1 whole sheet of paper, write a

sentence using CVCC word.
93
 1. help
2. left
3. soft
4. gift
5. jump

Summary

Learning CVCC words is crucial to become

a proficient in reading and writing English. They
consist of two consonants at the end and a
vowel in the middle, arranged in a consonant-
vowel-consonant-consonant pattern. Acquiring
the ability to identify and comprehend these
words is essential for developing reading
fluency.

94
 Phonetic Skill 3:
Lesson
6 Vowel Stands Alone

Lesson Outcomes:

After completing this lesson, you are expected to:

1. Read vowels when they stand alone (not followed
by consonants).
2. Exercise when to read vowels long or short.
3. Appreciate the importance of proper pronunciation.

Introduction

95
 Did you know there are rules that govern
whether a vowel will be pronounced short or
long? But here in our lesson, we will focus and
identify when we will read vowels with long
sound and when we will read them in short
sound when they are not followed by
consonants.

Engage

Your Words Sounds Familiar!

Read the short passage below. Then identify
words where vowels there are not followed by
consonants.
I must get a gift for my m

I must get a gift for my mom. I asked Jo if she

would help me. We will go shopping. It will be
good to have Jo’s help. I am so glad she did not
say no.
om. I asked Jo if she would help me. We will go shopping. It will be good to have Jo’s help. I
am so glad she did not say no.

96
List your answers here:
1. ____________
2. ____________
3. ____________
4. ____________
5. ____________
6. ____________
7. ____________
8. ____________
9. ____________
10. ____________

Explore

Four Letters, One word!

Arrange the following letters to form the magical
word you have learned in your previous lesson.

__ __ __ __ __ __ __ __ __ __ __ __

97
 U M J P L T S A I M T N

: __ __ __ __ __ __ __ __ __ __ __ __

R O D W E T V N K M S A

Explain

Remember!
 When the vowel stands alone (or has no
guardian), the vowel sound is long.
 Exceptions to this rule: to, the, do, who,
two.
Decoding!
How to prove the vowel sound in a Phonetic
Skill 3 word?

98
1. Go under the word left to right. Place an x
under the vowel.
2. There are no guardian consonants. Move up
and over the vowel.
3. The vowel stands alone in the word, so mark
the vowel long with the long vowel mark (--).

Prove these following letters.

she we so I be

Let’s read more!

Words:
go be she we I
flu
hi he me no so
Bo

99
Sentences:
1. I get to go fishing with my friend.
2. We will be at the dock.
3. Can you go with us?

Elaborate

Work with your pair. Prove each word. Then,

read these following words and sentences in
front of the class. Make your own strategy to
deliver it!
RUBRICS: Fluency 70%
Delivery 30%
Total 100%

100
 we no go hi we me
hi he so be she he
be me flu Bo no I

You can go She went with me to

with me. the pond.
He got the flu. Could that be Bo?

he so me no be go
hi be go we me Bo
Jo no I she hi so

101
I will go with Jo. She will be so glad
that you can go.
He will be me at
the mall. Bo will go with me
to the mall.

we so be we no be
flu he she so she Jo
me no go hi me go

No, I cannot go. Will you go with

We all got the flu me to the bus
so we did not go stop?
swimming. We said hi to Jo.

Evaluate

102
 Write each word under the picture it rhymes
with. More than one word matches the same
picture.
we so hi go I
be me no be

TOE FLY THREE

1 1 1

2 2 2

3
3 3

Summary 103
When learners are basically starting to read,
it is important for them to learn the right
pronunciation of each word that they
encounter. In this lesson, learners have
learned that vowels are read and sounded
longer when it does not proceed by
consonants. Moreover, the lesson made clear
for the learners that there are words that are
exempted in this rule. Such words like to,
the, do, who, two.

Lesson
7 Phonetic Skill 4:
Silent e

Lesson Outcomes:
After completing this lesson, you are expected to:
1. Read letter e when placed at the end of the word.
2. Identify words where letter e is read silently.
3. Appreciate the importance
104 of proper pronunciation.
 Introduction

In English grammar, there are words

that are read which are different from how they
are spelled. This is because of the letters that
has special characteristics when they are placed
in a certain position or when they are paired with
letters that affect the way they are pronounced.
You may see the word ‘bite’ and read it
unknowingly as b-i-t-e-y but no; it should not be
read like that! In this lesson, we will explore how
to read words like bite, cite, site, kite, and many
more!

Engage

Add me e, to form me New!

Add a letter e to each word to make a new word.
Example: cap cape

105
1. Rip 4. Quit
____________ ____________
2. Cub 5. Cod
____________ ____________
3. Not 6. Tub
____________ ____________

Explore

Group Sort!
Can you identify the words that end
with a vowel which is pronounced long?
How about the words where letter e is
silently pronounced? Sort them out in
their respective column. An example is
done for you!
106
 like same so tote tribe

phone go she fate

I tune we a smile

PHONETIC SKILL PHONETIC SKILL

3 4
like

Explain

Remember!
  When the vowel e comes at the
end of a word, the e is silent, making
the first vowel sound long.
 The consonant between the first
vowel and silent e cannot act as a
guardian consonant because the e
makes the first vowel sound long.
 If a silent e comes after the th
Digraph, it makes the vowel sound
long.

Decoding!
How to prove the vowel sound in a
Phonetic Skill 4 word?
1. Move under the word, moving left
to right. Place an x under the first
vowel and under the vowel e.
 2. Move up and over the e. Draw a
line straight down through the vowel e
and the x below it, making it silent.
3. Move left across the consonant to
the first vowel.
4. The e causes the first vowel sound
to be long, so mark the vowel long (--).

Prove these following letters.

cute safe time cloth drive
e
Let’s read more!
Words:

bike cube late robe tube

plate globe flute mine scope
Sentences:
1. A cube is like a box shape.
2. The note is at home, by the
phone.
3. The fishing pole fell in a hole.

Elaborate

In front of the class, you will be acting

as an ENDORSER. You will read what is
in the flyer as if it is you are talking to
some tourists. Try to persuade them
through your delivery.
RUBRICS: Fluency 70%
Delivery 30%
Total 100%

Evaluate

Directions: Find and circle the silent e

words in the word search.
NOTE: Words can go down, across, or
diagonal.
S A L E E U O
S M I L E O C GUIDE
WORDS:
S T O V E E Q
Smile
I H Q K E D G
Tune
Z L I N E A A
Stove
E C U T E T M
Wave
T T W A V E E
Size
Sale

Summary

Letters and words in English grammar

have special characteristics. There are
words that are pronounced differently
from their spelling. In this lesson, learners
were able to read and identify words that
 PHONETICS SKILL 5

Learning outcomes:
 Phonetic Skill 5 is when some vowel
combinations are adjacent, making the
second vowel silent, and the first vowel
long. These are the nine most common
adjacent vowel combinations: ai, ay, ea,
ee, oa, oe, ui, ue, ie. Use these
combinations at the beginning or in the
middle of words: ai, ea, oa, ui. Use these
combinations at the end of words: ay, ea,
ee, oe, ue, ie. The adjacent vowels ea
and ee can also be used in the middle of
words.

Direction: Choose on the box the correct

word/answers and write it on the blank to
complete the sentence.

“Parts of a Ship”
 Blue Boat Play Read
Sleep Sail Speed Tie

Deck: a place where people stroll,

games, or look at the big, sea.
Main Sail: the biggest . It helps
the ship up.

Berth: a bed where people on the ship

.
Cleat: a rail used to or hold a
rope. A nail holds it to the side of
the .
Instructions: Look at the words listed
below. Choose the word that has two
vowels are adjacent, the second vowel is
silent, and the first vowel is long. Place
the word in the appropriate box that
corresponds to its category.

ai ea oa ui

bruise chain coax croak

eat foam fruit grain
juice read sea snail
suit trail whe

Explain
 Phonetic Skill 5 refers to the rule that
applies to certain adjacent vowel
combinations. In this skill, the second
vowel in the combination becomes silent,
and the first vowel is pronounced long.
The nine most common adjacent vowel
combinations affected by this rule are: ai,
ay, ea, ee, oa, oe, ui, ue, ie.
For example, in the word “rain”, the
“ai” combination follows this rule, where
the “a” is pronounced long, and the “I” is
silent.

Hello, learners! Today, we’re going to do

a fun activity called the Phonetics Object
Hunt. Here is what you need to do:
1. Set up your camera or phone to record
a video while you search for objects.

2. I want you to find objects or pictures in

your house that are related to our topic,
Phonetics Skill 5. These objects should
have vowel combinations like ai, ay, ea,
ee, oa, oe, ui, ue, or ie.

3. Start the video and begin searching for

the objects. As you find each object, say
its name out loud and the word it
represents, emphasizing the vowel
combination. For example, if you find a
toy train, say ‘toy train’ and remember that
it has the ‘oi’ sound.

4. Try to find as many objects as you can

within the given time. Be creative and
explore different areas of your house!
5. Once you have finished recording,
review the video and count how many
objects you found correctly. Pay attention
to your pronunciation of the vowel
combinations.

6. Sharethe video with me so that I can

watch it and provide feedback on your
pronunciation and articulation.

Multiple choice:
1. Which of the following adjacent vowel
combinations represents Phonetics Skill
5?
A. ) ai, ay, ea
B. ) ee, oo, eu,
C. ) oi, ou, eu
D. ) ie, ue, oe
2. Which word contains the Phonetics
Skill 5 vowel combination “ea”?
A. ) boat
B. ) meat
C. ) tree
D. ) blue

3. Which of the following words does NOT

contain a vowel combination related to
Phonetics Skill 5?
A. ) rain
B. ) day
C. ) pie
D. ) cat

4. What is the pronunciation of the word

“goat”?
A. ) /gaut/
B. ) /gout/
C. ) /gait?
D. ) /geut/
5. Which adjacent vowel combination
represents Phonetics Skill 5 in the word
“ocean”?
A. ) ea
B. ) ee
C. ) oa
D. ) ue

Essay
Instructions: Write a short essay
explaining wha you have learned about
Phonetics Skill 5 and how it helps in
reading and pronouncing words correctly.
Use at least three examples to support
your explanation.
 Summary

Phonetics Skill 5 focuses on adjacent

vowel combinations in words. When
certain vowel combinations are next to
each other, the second vowel becomes
silent, and the first vowel is pronounced
long. The nine most common adjacent
vowel combinations in Phonetics Skill 5
are ai, ay, ea, ee, oa, oe, ui, ue, and ie.
Understanding and applying Phonetics
Skill 5 helps in correctly pronouncing
words and improving reading skills. By
recognizing and practicing these vowel
combinations, learners can enhance their
language proficiency and communication
abilities.
 Lesson
9
DECODING SKILL 1

Lesson Outcomes:
After completing this lesson, you are expected to:
• Recognize and pronounce individual letter
sound.
• Blend letter sound to read simple words.
• Increase reading fluency and comprehension.

Introduction

A skillful reader’s ability to read long

words fluently depends on his or her
ability to break words into syllables. The
Two Decoding Skills allow students to
break words of any length into syllables
so they can apply the Five Phonetic Skills
to each syllable to determine the word’s
pronunciation.
Engage

WORD HUNT
1. Preparation: Prepare a list of words that contain
the phonics patterns or sounds your parent is
learning. Write each word on a separate index
card or piece of paper.
2. Hide and Seek: Hide the word cards around a
designated area, such as your living room,
backyard, or classroom. Make sure the words
are hidden in places that are accessible and
safe for the parents to search.
3. Instruction: Explain to them that they are going
on a word hunt to find hidden words. Let them
know that each word they find will contain a
specific phonics pattern or sound they have
been learning.
4. Search and Decode: Encourage them to
search for the hidden word cards. As they find
each card, ask them to read the word aloud and
identify the phonics pattern or sound they
recognize. Help them decode any unfamiliar
words if needed.
5. Word Discussion: After finding a word, engage
them in a discussion about the word. Ask them
 questions about its meaning, how it is spelled, or
other words that have a similar phonics pattern.
This helps reinforce their understanding of the
phonics skill and promotes vocabulary
development.
6. Repeat and Reflect: Continue the word hunt
until all the word cards have been found. Take a
moment to reflect on the words your parents
found and discuss any patterns or strategies
they used to decode the words.

Bat

Bat Fan Map Can

Rat Fat Hat Cat

 Explore

PHONICS RELAY RACE

1. Divide into Teams: Divide the
players into teams of equal size. Each
team should have an equal number of
players.
2. Set Up Playing Area: Set up a
playing area with a starting line and an
endpoint. Place word cards or
flashcards with different phonics
patterns at the starting line.
3. Explain the Rules: Explain the rules
of the game to the teams. Let them
know that match the given phonics
patterns and place them in their team’s
basket at the endpoint.
4. Start the Race: Have one player
from each team stand behind the
starting line. When you give the signal,
 the first players from each team run to
the word cards, read a word that
matches the given phonics pattern,
and pick up the corresponding card.
5. Pass the Baton: After reading the
word, the player runs back to their
team and hands the word card to the
next player in line. The next player
then runs to the word cards, reads a
word, and picks up the corresponding
card.
6. Continue the Race: The relay race
continues in this manner until all
players from a team have had a turn.
The team that finishes first or has the
most correctly sorted words in their
basket wins the race.
 PHONICS RELAY RACE
1. Cat 6. Fan 11. Can
2. Dog 7. Pan 12. Map
3. Hat 8. Bat 13. Bat
4. Mat 9. Fat 14. Met
5. Fan 10. Run 15. Big

Explain

Decoding refers to breaking apart

phonemes or parts within a word, to read
a word. Regardless of whether a word is
real or pseudo (fake), the word can be
decoded by applying phonics skills
(Roshan, 2019). For example, in
kindergarten, students begin to decode
two and three letter words such as /c/a/t
or d/o/g.

EXAMPLES:
1. cat - The "c" represents
the /k/ sound, the "a"
represents the short /a/
sound, and the "t" represents
the /t/ sound. By decoding
each letter's sound, we can
pronounce the word as "cat."
2. dog - The "d" represents
the /d/ sound, the "o"
represents the long /o/ sound, Pan
and the "g" represents the /g/
sound. By decoding each
letter's sound, we can
pronounce the word as "dog."
3. mat - The "m" represents
the /m/ sound, the "a"
represents the short /a/
sound, and the "t" represents
the /t/ sound. By decoding
each letter's sound, we can
pronounce the word as "mat."
Ham
4. hat - The "h" represents
the /h/ sound, the "a"
represents the short /a/
sound, and the "t" represents
the /t/ sound. By decoding
each letter's sound, we can
pronounce the word as "hat."
5. rat - The "r" represents the
/r/ sound, the "a" represents
the short /a/ sound, and the
"t" represents the /t/ sound.
By decoding each letter's Van
sound, we can pronounce the
word as "rat."
6. sat - The "s" represents
the /s/ sound, the "a"
represents the short /a/
sound, and the "t" represents
the /t/ sound. By decoding
each letter's sound, we can
pronounce the word as "sat."
7. bat - The "b" represents
the /b/ sound, the "a" Sat
represents the short /a/
sound, and the "t" represents
the /t/ sound. By decoding
each letter's sound, we can
pronounce the word as "bat."
8. fat - The "f" represents the
/f/ sound, the "a" represents
the short /a/ sound, and the
"t" represents the /t/ sound.
By decoding each letter's
sound, we can pronounce the
word as "fat."
9. pat - The "p" represents
the /p/ sound, the "a"
represents the short /a/
sound, and the "t" represents Mat
the /t/ sound. By decoding
each letter's sound, we can
pronounce the word as "pat."
10. tap - The "t" represents
the /t/ sound, the "a"
represents the short /a/
sound, and the "p" represents
the /p/ sound. By decoding
each letter's sound, we can
pronounce the word as "tap."
Cap
11. map - The "m" represents
the /m/ sound, the "a"
represents the short /a/
sound, and the "p" represents
the /p/ sound. By decoding
each letter's sound, we can
pronounce the word as
"map."
12. cap - The "c" represents
the /k/ sound, the "a"
represents the short /a/
sound, and the "p" represents
the /p/ sound. By decoding
each letter's sound, we can
pronounce the word as "cap."
13. pan - The "p" represents
the /p/ sound, the "a"
represents the short /a/
sound, and the "n" represents
the /n/ sound. By decoding
each letter's sound, we can
pronounce the word as "pan." Run
14. fan - The "f" represents
the /f/ sound, the "a"
represents the short /a/
sound, and the "n" represents
the /n/ sound. By decoding
each letter's sound, we can
pronounce the word as "fan."
15. can - The "c" represents
the /k/ sound, the "a"
represents the short /a/
sound, and the "n" represents
the /n/ sound. By decoding
each letter's sound, we can
pronounce the word as "can."
16. van - The "v" represents Man
the /v/ sound, the "a"
represents the short /a/
sound, and the "n" represents
the /n/ sound. By decoding
each letter's sound, we can
pronounce the word as "van."
17. man - The "m" represents
the /m/ sound, the "a"
represents the short /a/
sound, and the "n" represents
the /n/ sound. By decoding
each letter's sound, we can
pronounce the word as
"man."
18. ran - The "r" represents
the /r/ sound, the "a"
represents the short /a/
sound, and the "n" represents
the /n/ sound. By decoding
each letter's sound, we can
Tan
pronounce the word as "ran."
19. tan - The "t" represents
the /t/ sound, the "a"
represents the short /a/
sound, and the "n" represents
the /n/ sound. By decoding
each letter's sound, we can
pronounce the word as "tan."
20. ham - The "h" represents
the /h/ sound, the "a"
represents the short /a/
sound, and the "m"
represents the /m/ sound. By
decoding each letter's sound,
we can pronounce the word
as “ham.

Elaborate

A simple game using a dry-erase marker!

Students roll the dice and identify the
picture. Then using their decoding skills,
they find the written word and trace.
Evaluate

Choose the correct answer.

1. Which letter represents the \k\
sound in the word “cat”?
a. C
b. T
c. A
d. K
2. What sound does the letter “M”
represent in the word “mat”?
a. \m\
b. \a\
 c. \t\
d. \s\
3. Which word has the same ending
sounds as the word “bat”?
a. Bed
b. Bit
c. Box
d. Bell
4. What sound does the letter “P”
represents in the word “pig”?
a. \p\
b. \i\
c. \g\
d. \b\
5. Which word has a different
beginning sound than the others?
a. Cat
b. Cup
c. Can
d. Cut
Answers:
1. a. C
2. a. \m\
3. b. Bit
4. a. \p\
5. d. Cut

Summary
• Decoding refers to breaking apart
phonemes or parts within a word, to
read a word. Regardless of whether a
word is real or pseudo (fake), the word
can be decoded by applying phonics
skills (Roshan, 2019). For example, in
kindergarten, students begin to
decode two and three letter words
such as /c/a/t or d/o/g. Researchers
have argued that decoding, at its core,
is a fundamental component of early
literacy success. Automaticity—or
decoding quickly and with little to no
thinking—is an early predictor of later
reading success (Roshan, 2019)
 Lesson
10 DECODING SKILL 2

Lesson Outcomes:
After completing this lesson, you are expected to:
• Recognize and decode short vowel sound.
• Blend consonant-vowel-consonant (CVC) words.
• Increase reading fluency and comprehension.
•

Introduction

A skillful reader’s ability to read long

words fluently depends on his or her
ability to break words into syllables. The
Two Decoding Skills allow students to
break words of any length into syllables
so they can apply the Five Phonetic Skills
to each syllable to determine the word’s
pronunciation.
 Engage

Word Sort Challenge

1. Preparation: Prepare a set of word
cards or word list that contain words
with different phonics patterns or
sounds. Categorize the word based on
their common phonics pattern or
sounds. For example, you can have a
list of words with long vowel sounds
and list with words containing constant
blends.
2. Sorting challenge: Present the
word cards or word lists to your child
and explain that will be sorting the
words into different categories based
on their phonics patterns or sounds.
Encourage them to think critically and
identify the common phonics patterns
or sound in each word.
3. Sorting Process: Provide your
parents with a sorting mat or separate
spaces on a table or floor to categorize
the words. Let them set the words by
placing them in the appropriate
category based on phonics patterns or
sounds.
4. Discussion and Reflection:
Engage in a discussion with your
parent about the sorting process. Ask
them to explain their reasoning behind
each word placement and discuss the
similarities and differences between
the words in each category. This helps
reinforce their understanding of
phonics patterns and encourages
critical thinking.
5. Extension Activity: To further
challenge your parents, you can ask
them to create their own word cards or
word lists with specific phonics
patterns and sounds. They can then
exchange their word sets with a friend
or family member and take turns
sorting the words into categories.

Ocean maple Asi use Col

a a d
these amen savo ghos Uranu
t s
r
ico
unicor Uranu h kind
n
n s i
Englis
Ede meteo
h Gen rul oven
n r
e e
 Explore
Word Building
1. Preparation: Prepare a set of letter
cards or tiles. These can be physical
cards or tiles with letters of the
alphabet printed on them. You can
also include common letter
combinations or phonics patterns,
depending on the focus of the activity.
2. Introduction: Introduce the activity
to the children and explain the
objective. Let them know that they will
be using the letter cards or tiles to
construct words.
3. Word Selection: Select a target
word or a specific phonics pattern for
the children to focus on. This could be
a word related to a phonic skill they
are learning or a word that contains a
specific phonics pattern they need to
practice.
4. Letter Manipulation: Distribute the
letter cards or tiles to the parents.
Encourage them to manipulate the
letters to form different words. They
can rearrange the letters, swap them
out, or add additional letters to create
new words.
5. Word Construction: Challenge
them to construct words using the
given letters. They can start with the
target word or pattern and then
explore variations or related words.
Encourage them to sound out the
letters and blend them together to form
that words.
6. Word exploration: Allow them to
explore different combinations of
letters and experiment with different
phonics patterns. Encourage them to
create as many words as they can
using the given letters, while focusing
on the target word or phonics pattern.
 7. Sharing and Reflection: Give
them the opportunity to share the
words they have built with the rest of
the group. Discuss the words they
have created, their meanings, and how
they relate to the target word or
phonics pattern. This helps reinforce
their understanding of letter-sound
relationship and decoding skills.

Explain

Mark the word left to right. Look at the

first vowel. How many guardians follow
it? If there are two, they will split. The
first will go with the first vowel; the second
will move on with the second vowel. Mark
each syllable using the five phonetic
skills.
 Examples;
1. shop - The "sh" represents the /sh/
sound, and the "o" represents the short
/o/ sound. By decoding each letter's
sound, we can pronounce the word as
"shop."
2. thin - The "th" represents the /th/
sound, the "i" represents the short /i/
sound, and the "n" represents the /n/
sound. By decoding each letter's sound,
we can pronounce the word as "thin."
3. wish - The "w" represents the /w/
sound, the "i" represents the short /i/
sound, the "sh" represents the /sh/ sound.
By decoding each letter's sound, we can
pronounce the word as "wish."
4. chop - The "ch" represents the /ch/
sound, the "o" represents the short /o/
sound, and the "p" represents the /p/
sound. By decoding each letter's sound,
we can pronounce the word as "chop."
5. rush - The "r" represents the /r/ sound,
the "u" represents the /uh/ sound, and the
"sh" represents the /sh/ sound. By
decoding each letter's sound, we can
pronounce the word as "rush."
6. that - The "th" represents the /th/
sound, the "a" represents the short /a/
sound, and the "t" represents the /t/
sound. By decoding each letter's sound,
we can pronounce the word as "that."
7. fish - The "f" represents the /f/ sound,
the "i" represents the short /i/ sound, and
the "sh" represents the /sh/ sound. By
decoding each letter's sound, we can
pronounce the word as "fish."
8. moth - The "m" represents the /m/
sound, the "o" represents the short /o/
sound, the "th" represents the /th/ sound.
By decoding each letter's sound, we can
pronounce the word as "moth."
9. whiz - The "wh" represents the /w/
sound, the "i" represents the short /i/
sound, and the "z" represents the /z/
sound. By decoding each letter's sound,
we can pronounce the word as "whiz."
10. chin - The "ch" represents the /ch/
sound, the "i" represents the short /i/
sound, and the "n" represents the /n/
sound. By decoding each letter's sound,
we can pronounce the word as "chin."
11. shut - The "sh" represents the /sh/
sound, the "u" represents the /uh/ sound,
and the "t" represents the /t/ sound. By
decoding each letter's sound, we can
pronounce the word as "shut."
12. with - The "w" represents the /w/
sound, the "i" represents the short /i/
sound, the "th" represents the /th/ sound.
By decoding each letter's sound, we can
pronounce the word as "with."
14. rush - The "r" represents the /r/ sound,
the "u" represents the /uh/ sound, and the
"sh" represents the /sh/ sound. By
decoding each letter's sound, we can
pronounce the word as "rush."
15. path - The "p" represents the /p/
sound, the "a" represents the short /a/
sound, and the "th" represents the /th/
sound. By decoding each letter's sound,
we can pronounce the word as "path."
16. wish - The "w" represents the /w/
sound, the "i" represents the short /i/
sound, the "sh" represents the /sh/ sound.
By decoding each letter's sound, we can
pronounce the word as "wish."
17. moth - The "m" represents the /m/
sound, the "o" represents the short /o/
sound, the "th" represents the /th/ sound.
By decoding each letter's sound, we can
pronounce the word as "moth."
18. chin - The "ch" represents the /ch/
sound, the "i" represents the short /i/
sound, and the "n" represents the /n/
sound. By decoding each letter's sound,
we can pronounce the word as "chin."
19. shut - The "sh" represents the /sh/
sound, the "u" represents the /uh/ sound,
and the "t" represents the /t/ sound. By
decoding each letter's sound, we can
pronounce the word as "shut."
20. with - The "w" represents the /w/
sound, the "i" represents the short /i/
sound, the "th" represents the /th/ sound.
By decoding each letter's sound, we can
pronounce the word as "with”
 Elaborate

ACTIVITY; Sound Scavenger Hunt; Find

the given pictures below and read what is
written on it.

Chop Chin
 Moth

Shop Fis Rush

h
Evaluate

Choose the correct answer.

1. Which word contains a consonant
blend?
a. Cat
b. Dog
c. Pig
d. Sun
2. What sound does the “ea” make in
the word “beach”?
a. \b\
b. \e\
c. \a\
d. \ch\

3. Which word has a long vowel

sound?
a. Hat
b. Bit
c. Cone
d. Dog

4. What sound does the “th” make in

the word “bath”?
a. \b\
b. \a\
c. \t\
d. \th\
5. Which word has a different ending
sound than the others?
a. Cat
b. Dog
c. Pig
d. Bat

Summary

• Decoding skill 2 in phonics expands

upon the foundational principles
learned in the first level. At this stage,
they are building more sophisticated
decoding skills. They can identify an
increasing number of words by sight
and use their letter-sound knowledge
to sound our unknown word.
 Lesson
11 Multisyllabic Words

Lesson Outcomes:
After completing this lesson, you are expected to:
1. Identify the multisyllabic words.
2. Are expected of what students should know, how
and under what conditions this knowledge or skill
will be demonstrated.
3. Can give example of multisyllabic words.
•

Introduction

Multisyllabic words have more than

one syllable. These words can look long
and difficult to read, but this lesson
presents a strategy that helps students
break down larger words into smaller
parts that are easy to read.
 Engage

Activity. Sorting Words

2 syllable 3 syllables

Rabbit Telephone Water

Tomato Table Umbrella

Explore

Activity: Give Example

Give example of Multisyllabic words and
identify how many syllables in the given
example
Explain

Multisyllabic words are words that

have more than one syllable, or vowel
sound. To tackle words like this, you must
decode them. To decode means to break
down a word and figure out how to
pronounce it. Let's start by breaking
'multisyllabic' down into syllables and
vowel sounds: mul / ti / syl / lab / ic.
An example of multisyllabic word list is:
include, homework, inside, ninety.
 Elaborate

Direction: Read the sentence and

underline the Multisyllabic word.
1. I bought an umbrella last week.
2. They changed their muddy boots.
3. I have meeting today and I can't go.
4. You are incredible.
5. I have tested this by experiment.

Evaluate
Direction: In a 1/4 sheet of paper, write a
sentence using Multisyllabic words given
below.
1. Apple
2. Butterfly
3. Chocolates
4. Dirty
 5. Happy
CHAPTER
4.1 ORAL -READING FLUENCY
2

Learning Objective:
After finishing this module, learners will be capable
of:
➢ Recognized and demonstrated the elements of
oral reading fluency that must be Accuracy, pace,
expressiveness, and comprehension
➢ Use techniques like reading aloud several times,
emulating fluent reading, and giving and
accepting constructive criticism to enhance your
oral reading fluency.
➢ Assess their own performance in oral reading and
make necessary modifications to increase their
accuracy, rate, expressiveness, and
comprehension.
➢ By practicing and thinking back on the criticism
you've heard, you can show that your confidence
and oral reading skills have grown.
INTRODUCTION
In this module, we will explore the
essential skills needed to become
proficient oral readers. Oral reading
fluency is not just about reading aloud; it's
about reading with accuracy, appropriate
speed, expression, and comprehension.
This module is designed to help you
develop these skills, enhance your
confidence in reading aloud, and
ultimately become a more effective
communicator. Get ready to engage,
explore, and excel in oral reading fluency.

ENGAGE

Let’s read sight word sentences.

I have a pencil
I have a book

The snail is slow

One sock is missing

EXPLORE

Read each line.

Rewrite the sentence on the line.
Answer the question.

The
The bird
The bird flies
The bird flies in
The bird flies in the
The bird flies in the sky

Who flies? Where do they fly?

a. The fish a. The sky
b. The bug b. The sea
c. The bird c. The land

EXPLAIN

What is oral reading fluency?

Oral reading fluency is the ability to
read texts aloud with accuracy,
appropriate speed, and prosody
(expression and phrasing). Reading
fluency has been identified as a key
component of successful reading (Konza,
2016).

What are the main aspects of oral

reading fluency?

There are 3 main aspects of reading

fluency that can be taught and assessed.
They are:

1. Reading accuracy
Reading accuracy refers to the ability to
read words correctly without errors. It
involves recognizing and pronouncing
words accurately, which is crucial for
understanding and interpreting the text.

2. Reading with appropriate speed

Reading with appropriate speed focuses
on finding a balance between reading too
slowly or too quickly. It involves
maintaining a pace that allows for
comprehension and engagement with the
text, ensuring that the reader can process
information effectively.

3. Prosody (reading with expression

and phrasing)
Prosody refers to the rhythm, intonation,
and expression used when reading aloud.
It involves reading with appropriate
emphasis, intonation, and phrasing to
convey the meaning, emotions, and
structure of the text effectively. Good
prosody enhances comprehension and
engagement in reading.

Components of Oral Reading Fluency

➢ Accuracy
Refers to the ability of students to read
words correctly without errors.

➢ Rate
Focuses on the speed at which students
read, aiming for a balance between too
slow and too fast to ensure
comprehension.

➢ Expression

Involves reading with appropriate

intonation, phrasing, and emphasis to
convey meaning and emotions in the text.

➢ Comprehension
The ultimate goal of oral reading
fluency, ensuring that students not only
read fluently but also understand and
interpret the text.

Strategies for Improving Oral Reading

Fluency

➢ Repeated Reading
Students repeatedly read a passage
aloud until they achieve a desired level of
fluency, focusing on accuracy, rate,
expression, and comprehension.

➢ Modeling Fluent Reading

Teachers or proficient readers
demonstrate fluent reading, emphasizing
proper pronunciation, intonation, and
expression.

➢ Providing Feedback
Teachers give specific feedback on areas
of improvement, such as accuracy, rate,
expression, and understanding of the text,
 to help students refine their oral reading
skills.

ELABORATE

Find the punctuation marks. Read the

sentence using expression.

. ! ?
This is my box.
This is my box!
This is my box?
I can go in the sled.
I can go in the sled!
I can go in the sled?
He is in the hot sun. My pet is at the vet.
He is in the hot sun! My pet is at the vet!
He is in the hot sun? My pet is at the vet?

EVALUATE

After you have listened to yourself

read, complete the table below, placing a
check in the column.
I need I’m shown I did an
to keep improvement excellent
working job!
on the
Accuracy:
I need the
word
correctly.

Rate:
I read at a
good rate-
not too fast
Expression:
I changed
my voice to
show feeling
Or to sound
like the
character.
Punctuation:
I stopped at
periods and
paused at
commas.
My goal for next time:
SUMMARY
Developingthe fundamentals of oral
reading fluency and using practical
techniques to improve reading abilities
are the main topics of this module.
Accuracy, pace, expressiveness, and
comprehension are the essential
elements.

Rate the places empahsis on striking a

balance between reading speed and
comprehension, whereas accuracy and
error-free. Comprehension guarantees
that the material is understood and
interpreted, whereas expression uses
tone, phrasing, and emphasis to
communicate meaning and emotions.

REFERENCES:

www.education.vic.gov.au/ www.weareteacher.com/ voyageersporis.com

Lesson
COMPOSITIONAL FLUENCY
4.2

Learning Objective:
After finishing this module, learners will be capable
of:
➢ Define and apply the concepts of compositional
fluency through analyzing and composing a
variety of texts.

➢ Recognized and demonstrated the types of

compositional fluency that must be syntactic,
pragmatic, and phonologic fluency.

➢ By practicing and thinking back on the criticism

you've heard, you can show that your confidence
and oral reading skills have grown.
INTRODUCTION
Here you will learn what composition is,
compositional fluency is a general term
for the clear, smooth, and seemingly
effortless use of language in writing or
speech. Contrast this with dysfluency.
Syntactic fluency (also known as syntactic
maturity or syntactic complexity) refers to
the ability to manipulate a variety of
sentence structures effectively.

ENGAGE

Direction: Now you have already known

what composition fluency is.

Let us play a game called “Sing, Pass,

Answer” I’ll be giving the first student a
ballpen and pass it to others while singing
and if the song stops, the last person who
touches the pen will be answering the
question given by the reporter.

1. Share any ideas on what composition

fluency is.
2. Give at least 2 examples of how to
compose the words.

EXPLORE

Read each line.

Let us do some activities to apply your
understanding regarding this lesson.
Form two groups for the whole class, and
each group will give a discussion about
the “composition fluency” but in a creative
way.
INSTRUCTIONS:
1. Go to your assigned groups and make
a brainstorming on how you would
present your chosen topic which is to
composition words.
2. Submit your names before presenting
and on top of the paper write your
description of what you would present in a
creative way of your chosen topic.
3. Make sure that all your groupmates
will be participating.
4. The time limit of your activity would be
10 minutes per group.

EXPLAIN

What is compositional fluency?

 Compositional fluency is a general
term for the clear, smooth, and seemingly
effortless use of language in writing or
speech.

Types of compositional fluency

Syntactic fluency is the ease with which

speakers construct complex sentences
containing linguistically complex
structures.

Pragmatic fluency refers to both

knowing and demonstrating what one
wants to say within and in response to a
variety of situational constraints.
Phonologic fluency refers to the ease of
producing long and complex strings of
sounds within meaningful and complex
language units.

Beyond the Basics "By providing non-

threatening but challenging writing
experiences for learners, we are enabling
them to develop confidence in the writing
abilities they already have as they
demonstrate--for self as well as a teacher-
-the syntactic fluency they have been
developing through a lifetime of using and
listening to their native tongue. Very few if
any of them could explain that they are
putting words together in the patterns that
create meaning; and as they fill the empty
pages, they would be unable to name the
kinds of verbal constructs they're using to
express their thoughts. But they are
indeed demonstrating that they have
already mastered the basic grammatical
structures they need for writing.

Measuring Syntactic Fluency this might

reasonably infer that good writers, expert
writers, mature writers have mastered the
syntax of their language and have at their
disposal a large repertoire of syntactic
forms, especially those forms we
associate with longer clauses, which we
can recognize simply by their length, or
denser sentences, which we can measure
using the T-unit, an independent clause,
and all related subordination. However,
the question that immediately comes to
mind is this: Are longer and denser
sentences always better, more mature?
Can we necessarily infer that a writer who
uses longer or more complex syntax in
any given case is a better or more mature
writer than one who does not? There is
good reason to think that this inference
may be misguided.

Although syntactic fluency may be a

necessary part of what we mean by
writing ability, it cannot be the only or
even the most important part of that
ability. Expert writers may have an
excellent grasp of the language, but they
still need to know what they are talking
about, and they must still need to know
how to apply what they know in any given
case. Although expert writers may be
syntactically fluent, they must be able to
apply that fluency using different genres
in different situations: different genres and
different situations, even different
purposes, call for different kinds of
language.

ELABORATE
Instruction: Group yourselves into two and
answer the following questions.

Activity 1: Share your thoughts!

1. What first comes to your mind when
you hear a composition?
2. Cite some examples of composition
fluency.

EVALUATE

Direction:
MULTIPLE CHOICE: Choose the
best answer. Write your answer in each
number on the space provided. (2
points each)

___1. This refers to ease with which

speakers construct complex sentences
containing linguistically complex
structures?

a) Pragmatic fluency
b) Phonological fluency
c) Syntactic fluency

___2. Which of the following statements

is true about Syntactic fluency?

a) They are indeed demonstrating that

they have already mastered the basic
grammatical structures they need for
writing.
b) They are able construct complex
sentences containing linguistically
complex structures.
 c) All of the above.

___3. This refers to the ease of

producing long and complex strings of
sounds within meaningful and complex
language units?

a) Pragmatic fluency
b) Phonological fluency
c) Syntactic fluency

___4. Which of the following is NOT

part of compositional fluency?

a) Pragmatic fluency
b) Phonological fluency
c) Syntactic fluency
 ___5. This refers to both knowing and
demonstrating what one wants to say
within and in response to a variety of
situational constraints?

a) Complex fluency
b) Phonological fluency
c) Syntactic fluency
SUMMARY
The test of writers' syntactic fluency
can be only whether they adapt their
repertoire of structures and techniques to
the demands of a particular purpose in a
particular context. This means that
although syntactic fluency may very well
be a general skill that all expert writers
share, the only way we can know the
degree to which a given writer has that
ability is to ask that writer to perform in
different genres in a variety of
circumstances."

CHAPTER 3
Vocabulary

Welcome to the world of

vocabulary enrichment! Throughout this
module, we will explore the importance of
building a strong vocabulary across
listening, speaking, reading, and writing.
Engaging in activities like the Vocabulary
Association Game and the Vocabulary
Treasure Hunt at Home, you will discover
new words, deepen your understanding of
their meanings, and enhance your
communication skills. By embracing these
exercises, you will not only expand your
vocabulary but also develop a greater
appreciation for the power of words in
shaping our language journey. Let’s
embark on this exciting adventure into the
realm of vocabulary enrichment together!

After this lesson, you are expected to:

• Demonstrate understanding of the four

main types of vocabulary (listening,
speaking, reading, and writing) and their
importance in effective communication
and language comprehension.
• Children will identify and comprehend
new vocabulary words introduced during
vocabulary enrichment activities
facilitated by their parents.
• Practice utilizing different types of
vocabulary in oral and written
communication exercises, such as
engaging in conversation, reading texts,
and writing composition.
• Children will manipulate objects or
engage in activities related to
vocabulary learning, such as sorting
word cards or participating in vocabulary
games.
• Develop an appreciation for the
significance of vocabulary acquisition in
language proficiency and reading
comprehension, recognizing the role of
both indirect and direct approaches in
enhancing vocabulary skills.
 • Children will gain confidence in their
ability to understand and use new
vocabulary words, fostering a positive
attitude towards language learning.

Activity: Vocabulary
Association Game
(15 minutes)

• What are words come to

mind when you think of
classroom?
• Can you list a vocabulary related to

kitchen?
• What words do you think of when

you’re in a library?
Activity 1. Vocabulary Treasure Hunt at
Home (40 minutes)

Objective:
To involve parents in facilitating a fun and
interactive vocabulary activity that
promotes language development and
strengthens the bond between parents
and children.

Materials Needed:
• List of vocabulary words (provided by
the teacher or selected by parents
based on the child's level)
• Timer (optional)
 •Paper and pencils for recording
(optional)

Procedure:
1. Preparation:
• Parents review the list of vocabulary
words provided by the teacher or select
age-appropriate words based on their
child's level and interests.
• Parents choose various locations and

objects within their home to hide or

display the vocabulary items.
2. Introduction (5 minutes):
•Parents gather their child(ren) and
explain the vocabulary treasure hunt
activity.
•Emphasize the importance of learning
new words and how it helps in better
communication and understanding.
3. Vocabulary Treasure Hunt (20
minutes):
• Parents hide or place the selected
vocabulary items in different areas of
the house.
• Children are given a set amount of

time to find as many vocabulary items

as they can.
• Encourage children to read the words

aloud once they find them and discuss

their meanings with their parents.
4. Exploration and Discovery (20
minutes):
• As children find each vocabulary item,
parents engage them in conversations
about the word's meaning, usage, and
relevance.
• Encourage children to share their own

examples or experiences related to

each vocabulary word.
 •Parents can provide additional
context or examples to deepen
understanding.
5. Discussion and Reflection (10
minutes):
• After the treasure hunt, gather as a
family and discuss the experience.
• Ask children about their favorite
vocabulary words they found and why
they liked them.
• Discuss any new words they learned

and how they can incorporate them into

their daily conversations.
6. Extension (Optional):
• Parents and children can create
flashcards or a vocabulary wall to
display the words they found during the
treasure hunt.
 • Encourage children to use the new
vocabulary words in sentences or
stories throughout the week.

Note: Ensure to provide clear instructions

and emphasize safety guidelines if
students are exploring outdoor areas
during the scavenger hunt.
 “A word is a small magic, a spell that
can unlock the world.” -Jane Yolen
Vocabulary is fundamental in learning
to read. Beginning readers rely on their
oral vocabulary to comprehend written
words. Exposure to rich language
environments at home aids in vocabulary
development, facilitating reading
proficiency.

Consider a scenario where a beginner

encounters the word "dig" in a book.
Recognizing the sounds represented by
the letters helps, especially if the word is
familiar from oral language experiences.

Vocabulary mastery is essential for

reading comprehension. Understanding
the meaning of most words is necessary
for comprehending texts. As readers
advance, they encounter unfamiliar words
requiring expansion of their vocabulary.
 Vocabulary learning is essential for
understanding spoken and written
language and for effective
communication. Educators identify four
main types of vocabulary: listening,
speaking, reading, and writing.

LISTENING VOCABULARY

Example:
The child is listening to the news
through radio.

Good evening! It is me jasmine

and it is me mark and you are
listening radio 505. Let us have
a glance at the headlines first.
The capital of Afghanistan is in
danger of falling to the Taliban.
New York the city of light is
once again going to be
 WRITING VOCABULARY
Example:
The child is writing the
unfamiliar/simple words from the news
on the radio.

Good evening
quarantined
Glance animated
Headlines comedy
Danger releasing
Falling soon
once
 SPEAKING VOCABULARY
Example:
When having a conversation.

My secret
Jasmine: Hey Peter, can
I tell you a secret?
Ana: Sure, I won’t tell
anybody.
Jasmine: You must
promise not to tell
anybody.
Ana: OK. I promise not to
tell anybody.
Jasmine: Can I trust
 READING VOCABULARY
Example:
While reading a books/shot story

Good friends

The mouse and the lion.

The mouse is jef and the
lion is sim. They are good
friends. One day, they
went to the forest. They
got some foods to eat.
 Research indicates that vocabulary
acquisition occurs primarily indirectly,
through everyday language experiences
and extensive reading. However, direct
instruction is also valuable, especially for
complex or specialized vocabulary.

•Indirect Vocabulary
Learning:
 Children acquire word meanings
through daily oral interactions, listening to
adults, and independent reading.

Example:
Through conversations, story time
sessions, and personal reading, children
absorb new word meanings.

• Direct Vocabulary
Learning:
Direct instruction
targets specific words
or teaches word-
learning strategies to enhance vocabulary
acquisition.

Example:
 Teaching students the meanings of
specialized terms or providing strategies
like analyzing root words aids in
vocabulary development.

In conclusion, a combination of indirect

and direct approaches optimizes
vocabulary acquisition, fostering language
proficiency and reading comprehension
among learners.
1.
 By reading aloud to your child on a regular
basis, you can introduce them to a variety of words
in a variety of situations. Take a moment to explain
any new terms to your child and allow questions
4. To strengthen vocabulary,
label item with their names all over the
house. Encourage your child to identify
words with their appropriate items by
having them read labels aloud.

lLabel items like “ stapler ”

crayons
“ ” or “ scissors ” for them to
identify it.

5.

about the story.

Teach your child to use a variety of words to develop

and narrate stories. This exercise promotes verbal

For
instance
proficiency, imagination, and creativity. For example,
when telling a short story:

BEARS
The bear is a wild animal . It can
be found in black, brown and white
color. It has hasrp tee th and a lot of fur
on its body. It can climb trees and eat
fruits like berries. It loves to eat fish and
honey. Bears can stand on their two
front legs like human beings.

Activity: Vocabulary Building Game

•Parents and children play a

vocabulary-building game such as
charades or Pictionary.
 • Parents write down challenging
vocabulary words on cards and take
turns acting them or drawing them.
• Children guess the words and discuss

their meanings with their parents.

Activity: Vocabulary Reflection

• Parents and children reflect on the

vocabulary activities they engaged in
during the module.
• Parents encourage their child to share

their favorite’s new words and how they

plan to use them.
• Parents and children set goals for
ongoing vocabulary enrichment at
home.
Conclusion:

Through the Parent-Guide Vocabulary

Enrichment module, parents become
active partners in their Childs’ language
development journey. By engaging in fun
and interactive activities, children not only
expand their vocabulary but also
strengthen their communication skills and
deepen their connection with their
parents.

CHAPTER 4: COMPREHENSION
READING COMPREHENSION SKILLS:
DEFINITION AND EXAMPLES

LESSON Reading Comprehension: Definition and

4.1 Essential Skills
 As an individual, we commonly read
newspaper or updates in social media so
that we know what’s going on in the
world. However, it is observed that most
of the people can read but cannot
understand what is conveying of the
message of the newspaper or updates in
social media that he or she read because
of lack of comprehension. Therefore, in
this lesson, we will understand the
meaning of comprehension, and know the
purpose of reading is Comprehension.
OBJECTIVE

After this lesson, you are expected to:

• define the reading comprehension;
•enumerate the essential skills for reading
comprehension.

Read the poem in the class.

Rain is a gentle mist

Falling softly on the ground,
Landing lightly, making no sound.
 Rain is a little sprinkle.
Drips and drops barely seen,
A tiny drink to keep grass green.

Rain is a watery storm

Crashing, splashing, hiding the sun.
Hurry home! Run! Run! Run!

Activity 1

Direction: Read the story and enumerate

who are hiding in the story.
 Hiding Places

Nick is hiding under the table. Kim is

hiding behind the door. Darius is hiding in
the tall box. Sam is hiding between the
chairs. Maria is hiding on the stairs.

4.1: Reading Comprehension

Reading comprehension is the ability to

comprehend or understand, what you are
reading.

6 Essential Skills for Reading

Comprehension

1. Decoding
A vital step in the reading process.
Reader use this skill to sound out
words they’ve heard before but haven’t
seen written out.
2. Fluency
To read fluently, readers need to
instantly recognize words, including
words they can’t sound out.
3. Vocabulary
Having a strong vocabulary is a key
component of reading comprehension.

4. Sentence construction and

cohesion
Understanding how sentences are
built might seem like a writing skill.

5. Reasoning and background

knowledge
It’s important for kids to have
background or prior knowledge about
the world when they read.

6. Working memory and attention

 Working memory allows them to hold
on to that information and use it to
gain meaning and build knowledge
from what they’re reading.

Activity 2

Direction: Dramatize the story.

Help Others
This is Aba.
She has cooked food.
She is serving the food.
Asor is her sister.
Mrs. Asana is her mother.
They are helping Abla to sell the food.
Aba is with her mother and sister.
Aba cannot read well.
 So they are helping Aba to read.
You must also help others.

Activity 3

Direction: Choose the right answer in the

following and write it in a ¼ sheet of
yellow paper.

1. The ability to understand the words

in the text.
a. Fluency
b. Decoding
c. Vocabulary
2. The ability to read accurately and
quickly.
a. Fluency
b. Decoding
c. Vocabulary
3. The ability to understand the
meaning of each word and identify the
main ideas and key details.
a. Fluency
b. Decoding
c. Vocabulary
4. A process that relies on unique
skills to reach the goal of
understanding what you've read.
a. Fluency
b. Reading
c. Vocabulary
5. The process may be strategic and
interactive as readers analyses the
text, internalize it and interpret it on
their terms.
a. Comprehension
b. Decoding
c. Vocabulary
 Reading is a complex process that
involves various skills to comprehend the
text. This process involves the analysis,
internalization, and interpretation of text
and is consciously employed before,
during, and after reading. Reading
comprehension has two major
components, which are text
comprehension and vocabulary
knowledge. Text comprehension
understands the text’s meaning, and
vocabulary knowledge understands the
words and language used. There are
several benefits in reading
comprehension, such as improved
understanding, analysis, and response to
written communication; improved writing
skills; increased engagement in current
events; and improved attention span and
enjoyment when reading. Common
reading skills include decoding, which
involves understanding word meanings
and identifying main ideas and key
details; fluency, which is the ability to read
accurately, quickly, and with expression;
and vocabulary, which is the ability to
understand the words in the text and is
important in reading comprehension

LESSON Seven Core Reading

4.2
Comprehension Strategies
After this lesson, you are expected to:
1. Enumerate the strategies of reading
comprehension;
2. Enhance your reading skills;
3. Improve your critical thinking skills.

Introduction going on? That’s

what reading comprehension is all
about!

Engage

Hello, wonderful learners! In this lesson,

we’ll learn about the seven core reading
comprehension strategies for the world of
reading. Can you imagine being able to
dive into a story with the characters, and
understand what’s

Read and Draw!

Frog and Log

(Read the sentence, and draw what you read.)

Explore

Direction: make a connection between the picture and what reminds you of.
 Explain

The seven core reading comprehension strategies are designed to improve

parents’ reading comprehension and retention. Parents’ reading comprehension will be
improved, and they will be able to create meaning in real time with the aid of these
seven core strategies: creating a visual, making a connection, questioning, determining
importance, inferring, and synthesizing. This module includes definitions of the seven
core reading comprehension strategies and activities that will support parents in
becoming proficient readers.

1. Creating a Visual
Readers use their five senses to create a mind picture of what is going on in the
text. By visualizing what is happeining in the text, readers are more likely to
notice and remember details.
 Readers should think about the BIG idea(s) presented in a text. This will help
them figure out the theme of the story. By making connections with other texts
and/or the outside world, students will more easily be able to figure out the
overall theme of a text and why the author choose to write about that topic.
3.
Readers need to remember that good readers are always thinking and
wondering. By actively reading, he/she will develop a better understanding of the
text. Readers should be aware of the difference between “thin” and “thick”
questions. The definition of thin questions is that the answer is right in the tex. An
example of a thin question is “who is the main character? The definition of thick
question is that the answer is supported by the text. An example of a thick
question is “what is a possible lesson that can be learned from the story.

ACTIVITY II – A 1

TIM CAN READ: Read the passage carefully and answer the questions below

1. Who is Tim?
a. A good reader b. a math whiz
 2. What does Tim do first?
a. Reads the story b. looks at the picture
3. What else helps Tim know what the story will about?
a. The title b. the page number
4. As he reads, what makes pictures in Tim’s mind?
a. the letters b. the words

Readers should look for main ideas and notice the most important details in a
text. By focusing on the events that lead to the solution of the problem and when
a character changes, he or she will have a better idea of what might be the most
important parts of a text.
5.
Readers use their background knowledge (b.k.) and clues from the text (t.c.) to
make an inference (something you know that the author does not come right out
and tell you). Encouraging readers to think about “why” a character did or said
something and “why” an author may have written the text creates an environment
where students are naturally making inference.
6. Synthesizing
Readers take all the information from the text and tie it together. By summarizing
a story, they are recalling the most important details and event in order to prove
that they understood the text.

Students evaluate the authors writing style. When students state specifically what
they did or did not like about the text, they are encouraged to think critically and
to analyze the author’s writing technique
ACTIVITY II – A 2
CIRCUS CLOWN: read the passage and color in the ball that tells the main idea.

Elaborate

read any textbook or story and tell us what

you like about or did not like about the story
YOUR ANSWER: ________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

Evaluate

Direction: Encircle the correct answer.

1. Readers use their five senses to create a mind picture of what is going on
in the text.
a. Creating a visual
b. Making question
c. Questioning
d. Determining importance
2. Readers should look for main ideas and notice the most important details
in a text.
a. Creating a visual
b. Making question
c. Questioning
d. Determining importance
3. Readers take all the information from the text and tie it together.
a. Determining importance
b. Inferring
c. Synthesis
d. Noticing the author’s craft
4. Readers use their background knowledge and clues from the text.
a. Synthesis
b. Creating a visual
c. Inferring
 d. Questioning
5. This will help the readers to figure out the theme of the story.
a. Creating a visual
b. Making a connection
c. Questioning
d. inferring
Summary

Every reader will be able to understand what they read by applying different
strategies on how to comprehend the lesson or story that they were reading. From this
module, there at least seven core reading strategies by which is the creating a visual,
making a connection, questioning, determining importance, inferring, synthesizing and
lastly the noticing the author’s craft by applying this seven it can enhance the reading
comprehension of the learners.

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