Upskilling of Region and Division Reading Supervisors/Coordinators on the

Early Language Literacy and Numeracy (ELLN) with Focus on the Science of
Reading (SOR)

Session 6: Vocabulary Development

General Instruction: Use this Task Sheet to actively participate in the session.
Task 1.
Directions: Write the word corresponding to the picture or symbol. Write the
answer in the space below each picture/symbol.

mouse clock

clock one down

bird clock

clock two

Score: ____________________ No. of items: 9

Task 2.

potatoes

mango mango

camote tops pechay

string beans watermelon

orange gourd

Score: ____________________ No. of items: 9

Resource Speaker: Rodolf John T. Rodriguez, PhD

Education Program Supervisor, CLMD, DepEd Region IX
 Upskilling of Region and Division Reading Supervisors/Coordinators on the
Early Language Literacy and Numeracy (ELLN) with Focus on the Science of
Reading (SOR)

Task 3.

bus school

teacher school

chair school

teacher school

write school

crayons school

draw school

Score: ____________________ No. of items: 13

Task 4.
Directions: Provide the meaning of each of the prefixes. Use the English word
opposite to the prefix as your guide.

Prefixes Meaning English Words

un not unfinished
co partner copilot
in, im, il, ir not illegal, immoral,
inconsiderate, irresponsible
dis not, without disappear
en inside, within enclose
micro small microscope
post After, later posttest
Score: ____________________ No. of items:

Resource Speaker: Rodolf John T. Rodriguez, PhD

Education Program Supervisor, CLMD, DepEd Region IX
 Upskilling of Region and Division Reading Supervisors/Coordinators on the
Early Language Literacy and Numeracy (ELLN) with Focus on the Science of
Reading (SOR)

Task 5.
Prefixes Meaning English Words

un not unfinished
co Partner copilot
in, im, il, ir not illegal, immoral,
inconsiderate, irresponsible
dis not disappear
en Inside, within enclose
micro small microscope
post After, later posttest

Score: ____________________ No. of items: 7

Task 6.
Directions: Provide the meaning of each of the suffixes. Use the English word
opposite to the suffix as your guide.

Suffix Meaning English Words

able, ible capable portable, legible

ac, ic Relating to cardiac., aquatic,

itious/icious having qualities of delicious, ambitious,

eer, er, or one who mountaineer, teacher, advisor

ism doctrine/belief socialism, commercialism

ist one who dentist, realist

tic, fic relating to terrific, fantastic

ful full of or notable of hopeful, useful

holic addiction alcoholic

Score: ____________________ No. of items: 9

Task 7

Resource Speaker: Rodolf John T. Rodriguez, PhD

Education Program Supervisor, CLMD, DepEd Region IX
 Upskilling of Region and Division Reading Supervisors/Coordinators on the
Early Language Literacy and Numeracy (ELLN) with Focus on the Science of
Reading (SOR)

Directions: Make a word pyramid by creating an anagram out of the word at the
base.

A T

A R T I
A R M T I M

A R M Y T I M E
Score: ____________________ No. of items: 6
Task 8.

N
N A
T A O
T A O N
K A N T A
K A T A N A

Score: ____________________ No. of items: 7

L I
L I E
L I M E
L I M I T
M I N G L E
I N G A M E S
A I L M E N T S

Score: _________________________________ No. of items: 7

Task 9.

Resource Speaker: Rodolf John T. Rodriguez, PhD

Education Program Supervisor, CLMD, DepEd Region IX
 Upskilling of Region and Division Reading Supervisors/Coordinators on the
Early Language Literacy and Numeracy (ELLN) with Focus on the Science of
Reading (SOR)

Directions: Make a word pyramid by creating an anagram of a seven-letter word.

A T

A T E

L A T E

E L A T E

R E L A T E

A L E R T E D

Score: _________________________________ No. of items: 7

Task 10
Directions: In five minutes, hunt as many words as you can in the word TEACHER
(for English group), and PAKIKIPAGTALASTASAN (for Filipino group). Write
your answer on the box provided below.

English:
TEACH REACH TEA CHEER ARE TEAR CARE
ACRE HARE CAR CAT HAT ACT ACHE
HEAT HATE CHEAT RATE EAT ARC ARCH
EACH RAT HEART ART
Filipino:
PATALASTAS PAKI PAPAG KATAS SALAS PASAN TALAS
PATAS

Score: _________________________________ No. of items: 20 per group

Task 11.
Directions: Encircle the letter of the best meaning for the underlined word as it is
used in context.
1. We knew he couldn’t hold out much longer because he had been doomed
from the beginning. One night he met his ineluctable fate.
a. forgotten b. inevitable c. hidden d. unhappy

2. Such are the vicissitudes of history. Nothing remains the same. Three
hundred years of peace ended in darkness and confusion.
a. evils b. mistakes c. changes d. rules

Resource Speaker: Rodolf John T. Rodriguez, PhD

Education Program Supervisor, CLMD, DepEd Region IX
 Upskilling of Region and Division Reading Supervisors/Coordinators on the
Early Language Literacy and Numeracy (ELLN) with Focus on the Science of
Reading (SOR)

Directions: In the space provided, write a synonym for each underlined word as it is
used in context.
3. The prisoners liberated from the Nazi death camp were so emaciated that
they looked like skeletons.
skinny
_____________________________
4. After spending three weeks in the hospital, I had a surfeit of daytime TV
programming.
overindulging
____________________________
5. The tranquilized grizzly bear was lethargic enough for the scientists to
safely examine his teeth and tattoo his ears.
sluggish
_____________________

Score: _________________________________ No. of items: 5

Task 12
Directions: List down the words that begin with the initial consonant blending
sound.
For English
dr st fl sm

Dream Stay Fleet Smith

Drown Stroll Fly Smoother

Drop Strive Flower Smile

Drip Stutter Flush Smell

Drum Stand Flow Smash

Dread Stance Flame Smooth

Dress Stop Flip Smart

Drive Stall Flare Small

Score: _________________________________ No. of items: 32

For Filipino
pl gr kl tr

Planta Grasa Klase Trabaho

Platito Granada Klima Trapo

Plato Gripo Trumpo

Plano Grado Troso

Plema Grupo

Plantsa Gramatika

Plawta Grapata

Resource Speaker: Rodolf John T. Rodriguez, PhD

Education Program Supervisor, CLMD, DepEd Region IX
 Upskilling of Region and Division Reading Supervisors/Coordinators on the
Early Language Literacy and Numeracy (ELLN) with Focus on the Science of
Reading (SOR)

Plastik

Score: _________________________________ No. of items: 32

Task 13
Directions: Vote with your fingers to indicate how much you know about the key
vocabulary. Use the Vocabulary High Five Rating Scale.

3
Lucid Lethargic
Vociferous Xenophobia
Impudent Benign
Cryptic Bivouac
Impeccable Lacquer

Task 14
Direction: Check True or False for each of the statement given.
TRUE FALSE SCORE

I understand my strengths and weaknesses when it

1
comes to the proper use of vocabulary.

I am good at understanding information using context

2
clues.

3 I know what part of speech a word belongs.

I try to use vocabulary strategies that have worked in

4
the past.

I know different contexts of the words when use in

5
sentences/conversations.

6 I am aware of what strategies I use when I read.

7 I learn best when I know something about the topic.

8 I can motivate myself to learn when I need to.

I use my vocabulary skills to compensate for the words

9
that I am not familiar with.

I think about what I really need to learn before I begin

10
a task.

11 I use morphological analysis when understanding a

word in a context.

Resource Speaker: Rodolf John T. Rodriguez, PhD

Education Program Supervisor, CLMD, DepEd Region IX
 Upskilling of Region and Division Reading Supervisors/Coordinators on the
Early Language Literacy and Numeracy (ELLN) with Focus on the Science of
Reading (SOR)

I ask myself questions about the unfamiliar word

12
before I read.

I ask myself periodically if I am comprehending what

13
the speaker is trying to say.

I consider several possible pronunciations when

14
reading an unfamiliar word.

I periodically review and use references to help me

15
understand important terms.

16 I slow down when I encounter important information.

I focus on the meaning and significance of new

17
information.

I draw pictures or diagrams to help me understand

18
while learning.

I ask others for help when I don’t understand

19
something.

20 I re-evaluate my assumptions when I get confused.

21 I stop and reread when I get confused.

I know how well I get the message rightly once I finish

22
reading an article/selection.

23 I can paraphrase what I’ve learned after I finish.

24 I ask myself if I learned as much as I could have once I

finished a task.

Application
Directions: Make a work plan on vocabulary development by applying the types of
reading approaches for learners. Provide the objective/s of the work plan.
a. Developmental (an approach to learners performing according to what is
expected in the grade level)
b. Functional / Enrichment (a reading approach in the content areas, i.e.,
special math, campus journalism, science…)
c. Remediation (an approach for learners below grade level expectations)
d. Recreatory (an approach for pleasure, extensive reading)
e. Enhancement (an approach for advanced learners or learners’ reading
proficiency is a grade level higher)

Resource Speaker: Rodolf John T. Rodriguez, PhD

Education Program Supervisor, CLMD, DepEd Region IX