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

Resource Speaker: Rodolf John T. Rodriguez, PhD
Education Program Supervisor
CLMD, DepEd Region IX

Directions: Write the word that corresponds to the picture or symbol. Write the
answer on the space below each picture/symbol.
Task 1.

Task 2.

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 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.

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 unfinished
co copilot
in, im, il, ir Illegal, immoral,
inconsiderate, irresponsible
dis disappear
en enclose
micro microscope
post posttest
Task 4.

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 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 unfinished
co copilot
in, im, il, ir illegal, immoral,
inconsiderate,
irresponsible
dis disappear
en enclose
micro microscope
post posttest

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

Suffix Meaning English Words

able, ible portable, legible

ac, ic cardiac., aquatic,

itious/icious delicious, ambitious,

eer, er, or mountaineer, teacher, advisor

ism socialism, commercialism

ist dentist, realist

tic, fic terrific, fantastic

ful hopeful, useful

holic alcoholic

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 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.
Task 7.

A R M Y T I M E
Task 8.

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

Task 9.

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 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 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.
Task 10.

Directions: Encircle the letter of the best meaning for the underlined word as it is
used in context.
Task 11.
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

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.

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 Upskilling of Region and Division Reading Supervisors/Coordinators on the
Early Language Literacy and Numeracy (ELLN) with Focus on the Science of
Reading (SOR)

_____________________________

4. After spending three weeks in the hospital, I had a surfeit of daytime TV

programming.
____________________________

5. The tranquilized grizzly bear was lethargic enough for the scientists to
safely examine his teeth and tattoo his ears.
_____________________

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

For Filipino
pl gr kl tr

Directions: Vote with your fingers to indicate how much you know about the key
vocabulary. Use the Vocabulary High Five Rating Scale.
Task 13.
Lucid Lethargic
Vociferous Xenophobia
Impudent Benign
Cryptic 6 Bivouac
Impeccable Lacquer
 Upskilling of Region and Division Reading Supervisors/Coordinators on the
Early Language Literacy and Numeracy (ELLN) with Focus on the Science of
Reading (SOR)

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

I understand my strengths and weaknesses when it comes

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to the proper use of vocabulary.

I am good at understanding information using context

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clues.

3 I know what part of speech a word belongs.

I try to use vocabulary strategies that have worked in the

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past.

I know different contexts of the words when use in

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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

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that I am not familiar with.

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

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task.

I use morphological analysis when understanding a word

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in a context.

I ask myself questions about the unfamiliar word before I

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read.

I ask myself periodically if I am comprehending what the

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speaker is trying to say.

I consider several possible pronunciations when reading

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an unfamiliar word.

I periodically review and use references to help me

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understand important terms.

16 I slow down when I encounter important information.

I focus on the meaning and significance of new

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information.

I draw pictures or diagrams to help me understand while

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learning.

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 Upskilling of Region and Division Reading Supervisors/Coordinators on the
Early Language Literacy and Numeracy (ELLN) with Focus on the Science of
Reading (SOR)

19 I ask others for help when I don’t understand 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

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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 workplan on vocabulary development applying the types of
reading approaches for learners. Provide the objective/s of the workplan.
a. Developmental (an approach given to leaners 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)