DM No. 338 S. 2022 School Reading Remediation and Intervention

Enclosure 1 to Division Memorandum No. 338, s.
2022
Form 4 District:_________________
School:________________________
SCHOOL READING REMEDIATION/INTERVENTION PLAN
Grade Level: ___________ Month: ___________________
Reading Intervention
Number of Activities/Strategies Remarks and
Reading Level (You may choose any of the suggested Reference/s Timeline
Learners Plans
Activities/Strategies)
Note: The teacher may opt to apply other strategies
Example: No suggested Example: 2 Example: 20
10 ► ORAL LANGUAGE references weeks out of 38
 Sharing Stories Orally learners can
 Story Telling share stories
 Reading Aloud by the Teacher The teacher is
 Listening Games such as: free to choose
“Simon says, “Touch your related games
nose.”, Touch your eyes”, and from any source
more commands from the
1.) NON-READERS
teacher that will develop the
(refers to those who do
basic vocabularies of the
not or cannot read)
learners.
 Vocabulary Using Pictures and
Total Physical Response (TPR)
 Chanting using repeated pattern The teacher may
 Rapping using repeated pattern use Build, Read
 Singing using repeated pattern and Write Level 3
for the different
chanting & songs
for active listening
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R-eengineer for Tel No.: (065) 212-5843 with a
T-ransformation & e-mail address: zn.division@deped.gov.ph Sense of Urgency"
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► PHONOLOGICAL & PHONEMIC You may refer to
AWARENESS ACTIVITIES the Reading
 Identifying Rhyming Words Brochure, titled
 Alliteration “Listen and Play
 Walking with Words with Spoken”
 Moving with Syllables
 Blending Onsets and Rimes
 Word Oddity
 Phoneme Counting
 Oral Blending
 Phoneme Deletion
 Phoneme Addition
 Phoneme Substitution
► ALPHABETIC KNOWLEDGE You may refer to

 Letter Recognition the
Reading
 Letter Knowledge Inventory
Brochure on
 Sound It Out!
Build, Read and
 Vowels and Symbols
Write (Level 2)
 Consonants and Symbols
 Writing Beginning, Medial and Final Letter
of the Sound Heard
 Syllable Inventory (Pantigan sa Filipino)
 Word Inventory (MTB, Filipino and English)
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►PHONICS ACTIVITIES USING FULLER
APPROACH
 Writing Symbols for Consonant - No Suggested Reference
Blends through Active Listening from - You may use any
the Teacher available reference
Note: The teacher will produce the sounds for
consonant blends and the learner will write the
letter symbols such as:
gl, cl dr, gr, cl, tr, sm, sn, pl,

fl, st, sp,sl, str, sl, spr,spl
2) FRUSTRATION/
STRUGGLING  Writing Symbols for Digraphs
READERS through Active Listening from the
(The level at which Teacher - No Suggested Reference;
readers find reading Self Innovation
materials so difficult Note: Teacher will produce the sounds for
that they cannot consonants digraphs in a word and not separately
successfully respond to such as::
them) Flippo, 2014
sh, for fish; ch for chin; wh for where; ph for
phone etc…
(As the teacher says the sound in a word, the
learner will write the letters that represent the
sound.)
Word Inventory
 Spelling of CVC Words Using Onsets
and Rimes
 Building New Words through Build, Read and Write -
Phoneme Manipulation such as: Level 2 (Reading Brochure)
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* Phoneme Addition The teacher is free to choose
* Phoneme Substitution words for spelling using
* Phoneme Deletion word family from short
 Arranging Onsets and Rimes sound to long sound
 Word Recognition Using Whole
Language Approach Examples of Word Family:
 Word Spelling on Onsets and Rimes
et, en, ed, an, at, in, it, ell,
all,
ay, ake, ale, ail, ame, oat,

ose, ike, ight, etc…
 Matching Words/ Phrases/ Sentences Build, Read and Write –

with Pictures Level 3 (Reading Brochure)
 Building Phrases Using Word Tiles
 Building Sentences Using Word Tiles
 Reading of Short Stories that focus on
the acquired knowledge learned
about word families
 Building Basic Fluency through
Chanting, Rapping Singing and Poem You may refer to the
Reading Reading Brochure – Level 1
 Writing Simple phrases through on FLUENCY
Dictation
 Writing Simple Sentences through
Dictation
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Note: The Words to be used in writing simple
phrases and sentences are based on his acquired
knowledge on word families and sight words
learned.
Example:
Phrases:
a big pet
met a vet
Sentences:
Zet has a big pet.
Tet met a vet.
 Activities in the Reading Brochures  Refer to the Reading
Levels 1 and 2 Brochures (level 2)
 Use of the Reading Kit BUILD, READ and
 Spelling Using Horn Method WRITE
3) INSTRUCTIONAL
 Writing Phrases Using the Target  All the Reading
READERS
Words Learned Brochures ( level 2 )
( The level at which
readers profit the  Writing Sentences Using the Target
most from teacher Words Learned
directed instruction in  Chanting, Rapping , Poem Reading to
reading) Flippo, 2014 Build Fluency
 Simple Writing and Composition
Refer to the Reading
 Grammar and Oral Language Brochures on FLUENCY
Development (GOLD)
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Reading Brochures Level 3 of the Following
Lessons:
 Building Fluency All the Reading
 Identifying Main Idea Brochures Level 3
 Noting Details - Other sources
4) INDEPENDENT  Sequencing Events
READERS  Predicting Outcomes
(The level at which  Drawing Conclusions and
readers function on Generalization
their own with almost  Making Inference
perfect oral reading  Vocabulary Development
and excellent  Identifying Fact from Opinion
comprehension)  Content Based Instruction
Flippo, 2014  Identifying Cause and Effect
Relationship
 Questioning Technique - You are expected to use
 Grammar and Oral Language other references
Development (GOLD)
 Elements of a Story
Prepared by: Monitored and Verified by:
__________________________ ___________________________
Name of Teacher School Principal
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Enclosure No. 2 to Division Memorandum No. 338
GET TO KNOW THE FOLLOWING:
Total Physical Response (TPR) - is an approach to teaching a second language

based on listening instead linked to physical
activities which are designed to reinforce
learning.
Alliteration - an occurrence of the same letter or sound at the

beginning of adjacent or closely connected
words.
Walking with Words - example: Saying a sentence – You’re going to step for
every word. If there is a comma you stop for a whil
(half stop). Then at the end of a sentence where there is
a period… have a full stop.
Moving with Syllables - same idea with walking with words.
Blending Onsets and Rimes - Onsets and rimes are phonological units of a spoken
syllable, typically split in two – the onset and the rime.
Onset is the initial phonological part of any word,
consisting of the initial consonant or consonant blend.
Rime in the string of letters that follow the onset,
consisting of a vowel and any final consonant.
Note: Onset - rime blending – is critical for your kids’ reading development.
They say children are like sponges: They absorb everything around them, learning new
skills daily. However, when it comes to your kids’ phonetic and literacy abilities, you should
not miss out on teaching them about onset and rime. Also, teaching them about onset – rime
segmentation and blending will help them with reading and spelling immensely.
Why are Onsets and Rimes important?
Teaching your kids about onset and rime will improve their phonological awareness
and skills by helping them to get to know word families. Phonetical understanding is
fundamental. It is a skill that allows children to decode new words while reading them.
Additionally, the skill allows your child to spell easier when writing.
Once your kids understand onset, rime, they build awareness of common word parts,
which is the best foundation to begin automaticity in decoding. Blending and segmenting by
onset and rime are the basics for advanced phonics exercises, such as mixing and segmenting
by phoneme.
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Teaching your child about onset and rime will:
(Benefits if teaching Onset and Rime)
1. Help them learn about word families and develop emergent spelling skills.
2. Help their literacy skills.
3. Help their reading and spelling acquisition.
Pure definition of Onset and Rime:
Onsets and rimes are phonological units of spoken syllable, typically split into two -
the onset and rime. The onset is the initial phonological part of any word, consisting of the
initial consonant or consonant blend. Rime is the string of letters that follow the onset,
consisting of a vowel and any final consonant. However, not all words have onsets.
What is onset – rime segmentation?
Segmenting means breaking words into parts – the onset and the rime. The onset is
either a consonant or cluster of them at the start of a syllable, while the rime is its remainder.
So, for an onset and rime example let’s look at CLIMB – CL-is the onset, while IMB is the
rime.
Why is teaching segmenting and blending important to learning to read?
Segmentation by itself, or better yet in continuation with blending is a valuable skill

that will majorly help your kids’ reading development.
Practicing sounding out words, combining words and separating them are necessary for
learning how to read. This has been, backed up by science. Lots of studies prove that children
with weak phonological awareness also develop weak reading skills. Here, you can learn more
about the importance of phonological awareness and letter knowledge for children’s reading
skills.
Young kids typically get their first sense of blending through simple rhyming. Rhyming is
blending a new onset to a rime.
How can you exercise this with your kids?
Answer:
- Listening to rhyming stories are excellent ways to go about practicing

- Poetry or songs blending
Word Oddity -
Oddity - Something strange
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What is oddity in phonemic awareness?
Phoneme categorization or so-called oddity task, require a student to determine whether

two or more spoken words are the same or different or to identify the odd word in a series of
three or more words.
Examples of this skill are as follows:
Which word does not belong:
tan, van, house, man?
Answer: house
Oddity Rhyming Stories: (For Grade 1-3)
Objective:
Students will practice identification of rhyming words. By comparing and contrasting

pictures, students will practice identifying sounds.
Directions:
Preparation
- Copy 2 blank oddity strip pages for each student plus extra pages for your examples.
Copy each rhyming picture card page for every student, plus extra pages for your
examples. Then, make 4 to 6 completed strips to use as examples! To do this cut
your extra copies of page 42 into strips and cut apart the rhyming picture cards.
Next, (glue in any order) 2 rhyming pictures and one non-rhyming picture on each
strip.
Procedure:
Seat the children at a table. Show them one of your prepared oddity rhyming
strips. The lines in italics below should be read to the students.
Today, I am going to show you several strips with 3 pictures. Two of the pictures will
rhyme, the other will be a trick picture, as it does not rhyme with the other two. Okay let’s
begin.
Name the pictures with me. ________, ________, and __________ (call a student
name). Which picture does not rhyme? (answer) Great! ______ and _______ are rhyming
words, so the __________ is the trick picture.
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Continue with the other picture strips. Have the students name the rhyming pairs and
identify the trick picture.
The say……
Now, we are going to make our own rhyming strips. I will give you each some rhyming
pictures and some oddity strips. We look at the pictures to see if we can find a rhyming pair to
glue on one of your strips. After we have glued on a rhyming pair, we will then add a trick
picture to your strip.
Pass out the pages and assist the students as they make oddity strips. Continue making
strips until the allotted time is up.
Assignment:
Take your rhyming strips home, see if your family can find which 2 pictures rhyme for
each strip.
Resources
- Blank rhyming strips

- Rhyming picture cards
Phoneme Counting - This is counting the number of sounds you hear in each word.
Practice: Say a word and ask your child to count each sound he hears in the word.
Example: “How many sounds do you hear in the word pit? /p i t/ = 3
How do you count phonemes?

(use the thump rule)
This is a very simple rule to count phonemes in a word. All you have to do is to select
a word that you would be counting phonemes of. Then start pronouncing the word. Each time
there is a movement inside your mouth, count it.
How many phonemes are in count?
Despite there being just 26 letters in the English Language, there are approximately 44
unique sounds, also known as phonemes. The 44 sounds help distinguish one word or meaning
from another. Various letters and letter combinations known as graphemes are used to represent
sounds.
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The 44 Phonemes in English:
Consonants
IPA
Phoneme Graphemes Examples Voiced?
Symbol
1 b b, bb bug, bubble Yes
2 d d, dd, ed dad, add, milled Yes
3 f f, ff, ph, gh, lf, ft fat, cliff, phone, enough, half, often No
4 g g, gg, gh,gu,gue gun, egg, ghost, guest, prologue Yes
5 h h, wh hop, who No
6 dʒ j, ge, g, dge, di, gg jam, wage, giraffe, edge, soldier, exaggerate Yes
k, c, ch, cc, lk, qu kit, cat, chris, accent, folk, bouquet, queen, rack,
7 k No
,q(u), ck, x box
8 l l, ll live, well Yes
9 m m, mm, mb, mn, lm man, summer, comb, column, palm Yes
10 n n, nn,kn, gn, pn, mn net, funny, know, gnat, pneumonic, mnemonic Yes
11 p p, pp pin, dippy No
12 r r, rr, wr, rh run, carrot, wrench, rhyme Yes
s, ss, c, sc, ps, st, ce, sit, less, circle, scene, psycho, listen, pace,
13 s No
se course
14 t t, tt, th, ed tip, matter, thomas, ripped No
15 v v, f, ph, ve vine, of, stephen, five Yes
16 w w, wh, u, o wit, why, quick, choir Yes
17 z z, zz, s, ss, x, ze, se zed, buzz, his, scissors, xylophone, craze Yes
18 ʒ s, si, z treasure, division, azure Yes
19 tʃ ch, tch, tu, ti, te chip, watch, future, action, righteous No
sh, ce, s, ci, si, ch, sci, sham, ocean, sure, special, pension, machine,
20 ʃ No
ti conscience, station
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21 θ th thongs No
22 ð th leather Yes
23 ŋ ng, n, ngue ring, pink, tongue Yes
24 j y, i, j you, onion, hallelujah Yes
Vowels
IPA
Phoneme Graphemes Examples
Symbol
25 æ a, ai, au cat, plaid, laugh
a, ai, eigh, aigh, ay, er, et, ei, au, bay, maid, weigh, straight, pay, foyer, filet, eight,
26 eɪ
a_e, ea, ey gauge, mate, break, they
end, bread, bury, friend, said, many, leopard, heifer,

27 e e, ea, u, ie, ai, a, eo, ei, ae
aesthetic
be, bee, meat, lady, key, phoenix, grief, ski, deceive,

28 i: e, ee, ea, y, ey, oe, ie, i, ei, eo, ay
people, quay
29 ɪ i, e, o, u, ui, y, ie it, england, women, busy, guild, gym, sieve
spider, sky, night, pie, guy, stye, aisle, island, height,

30 aɪ i, y, igh, ie, uy, ye, ai, is, eigh, i_e
kite
31 ɒ a, ho, au, aw, ough swan, honest, maul, slaw, fought
o, oa, o_e, oe, ow, ough, eau, oo,

32 oʊ open, moat, bone, toe, sow, dough, beau, brooch, sew
ew
33 ʊ o, oo, u,ou wolf, look, bush, would
34 ʌ u, o, oo, ou lug, monkey, blood, double
o, oo, ew, ue, u_e, oe, ough, ui, who, loon, dew, blue, flute, shoe, through, fruit,
35 u:
oew, ou manoeuvre, group
36 ɔɪ oi, oy, uoy join, boy, buoy
37 aʊ ow, ou, ough now, shout, bough
38 ə a, er, i, ar, our, ur about, ladder, pencil, dollar, honour, augur
39 eəʳ air, are, ear, ere, eir, ayer chair, dare, pear, where, their, prayer
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40 ɑ: a arm
41 ɜ:ʳ ir, er, ur, ear, or, our, yr bird, term, burn, pearl, word, journey, myrtle
aw, a, or, oor, ore, oar, our, augh, ar, paw, ball, fork, poor, fore, board, four, taught, war, bought,
42 ɔ:
ough, au sauce
43 ɪəʳ ear, eer, ere, ier ear, steer, here, tier
44 ʊəʳ ure, our cure, tourist
International Phonetic Alphabet
Currently the IPA – converts 107 sound symbols

- 52 diacritics (accents) and it prosodic marks (intonations) encompassing virtually
every phoneme used in every language on earth.
 The IPA was created by the International Phonetic Association founded on 1886 in
Paris, their original mission was to help school children pronounce words in foreign languages
and to art in the teaching and reading.
 The difficulty people with dyslexia have in distinguishing phonemes in most clearly
revealed in their poor spelling. While any phoneme can be a challenge, some are more
problematic that others. The vowels and digraphs generally present more difficulty that the
consonants although any sound can present difficulty depending on the particular word and
phrase in which it resides.
Oral Blending - is hearing sounds (or syllables) and being able to blend them to
make the word
Note: For more oral blending activities, you may visit the web.
The teacher says “/b/-/a/-/t/” the student listens, repeats the sounds, then says the word
“bat” you can do blending with words that have 2, 3, 4, 5 or more sounds.
Difference between blending and segmenting
Blending - is the process of combining sounds together to create a word.

Example: /c/-/a/-/t/ = cat
Segmenting - is the process of breaking a word down into its individual
sounds.
Example: The word cat is made up of three sounds
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Phoneme Deletion - a strategy that helps develop students’ phonemic awareness,
which is part of Phonological awareness
- Phoneme deletion involves having students manipulate spoken

words by deleting specific phonemes.
Example - card - car
Phoneme Addition - involves adding phonemes to a given word to produce a new

word.
Example - car + d – card
Phoneme Substitution- is a strategy that helps develop students’ phonemic awareness

which is part of phonological awareness. Phoneme substitution
involves having students manipulate spoken words by
substituting certain phonemes for others. Phoneme substitution
tasks take place orally without the written word.
- Phoneme substitution is a phonemic awareness skill in which

students will delete a sound in word and then replace it with a
new sound. For example the teacher might say “start with the
word cat. Now change the /c/ to a /b/.
Letter Knowledge Inventory - or Letter Knowledge Survey
The Letter Knowledge Survey consists of 2 separate surveys that assess students’
knowledge of letter sounds and names. These are:
a) Letter Sounds Survey

b) Letter Names Survey
The Letter Knowledge Survey allows teachers to assess the letter knowledge of
emerging and young learners.
The Letter Sound Identification - is recognizing upper and lower case letters and
identifying appropriate sounds for each letter
symbol
Phonemes (speech sounds) are represented in writing by placing the letter (s) used to
represent the sound between slashes – so, for example: the sound that you say at the beginning
of the word pot is represented by /p/.
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Vowels and Symbols
heed, beat [i] who, boot [u]

hid, bit [ɪ] hood, book [ʊ]
hate, bait [e] hut, but [ʌ]
head, bet [ɛ] hide, bite [aj]
had, bat [æ] how, bout [aw]
hot, bought [ɑ] boy [ɔj]
hoe, boat [o] heard, Bert [ɹ̩ ]
ahead [ə]
Digraphs - a combination of 2 letters representing one sound.
Examples of consonant digraphs:
sh, th, ch, ng
Example of vowel digraphs:
ea, oa, oe, ie, ar, er, ir, ar, and ur
Question: When is a digraph not a digraph?
Answer: When it crosses a syllable boundary.
A digraph is two letters that combine together to correspond to one sound

(phoneme). Examples of consonant digraphs are ‘ch, sh, th, ng’. Examples of vowel
digraphs are ‘ea, oa, oe, ie, ue, ar, er, ir, or, ur ‘.
If we think about consonant digraphs first we see that the phoneme /ng/ is
initially taught as corresponding to the digraph (two letters) ‘ng’ in words such as ‘bang,
sang, king, ring, wing, long, song, string, going, looking’.
But how do children identify digraphs and their corresponding phonemes when
they are seen in other words like ‘bingo, mango, bongo, fungus, fungal, angle, triangle,
angry, hungry, kangaroo, ingot, angel, language’? Do they try to say the same sound as
in ‘bang, wing’?
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It turns out that if the word has more than one syllable, and the ‘ng’ spelling is
at the syllable boundary, then ‘n’ is in one syllable and ‘g’ is in the other syllable (man-
go, bin-go, bon-go, fun-gus, fun-gal, an-gle, tri-an-gle, an-gry, hun-gry, kan-ga-
roo, in-got, an-gel, lan-guage). So the consecutive letters do not represent the single
phoneme /ng/. They do not represent a digraph.
If we consider some common vowel digraphs and look at words containing

them, we see the same thing happens in these written words also.
The vowel digraphs ‘oa, ea, oe, ie, ue’ can be seen in the words ‘road, eat, toe,
pie, blue’. However, the multi-syllable words ‘oasis, create, poet, diet, duet’,
(pronounced ‘o-a-sis, cre-ate, po-et, di-et, du-et) also contain the same letters in the
same order. In these words the letters do not form a digraph to represent a single
phoneme
The digraphs ‘ar, er, ir, or, ur’ can be seen in the words ‘farm, herd, girl, fork,
burn’ and the same letters in the same order can be seen in the two syllable words
‘garage, very, pirate, orange, bury’. These words are split into syllables as follows, ga-
rage, ve-ry, pi-rate, o-range, bu-ry’ where the vowel is in the first syllable and the ‘r’ in
the second. Here the consecutive letters do not form a digraph either. **
There are split digraphs ‘a-e, e-e, i-e, o-e’ occurring in words like ‘cave, these,
like, home’. These same letter combinations can be seen in the two syllable words
‘camel, panel, seven, given, rivet, honest, oven’. The letters ‘a, e, i, o’ are pronounced
as short vowels in the first syllable and the letter ‘e’ is pronounced in the second syllable
as follows, ‘cam-el, pan-el, sev-en, giv-en, riv-et, hon-est, ov-en’.
Then there are the digraphs ‘oo, oi, aw, ew, ow, sh’ in the words ‘moon, boil,
saw, new, down, ship’. The same consecutive letter combinations occur in the multi-
syllable words ‘cooperate, going, aware, reward, towards, mishap’, but they do not
represent single phonemes in these words. #
It is the syllable structure of the word that determines how the consecutive
letters are pronounced. For children who have been taught to recognise digraphs as
spelling of phonemes, what do they say when they see consecutive letters in multi-
syllabic words, where the letters do not represent digraphs of single phonemes?
Children are taught about digraphs in phonics lessons in the Reception Year and
Year 1 (aged 4, 5 and 6) in schools in England. There is an appendix of these digraphs
in the National Curriculum to be taught as specific spellings of words in Year 1. There
is a phonics screening check at the end of Year 1 to make sure that children know them.
The digraphs in the check include ‘ai, ay, a-e, ee, ea, e-e, ie, i-e, oa, o-e, oo, ue, ew, u-
e, ou, ow, ar, er, ir, or, ur, oi, oy, sh, ch, th, ng’.
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Children will have spent many hours in these phonics lessons being trained to
recognise these spellings and convert them into single sounds. Then they will see them
in words containing two syllables and the way in which they are pronounced is
different. Are children also taught to look for syllables in words? Are they able to
separate digraphs from single letter sounds in this manner?
How are children supposed to know these differences if the only strategy they
are taught to use when working out how to pronounce written words is the single-cueing
strategy of sound only. Single-cueing is described as the left to right recognition of
graphemes, which are then to be pronounced as phonemes, and then these are to be
blended together to form spoken words. This method relies on the resulting blended
sound triggering knowledge of a known word in the children’s internal lexicon (spoken
vocabulary). At this point the children will be able to pronounce it. They will have
‘decoded’ it.
When children are reading continuous text there are clues other than sound
available to help them pronounce new written words. These clues include taking note
of the structure of the sentence (the order of the words or whether they are nouns, verbs
or joining words), the meaning generated prior to meeting the unknown word
(semantics) and pictures as illustrations. These are all clues that children can use to
decipher and pronounce unfamiliar written words which they may already know from
speaking and listening.
But the UK government expects children not to use these other cues in the
synthetic phonic criteria applied to the Reception Year and Year 1. Their model of
reading (The Simple View) separates decoding from any knowledge of spoken
language. The phonic screening check uses pseudo words that do not occur in spoken
language to check the children’s ability to decode.
What are children supposed to say when they see ‘zued’ and ‘meve’ (2017) or
‘keam, froim, blies’ (2015) next to pictures of space aliens? What are they expected to
say when the see the real words ‘model’ (2017), ‘forest’ (2016), ‘river’ and ‘diving’
(2015) if they have never seen them written down prior to the test.
The separation of decoding from spoken language comprehension as in the

model ‘The Simple View of Reading’, and the use of single-cueing, in the form of sound
only, to ‘decode print’, are two huge misconceptions at the heart of official policy for
teaching children to read.
** Other examples of the consecutive letters ‘ar, er, ir, or, ur’ are in ‘parrot,
berry, mirror, lorry, hurry’ where the vowel is in the first syllable together with the first
r and the second r is in the second syllable. Although, the fact that there is a double ‘rr’
should alert children that the preceding vowel is a ‘short’ vowel and it is not part of a
digraph, but when are they taught this?
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# The two letters ‘oo’ in cooperate both have separate and distinct
pronunciations.
The word ‘cooperate’ is made up of two morphemes ‘co’ and ‘operate’.

Graphemes, as digraphs, never cross a morphemic boundary. So ‘oo’ in ‘cooperate’ can
never be pronounced in the same way as ‘oo’ in ‘moon’ or ‘oo’ in ‘look’.
Similarly, ‘going’ is made up of two morphemes ‘go’ and ‘ing’, so that ‘oi’ can
never be pronounced as the single phoneme /oi/.
Similarly, ‘mishap’ is made up of two morphemes ‘mis’ and ‘hap’.
The words ‘aware, reward, towards’ are single morphemes where the consecutive
letters are part of different syllables.
Then there the words ‘carol, zero, biro, coral, guru’.

Time to stop! I have hopefully made my point.
Phoneme Manipulation - is the ability to modify, change or move the individual

sounds in a word
- This is simply changing individual phonemes (sounds)

in a word.
Example: if a learner is asked to change the /s/ in “sat” to /b/ = we get bat
Phoneme manipulation falls under the umbrella of Phonological awareness, the ability
to hear and manipulate sounds in words.
Phoneme manipulation is “playing” around with some words to make a new word.
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Word Recognition Using Whole Language Approach
Teachers can scaffold readers as they build word recognition skills in 3 main ways:
 Repeat Reading - The best way for young readers to learn to recognize
words by sight is to see them often
 Word structure - once a learner begins to recognize some words, their
ability to recognize others grows….
 Context clues
What is WHOLE LANGUAGE APPROACH to reading instruction?
- The whole language approach to reading is a philosophy that stresses the

importance of children thinking about their thinking, or being metacognitive.
- The whole language approach (WLA) focusses on children making sense of skills
used in reading and writing, as opposed to just memorizing letter sounds and
symbols.
- Whole language instruction is based on the philosophy that kids will learn to read
naturally if your expose them to a lot of books.
What is balanced literacy?
- A philosophical orientation that assumes that reading and writing achievement are
developed through instruction and support in multiple environments using various
approaches that differ by level of teacher support and child control.
Phonics Instruction
- Is a way of teaching reading that stresses the acquisition of letter – sound

correspondences and their use in reading and spelling.
Building Phrases and Sentences Using Word Tiles
- Are just games to develop the skill in constructing simple sentences and coming up
with phrases to be printed on word tiles, or even cubes or cards
- Another example is writing the parts of a sentence on word tiles, cubes or cards. Let
the learners arrange the jumbled tiles with the words printed on them.
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SUGGESTION: You may group together the non-readers as well as
struggling/frustration readers. Grades 2 & 3; Grades 4 to 6;
Junior HS as one group and SHS as another group to cater to their
needs following the competencies intended for them as reflected in
the memorandum.
GOOD LUCK AND GOOD READING!
N-avigating
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DM No. 338 S. 2022 School Reading Remediation and Intervention

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DM No. 338 S. 2022 School Reading Remediation and Intervention

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Enclosure 1 to Division Memorandum No. 338, s.

► ALPHABETIC KNOWLEDGE You may refer to

gl, cl dr, gr, cl, tr, sm, sn, pl,

ay, ake, ale, ail, ame, oat,

 Matching Words/ Phrases/ Sentences Build, Read and Write –

Prepared by: Monitored and Verified by:

GET TO KNOW THE FOLLOWING:

Total Physical Response (TPR) - is an approach to teaching a second language

Alliteration - an occurrence of the same letter or sound at the

Moving with Syllables - same idea with walking with words.

Why are Onsets and Rimes important?

Pure definition of Onset and Rime:

What is onset – rime segmentation?

Why is teaching segmenting and blending important to learning to read?

Segmentation by itself, or better yet in continuation with blending is a valuable skill

How can you exercise this with your kids?

- Listening to rhyming stories are excellent ways to go about practicing

Phoneme categorization or so-called oddity task, require a student to determine whether

Examples of this skill are as follows:

Which word does not belong:

tan, van, house, man?

Oddity Rhyming Stories: (For Grade 1-3)

Students will practice identification of rhyming words. By comparing and contrasting

- Blank rhyming strips

Example: “How many sounds do you hear in the word pit? /p i t/ = 3

How do you count phonemes?

How many phonemes are in count?

1 b b, bb bug, bubble Yes

2 d d, dd, ed dad, add, milled Yes

4 g g, gg, gh,gu,gue gun, egg, ghost, guest, prologue Yes

8 l l, ll live, well Yes

9 m m, mm, mb, mn, lm man, summer, comb, column, palm Yes

12 r r, rr, wr, rh run, carrot, wrench, rhyme Yes

14 t t, tt, th, ed tip, matter, thomas, ripped No

15 v v, f, ph, ve vine, of, stephen, five Yes

16 w w, wh, u, o wit, why, quick, choir Yes

18 ʒ s, si, z treasure, division, azure Yes

19 tʃ ch, tch, tu, ti, te chip, watch, future, action, righteous No

23 ŋ ng, n, ngue ring, pink, tongue Yes

24 j y, i, j you, onion, hallelujah Yes

25 æ a, ai, au cat, plaid, laugh

end, bread, bury, friend, said, many, leopard, heifer,

be, bee, meat, lady, key, phoenix, grief, ski, deceive,

29 ɪ i, e, o, u, ui, y, ie it, england, women, busy, guild, gym, sieve

spider, sky, night, pie, guy, stye, aisle, island, height,

31 ɒ a, ho, au, aw, ough swan, honest, maul, slaw, fought

o, oa, o_e, oe, ow, ough, eau, oo,

33 ʊ o, oo, u,ou wolf, look, bush, would

34 ʌ u, o, oo, ou lug, monkey, blood, double

36 ɔɪ oi, oy, uoy join, boy, buoy

37 aʊ ow, ou, ough now, shout, bough

38 ə a, er, i, ar, our, ur about, ladder, pencil, dollar, honour, augur

43 ɪəʳ ear, eer, ere, ier ear, steer, here, tier

44 ʊəʳ ure, our cure, tourist

International Phonetic Alphabet

Currently the IPA – converts 107 sound symbols

Difference between blending and segmenting

Blending - is the process of combining sounds together to create a word.

Example: The word cat is made up of three sounds

- Phoneme deletion involves having students manipulate spoken

Example - card - car

Phoneme Addition - involves adding phonemes to a given word to produce a new

Example - car + d – card