Session Title Developing Fluency

Duration
Target Participants 60 Participants (30 Elementary Teachers and 30 Secondary Teachers)
Learning Objectives At the end of the session, participants are expected to:
1. realize the importance of Phonemic Awareness in teaching beginning
read-ing;
2. gain an understanding of the WHAT, HOW, and WHY of Phonemic
Aware-ness Instruction.
3. acquire familiarity with Phonemic Awareness tasks and gain insights
into their effective application in classroom work; and
4. construct sample test items to serve as models in assessing the teaching
of Phonemic Awareness.
 References  WSRP Summer Training Session Guides
 Ambruster, Bonnie, et.al. Put Reading First. CIERA Center for the
Improvement of Early Reader Achievement. USA: 2001.
 Christina, Karol and Mary Ann lynch, A Guide to Teaching Beginning Reading
for Teachers and Parents. Teacher Created Materials Inc., USA: 2000.

Tools/
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Introduction: Good day Building rapport with the participants
everyone! I am Jufe C. Partosa, through proper introduction. Powerpoint 1-2 5 minutes
Master Teacher I of Pasonanca Slides
Elementary School. I am your
trainer for the topic “Phonemic
Awareness.” Projector

DO: Greet the participants and Laptop

make them comfortable. Show
the title slide. Say a brief

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introduction on the topic.
Present the objectives: After the session, the participants will be able to:
 realize the importance of Phonemic Powerpoint 3 5 minutes
Awareness in teaching beginning reading; Slides
 gain an understanding of the WHAT, HOW,
and WHY of Phonemic Awareness Projector
Instruction;
 acquire familiarity with Phonemic Awareness Laptop
tasks and gain insights into their effective
application in classroom work; and
 construct sample test items to serve as
models in assessing the teaching of
Phonemic Awareness.

Activity
Participants will work on the following: Powerpoint 4-33 40 minutes
DO: Slides
A. Anticipation Guide
B. Answering a 7–Item Questionnaire on
1. Say: Your beliefs and what Projector
Phonemic Awareness Tasks
you know affect how you teach C. Reciting a Rhyme with the sound of Mm
your pupils. Study each D. Listening to the Story Laptop
statement below and respond E. DIFFERENTIATED ACTIVITY (4 groups)
to it by checking “Agree” or F. DO YOU HEAR RIGHT? Tape
“Disagree”.
Marker
2. Let each participant answer
the anticipation Guide for 10 Cartolina
minutes.

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 Tools/
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3. Tally the number of Manila
participants who Paper
agree/disagree to each
statement on the board and
say. We’ll get back to your
responses later.
4. Say, “Study each item. What
does item 1 ask; item 2; item 3;
etc.? What Phonemic
Awareness Task is employed in
each item?”
5. Ask: What words rhyme?
What are rhymes? Can you give
words that rhyme?
6. Say: Let us now speak the
way they do. Be Mother
Monkey. Be Young Monkeys.
How does Mother Monkey
speak? What does she do with
the sounds? How about the
Young Monkey Mother? What
do they do with the sounds?
7. Issue to each group an
explanation to an activity to
work on. As the members read
the instruction, move from one
group to another to explain
their activity.

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8. Discuss with the groups
what they did and let them
identify the Phonemic
Awareness task done.
9. Facilitator gets one object at
a time from a bag, then
presents this to the group and
says, for example, “I have
something. It is a /g/ /ow/
/t/. What is it?” as soon as the
members identify the object,
she shows it and says, “Yes, it
is a /g/ /ow/ /t/ - goat”. The
activity goes on with the other
objects. Do the Mystery Bag
Blending activity in groups or
in dyads.

Analysis 1. What are the activities all about? (PA)

2. What activities did we engage in? Powerpoint
DO: Facilitate the discussion by 3. What strategies were employed for each Slides 32-50 20 minutes
activity?
asking the following questions.
4. What skills were developed?
Projector
5. What are the different levels of Phonemic
Awareness?
Laptop

Abstraction 1. Sharing of learnings, insights, realizations,

and discoveries. Powerpoint 51-66 55 minutes

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DO: Speaker will discuss about • Can you share how you feel about Slides
phonemic awareness and how Phonemic Awareness?
to teach it. • Do you have any learnings or Projector
realizations after this session?
• What did you discover?
Laptop
• How would you apply your learnings and
insights?
• What do you need to scaffold in your
instructional plan in decoding?

Phonemic Awareness is the understanding that

words are made up of sounds or phonemes. It
only deals with speech sounds and refers to the
ability to focus and manipulate phonemes in
spoken words.

PA is a pre-requisite to Phonics Instruction.

Nursery rhymes, rid-dles, songs, poems, read-
aloud, shared reading, being read to, and games
stimulate Phonemic Awareness.

Language play and early writing experiences such

as invented spelling make PA develop naturally.
When PA grows, letter recognition and pairing
letters or sounds follow, eventually leading to
effective phon-ics instruction.

Why Phonemic Awareness is

important?
Children sometime come to school unaware that

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words consist of a series of discrete sounds.
Phonemic Awareness activities help them to learn
to distinguish individual sounds or phonemes
within words. They need this skill in order to
associate sounds with letters and manipulate
sounds to blend words (during reading) or
segment words (during spelling).

Thus, children need solid phonemic awareness

training for phon-ics instruction to be effective.
Research has shown that explicit phonemic
awareness instruction increases reading and
spelling achievement among preschoolers, pri-
mary-grade children, and students with learning
disabilities (Ball and Blachman, 1991; Lundberg,
Frost, and Petersen, 1988; Yopp, 1992).
PHONEMIC AWARENESS TASKS
1. Phoneme Isolation – recognizing individual
sounds in words. “Tell me the first sound in sun.”
(/s/)
2. Phoneme Identification – recognizing the
common sound in different words. “Tell me the
sound that is the same in bike, boy, bell.” --- /b/
3. Phoneme Categorization – recognizing the
word with the odd sound in a sequence of 3 or 4
words. “Tell me the word that does not belong.
”bus, bun, rug --- (rug)
4. Phoneme Blending – listening to a sequence of
separately spoken sounds and combining them to
form a recognizable word. “What word is /h/ /ae/
/t/?” – hat

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 Tools/
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Methodology Key Points materials/
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5. Phoneme Segmentation – breaking a word into
its sounds by tapping out or counting the sounds
or by pronouncing or positioning a marker for
each sound. “How many sounds/phonemes do
you hear in bell?”
6. Phoneme Manipulation
6.1 Phoneme Deletion – stating the word that
remains when a specified phoneme is removed
“What is smile without the /s/?” --- mile
6.2 Phoneme Addition – stating the word that is
formed when a specified phoneme is added.
“What is pot with /s/ at the beginning?” --- spot
6.3 Phoneme Substitution – stating the word that
is formed when a phoneme is substituted for or
changed to another phoneme.
 “What is rake if r is changed to b? – bake

Application
Powerpoint 67-78 50 minutes
DO: Slides

1. Let the participants analyze Projector

and answer each item
below. Then, opposite their Laptop
answer, indicate the
phonemic task being Tape
assessed.

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Marker

Cartolina

Manila
Paper
Closure Phonological and Phonemic Awareness is the 79
foundation upon which all the other layers of Powerpoint 5 minutes
Say: “Before we end our SLAC literacy are built and unless it is solid, the other Slides
session today, let me share layers will most definitely suffer, and the learners
will struggle to read.
with you a quote about reading Projector
- Anonymous
fluency.
Laptop

Activities:

A. ANTICIPATION GUIDE

Directions: For each of the following statements, put a check under

“AGREE” or “DISAGREE” to show how you feel.
AGREE DISAGREE
_______ 1. One pre-requisite for learning to read is being aware ________
that words consist of individual sounds.
_______ 2. Phonemic awareness is a strong predictor of success ________
in beginning reading.
_______ 3. Phonemic awareness encompasses large units of sounds ________
or phonemes such as syllables and onsets and rimes.

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_______ 4. There are five phonemes in the number word eight. ________
_______ 5. Phonemic Awareness Instruction is most effective when ________
children are taught to manipulate the sounds of the letters
in the alphabet.
_______ 6. Phonemic Awareness and Phonics are similar terms. ________

B. ACTIVITY: Answering a 7–Item Questionnaire

on Phonemic Awareness Tasks

INSTRUCTION:
Answer each item. Identify the Phonemic Awareness
task employed.

1. Tell me the first sound in bed.

2. Tell me the sound that is the same
in; man, map, mat.
3. Which word does not belong: pan,
pet, car?
4. What word is /k/ /ey/ /k/?
5. How many sounds are there in happy?
6. What is cart without /t/?
7. Replace /d/ in dice with /r/.
C. ACTIVITY: Reciting a Rhyme with the sound of Mm
What is the new word?
(Picture study precedes the recitation of the rhyme)

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 MONKEY SEE, MONKEY DO

Oh, when you clap, clap, clap

Monkey claps, claps, claps
MONKEY see, MONKEY do
Monkey does the same as you.

D. ACTIVITY: Listening to the Story

Mother Monkey

Last Monday, Mother Monkey went to market.

When she came home, her young monkeys ran to
meet her and asked her what she bought. Let us
listen to their unusual way of speaking

Flash pictures one at a time to serve as guide on pictures to be used. Examples: mangoes, broom, ice cream, etc.

Mother Monkey: /m/ /i/ /l/ /k/ Young Monkeys: milk

Mother Monkey: /h/ /ae/ /m/ Young Monkeys: ham

E. ACTIVITY: DIFFERENTIATED ACTIVITY

Issue to each group an explanation to an activity to work on. As the members read the instruction, move from one group to
another to explain their activity.

Group 1

Have the class sing, “The Farmer in the Dell”. Then, distribute pictures beginning or ending with the /m/ sound. Let
them, describe its position as they sing to the tune of “The Farmer in the Dell”. Example: Pictures of mango, drum:
“The first/last sound is /m/. (2x) High ho, the derry-o! The first/last sound is: /m/.”

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Group 2

Invite the class to sing to the tune of: “If You’re Happy and You Know It”. Example. If your name begins with /l/, clap
your hands(2x). If your names begins with /l/ clap your hands and bow your head; If your name begins with /l/ clap
your hands”. Continue the activity replacing the sound corresponding to one’s name and other actions to fit in the
song.

Group 3

Lead the class to sing to the tune of “London Bridge is Falling Down”.

T: What’s the first/last sound that you hear?(3x)

What’s the first / last sound that you hear…
In bat, bat, bat?
In dog, dog, dog?

P: /b/ or /f/ is the first/last sound that I hear (3x)

/d/ or /g/ is the first/last sound I hear
In bat, bat, bat
In dog, dog, dog
Continue using other one – syllable words

Group 4

Present the song “Row Your Boat” on chart paper.

Row, row, row your boat

Gently down the stream
Merrily, merrily, merrily, merrily
Life is but a dream.

Write the word merrily on the board and replace M with S. Pronounce the nonsense word formed. Then, continue
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 singing the song as you change the first letter of the third line. This will show the children that replacing one sound in
a word creates a new word.

Discuss with the groups what they did and let them identify the Phonemic Awareness task done.

F. ACTIVITY: DO YOU HEAR RIGHT?

Five words are read to the participants. Instruct them to write the number of sounds heard from each word.

1. cake (3) 4. height (3)

2. legs (4) 5. neigh (2)
3. crash (4)

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