(Enclosure No. 6 to DepEd Memorandum No. ______ s.
2023)
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National Educators Academy of the Philippines
Session Guide Form
Title of the Session PHONICS AND WORD RECOGNITION
Professional Standards Covered D.O. No. 42, S. 2017 National Adoption and Implementation of the Philippine Professional
(Domain/s, Strand/s, and Indicator/s) Standards for Teachers (PPST)
Domain 1: Content Knowledge and Pedagogy
Strand 1.1: Content Knowledge and its application within and across curriculum areas Indicator:
Demonstrates understanding of the curriculum and uses this to plan and deliver effective
instruction, design meaningful learning experiences for learners, and provide feedback on
learners' performance.
Domain 2: Diverse Learning Needs Indicator: Creates and/or modifies individual/group learning
plans to meet the diverse learning needs of students, ensuring the alignment between learning
objectives and activities.
Domain 3: Assessment and Reporting Indicator: Understands and utilizes assessment
principles and tools to gather evidence and interpret information to improve teaching and
learning.
Domain 4: Learning Environment Indicator: Establishes learning environments that are
responsive to the uniqueness of learners and that support the achievement of learning
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outcomes.
Domain 6: Professional Engagement and Development Indicator: Actively seeks out and
participates in various professional development opportunities (like your training session) and
reflects on the implications for improving teaching practice.
Day 2: Session 7
1:00-2:00pm - Phonics and Word Recognition
Session Schedule and Duration 3:00pm - Coaching and Mentoring
4;00-5:00pm - Simulation of LAC for Phonics and Word Recognition and for Fluency in
Reading
Objectives Objectives
At the end of the session, participants should be able to:
1. realize that Phonics is a systematic way of teaching deciphering and decoding the English
language;
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2. gain knowledge about Word Recognition Strategies and how they can be utilized in actual
classes;
3. recognize that foundational word knowledge provides a solid basis for reading instruction;
4. acquire understanding of the different word recognition phases of movement toward
fluency and their relatedness to the different stages of spelling development;
5. prepare LAC Plan incorporating mentoring and coaching; and
6. assess performance in Phonics and Word Recognition.
Formative Assessment Tool on Phonics Instruction
Expected Outputs Accomplished activity sheets
LAC Plan Incorporating Mentoring and Coaching
Key Content What is Phonics?
Letters stand for sounds in spoken language. If you think of words and sentences as a code,
then when you read, you’re breaking the code. You’re matching letters to sounds so that you
can sound out words. That’s de-coding, and it is what phonics is all about.
Phonics Instruction is an essential ingredient in early reading development. The ability to sound
(Enclosure No. 6 to DepEd Memorandum No. ______ s. 2023)
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out words successfully is a strong predictor of future growth in decoding and comprehension.
Why is teaching Phonics Important?
Phonics is, hands-down, the best way to teach kids to read words. This is well-supported by
research: we know that systematic phonics instruction is better than any other approach when
it comes to learning to read. Why is it so effective? Because phonics gives your child the tools to
read almost every word he or she comes across. And that’s really powerful.
How is phonics taught in schools?
Whilst there may be over 470,000 words in the English language, there are only 44 phonemes in
total. Teaching children with focus on the core basics on the 44 phonemes teaching and learning
becomes a lot simpler. There are three basic stages in There are three basic stages in which
phonics is taught:
Grapheme Phoneme Correspondences (GRCs), Blending, and Segmenting.
Learning Resource Materials ● PPT
● Lecture video
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● Laptop
● Internet Connection
● Meta tags/cards
● Bond paper/activity sheets
● Manila Paper
● Connector (HDMI)
References
● Blevins Wiley, Phonics from A to Z, A Practical Guide. Scholastic Professional Books, New
York, USA: 1998
● Blevins Wiley, Teaching Phonics, and Word Study in the Intermediate Grades. Scholastic
Professional Books, New York, USA: 2001.
● Cheney, Wendy and E. Judith Cohen Focus on Phonics: Assessment and Instruction. U.S.A.
● EDR 201 – The Psychology of Reading, Unit, Module 2, UP Open University.
● Gunning, Thomas, Creating Reading Instruction for All children. Allyn and Bacon, Boston;
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1996.
● Fox, Barbara, Word Identification Strategies. Prentice Hall, Inc. New Jersey, USA:2000.
● Rosencrans, Gladys, Teaching Children How to Spell, Not What to Spell. International
Reading Association, Delaware, USA: 1998.
Detailed Content Expected
Detailed Description of Methodology/Activities
Outline/Schedule Output
Activity Anticipation Guide:
Activity Sheets,
Directions:
Mentimeter
(Quiz Maker)
1. Divide the big group into eight small groups. (Color coding using cartolina with
with tally
different shapes)
board/graph/Fre
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2. Check if they have annex A for this activity. quency Chart
on the
3. Each group should choose a Facilitator (to facilitate the discussion) a Recorder (to
responses per
record the discussion) and a Reporter (to report to the big group the output/s)
group & save to
4. In their own breakout group, have them discuss their responses to the statements view the
whether they “agree” or “disagree”. responses again
after the
5. The group should come up with a consensus. session
6. The reporter will be given 2mins to report in the big group
AGREE DISAGREE
1 The earliest word recognition strategies develop
.
long before children go to school and long
before they actually learn to read.
2 Letter recognition/naming and sound–letter
.
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association can be developed simultaneously,
hence, a teacher need not wait until a child
knows the names of all the letters before he/she
employs decoding strategies.
3 Phonics is difficult to learn because English is
.
phonetically irregular.
4 It is easier to learn patterns or frequently
.
appearing letter combinations than to learn
individual letter – sound relationships.
5 Not all words can be read through decoding.
.
6 The most effective phonics instruction is
. planned,
sequential, explicit, and systematic.
(Enclosure No. 6 to DepEd Memorandum No. ______ s. 2023)
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Tally the number of participants who agree/disagree to each statement on
the board. Using the chart below, say: “We’ll get back to your responses
toward the end of this session”.
Anticipation Guide Results
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State Group 1 Group 2 Group 3 Group 4 Group 5 Group 6-8
ments
Agre Dis- Agre Dis- Agre Dis- Agre Dis- Agre Dis- Agre Dis-
e e e e e e
6
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Activity 2 - DIFFERENTIATED ACTIVITIES (10 mins to include reporting)
Group 1 – Word Building Game
Directions:
Provide the group with sets of letters.
Have them form as many words as they can.
Let them present what they have accomplished.
Group II – Word Search
Directions: Worksheets,
Provide the group with the worksheet. Sets of letters
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Have them look for words in the -et family.
The words can be found vertically, horizontally, and diagonally.
Let them present what they have accomplished.
Group III – Sorting
Directions:
Provide the group with words
Have them sort/group these words according to a category
a. Rime
b. Initial sound
Let them present what they have accomplished
(Enclosure No. 6 to DepEd Memorandum No. ______ s. 2023)
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Group IV – “I PLAY”
Directions:
Provide the groups with the card (with -et family words on it)
Present the desire pattern
Like bingo, one should call out the word
Each of the member will mark the word on their card
The member who form the pattern first wins the game
Analysis
Answering Questions for Charting and Publishing Responses on the Chart
● What is the main lesson about?
● What activities did we engage in?
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● What strategy was developed in each activity?
● What skill was taught?
● How important each of the skill or strategy in the development of Phonics?
● Are there any discoveries realized?
ACTIVITY STRATEGY SKILL IMPORTANCE DISCOVERIES
Group 1 & VIII–
Word Building
Game
Group II & VII–
Word Search
Group III & VI –
Sorting
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Group IV& V–
“I PLAY”
Abstraction Deepening of the Concept: Video Presentation
PROBE FURTHER USING THE FOLLOWING QUESTIONS:
● When we read and we come across an unfamiliar word, what do we do?
● Why do we break down the word into word parts? (to figure out their
pronunciation)
● How do we get to recognize the word? (by using graphophonic analysis, sound
symbol association cues, syntactic cues through analysis of word-order and its
position in the sentence; through context clues, and analogy).
● How do we detect the meaning of the word? (by using semantic cues through
analysis of the words around it to get its meaning).
RETURN TO THE FREQUENCY CHART ON ANTICIPATION GUIDE to clarify personal
practices and those backed up by research and realize the need to get updated
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with recent findings.
Application Application: Activity sheets
and formative
assessment tool
Showing the different sample activity sheets and formative assessment tools to measure
learner’s alphabetic knowledge.
Using the different activities as an example, develop an activity sheet and formative
assessment tool to measure learner’s alphabetic knowledge.
WORKSHOP
Make LAC Plan incorporating Phonics and word recognition
Closing “Phonics instruction should continue throughout the elementary grades to build
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deep and secure neural systems for sight word recognition.”
David Kilpatrick
Pp presentation
