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Terminal Objectives
At the end of the two-hour session, the
teacher-participants will be able to learn
and use the different word recognition
phases in teaching reading.
 

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Enabling Objectives
1. Recognize foundational word knowledge in
providing a solid basis for reading instruction;
 
2. Develop teaching and learning materials on
phonics instruction;
 
3. Appreciate the value of different word recognition
phases in teaching reading.

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Fact or Bluff
Identify whether the statement is a fact or a bluff:
1. English Alphabet consists of 26 letters
2. English language has 44 sounds

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Questions

How many phonemes does English language have?

Is it equal to the number of English Alphabet?
What are your realizations after doing the activity?

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Word Factory
Instructions: Do the assigned task for each group

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.

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Word Factory
Instructions: Do the assigned task for each group

Group 2 – Sorting
Directions: Provide the group with words.
Have them sort/group these words according
to a category
Rhyme Initial sound
(Let them present what they have
accomplished)
.

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Word Factory
Instructions: Do the assigned task for each group

Group 3 – “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
.

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Word Factory
Instructions: Do the assigned task for each group

Group 4 – Travel and Win

Directions: Provide the groups with the board (with –et
family words on it). Have the group travel
from the start (the home) to the end
(school). Using the dice as reference of the
number of steps to be taken. The member who
reach the end first wins the game.

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Questions
Ask the following questions for Charting and
Publishing Responses
1. What is the main lesson about?
2. What activities did we engage in?

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Questions
What strategy was developed in Word Building Game activity?
1. What skill was taught?
2. How important each of the skill or strategy in the
development of Phonics?
3. Are there any discoveries realized?

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Questions
What strategy was developed in each activity?
1. What skill was taught?
2. How important each of the skill or strategy in the
development of Phonics?
3. Are there any discoveries realized?

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Questions
1. What strategy was developed in each activity?
2. What skill was taught?
3. How important each of the skill or strategy in the
development of Phonics?
4. Are there any discoveries realized?

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Questions
1. What strategy was developed in each activity?
2. What skill was taught?
3. How important each of the skill or strategy in the
development of Phonics?
4. Are there any discoveries realized?

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What is phonics?
Phonics – teaching children the sounds made by individual
letter or letter groups (for example, the letter “c” makes
a k sound), and teaching children how to merge separate
sounds together to make it one word (for example,
blending the sounds k, a, t makes CAT). This type of
phonics teaching is often referred to as “synthetic phonics”.

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What is phonics?
Explicit – directly teaching children the specific associations
between letters and sounds, rather than expecting them to
gain this knowledge indirectly.

Systematic – English has a complicated spelling system. It is

important to teach letter sound mappings in a systematic
way, beginning with simple letter sound rules and then
moving onto more complex associations.

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Why is phonics important?
Phonics instruction teaches children how to decode letters
into their respective sounds, a skill that is essential for
them to read unfamiliar words by themselves. Words are
in fact unfamiliar to early readers in print, even if they
have spoken knowledge of the word. Having letter-sound
knowledge will allow children to make the link between
the unfamiliar print words to their spoken knowledge.

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How is phonics taught in schools?
There are three basic stages in which phonics is
taught:

1. Grapheme Phoneme Correspondences (GRCs),

2. Blending,
3. Segmenting.

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Stage 1: Grapheme Phoneme Correspondences (GPCs)
           
 In this stage, children are taught the
44 phonemes that make up the
English language. The first sounds
that are taught are s, a, t, p and all
are taught during this stage. 

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 Stage 2: Blending
            
Once children understand the 44 phonemes and how
they interact with graphemes, they progress through to
the blending stage. As a key reading skill, children must
learn how to blend individual sounds together to create
words.
             

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 Stage 2: Blending
            
This normally starts with simple three letter
words with a CVC (consonant, vowel, consonant)
structure – think dog, tin, buy. As they develop
their understanding, additional consonants are added
to create CVCC words such as barn, last and palm
and CVCE words such as hate, mate, pale

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Stage 3: Segmenting
The segmenting stage is the opposite of the blending stage.
Essentially during the segmenting stage, children say entire
words and then break them down into the individual
phonemes that make them up.

             This is the basic process that we will all go through

when learning to spell a new or complicated word, regardless
of our age or stage of language development. We will break
the down into its individual parts or sounds. What are the
benefits to teaching phonics?
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Stage 3: Segmenting
  As previously highlighted, the teaching of phonics involves
            

breaking down more complex words into the individual parts. By

doing this, children develop the ability to decode letters and
sounds, an essential skill when learning new vocabulary when
reading.
             Whilst phonics is a perfect way to teach younger children,
typically aged between 4-7 years old, it can also be used at any age.
In the UK, teaching phonics has been proven to 
raise the standard of literacy and reading. Since 2012, the
percentage of children achieving the expected standard in phonics
has grown from around 60% to over 80% in 2019.
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Stage 3: Segmenting
 The teaching of phonics has also been backed up by scientific
            

studies, such as this one from the University of Royal Holloway

London. It found that the phonics teaching method had a
profound impact on the accuracy of reading aloud and
comprehension when compared to children who focus on the
meanings of new words. Put simply, children who were taught in
focusing on the meaning of the words were much less accurate in
reading aloud and MRI scans also found that their brains had to
work harder to decipher what they were reading.

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 Time to build

Develop a teaching and learning materials

and formative assessment on Phonics
Instruction.

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Know why?
Why is there a need to teach phonics?

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 “Phonics instruction should continue
throughout the elementary grades to
build deep and secure neural systems
for sight word recognition

David Kilpatrick

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