Rosario Elementary School

LAC SESSION 9 ON

EARLY LANGUAGE LITERACY AND NUMERACY

MODULE 3 LESSON 2

TEACHING PHONICS
MARCH 24, 2023 @ 4:00 PM
 Rosario Elementary School
LAC SESSION 9 on ELLN
March 24, 2023 @4:00 PM
Opening Prayer:
Imelda G. Castanon
Nationalistic Song:
Aileen S. Rodrigo
Quality Policy:
Remedios R. Matias

Checking of Attendance:
Joy C. Quilit
Opening Remarks:
Leonora L. Tuason, PhD
LAC Facilitator:
Leilani A. Ramos
Master of Ceremony:
Maribel M. Caberto
Documentation:
Joan C. Castillio
Rosario Elementary School

PENING
PRAYER
Rosario Elementary School

ATIONALISTIC
SONG
Rosario Elementary School

UALITY POLICY
Rosario Elementary School

HECKING OF
ATTENDANCE
 LESSON 2

Teaching
Phonics

WELCOME TO THE SECOND LESSON OF MODULE 3!

Learning Objectives
At the end of this lesson, you should be able to:

1. Apply the Modified Marungko and Fuller Methods of teaching beginning reading.
2. Plan for differentiated instruction.
 As students develop a genuine love for reading and gain ample exposure to
the meaning and form of the target language of literacy, the desire to further
explore printed materials becomes more evident. Aside from listening to
stories, children will eventually want to read books by themselves. How do
we teach our students to read? And in what language should we begin the
instruction?

It is easier for us to read and

write in a language that we
already hear, speak, and We need systematic and We appreciate different fun-
understand. Teaching us how direct phonics instruction. filled reading activities.
to read using our mother
tongue would be a great start!
 1.0 Modified Marungko Method

One of the strategies that can be used to teach beginning reading in local languages is the
Modified Marungko Method where the 28 letters of the Filipino alphabet are taught in the
following sequence:

Each letter of the alphabet is taught to the point of mastery before another sound is introduced. Mastery means that
the students can give the letter sound and name, match the uppercase and lowercase, and write the letter.
Since the order of each letter is determined by its frequency in words, the letter sequence may vary across
languages. But whatever the language, the Modified Marungko Method of teaching beginning reading is systematic,
consisting of four stages:

Stage 1: Alphabet knowledge

Stage 2: Phonics and word recognition
Stage 3: Sight word reading
Stage 4: Fluency and reading comprehension
 Stage 1 - Alphabet Knowledge

We learned in Module 1 Lesson 2 that alphabet

knowledge is the ability to recognize, name,
sound out, and write all of the uppercase and
lowercase letters of the alphabet. This skill is
fundamental in learning to read.
 Stage 2 – Phonics and Word Recognition

Phonics and word recognition skills are used by readers to help them to pronounce printed
words. They are sometimes called decoding skills, word analysis skills, word attack skills, or
word identification skills. A thorough knowledge of the systematic and predictable relationships
between written letters and spoken sounds will help children decode words better.

In the Modified Marungko Method, the first three sounds in the letter
sequence are immediately combined to form words after mastery of each
letter has been achieved. Look at these examples of words that have the
letters m, s, and a.

With the introduction of additional sounds, more words can be read by the students.
However, teachers need to ensure that vocabulary, spelling, fluency, and reading
comprehension are developed alongside word recognition.
 Stage 3 – Sight Word Reading

Sight words are commonly used words that children must recognize as a whole by
memory or by sight. Automatic recognition of sight words will help students to
read longer texts with ease.

Repeated exposure through pictures, configurations, games, and word walls

can help students automatically read these words without having to use any
decoding strategies.

Below are some of the commonly used Filipino sight words. Can you add more to the list?
 Stage 4 – Fluency and Reading Comprehension

When children can already read a number of sight words, they may gradually be given longer
texts such as phrases, sentences, and short stories.

For beginning readers whose letter knowledge is limited only to the ones previously taught, these texts
should be composed of controlled words and familiar sight words. This will help them learn to read
independently. Controlled words are composed only of letters that have been previously taught .

To reinforce fluency, the children are given short sentences with repeated words.

The reading tasks across stages should be purposeful and accompanied by various
comprehension activities to ensure that students are reading with meaning.
 2.0 Fuller Method

The Fuller Method is one of the techniques used to teach beginning reading in
the English language. It is also a combination of alphabet, phonics, and whole
word methods. However, blending of sounds is done only after mastery of all
the consonant letters is achieved.

Consonant letters are taught first for the following reasons:

• Consonants are more consistent in sound
• About 85% of words begin with consonants
• Consonants provide more visual cues to words
• Consonant placement can influence vowel sounds (Durkin, 1980)

Since English is the second or third language of most Filipino students, ensure oral
languagse development through songs, rhymes, finger plays, games, and stories
before teaching them how to read in English. Do you still recall how Teacher Rica
developed oral language in her class?
The Fuller Method also uses a particular letter sequence, as follows:

Since vowels in the English language have different sounds, they are introduced by word
families.

short e word family short a as in bat

short i as in pin short o as in top short u as in sun

Lessons in the Fuller Method are developed systematically following this sequence:

1.Mastery of the consonant letters

2.Introduction of vowel sounds through word families
3.Introduction of sight words
4.Reading and understanding phrases, sentences, short stories, and other texts

Teachers also need to ensure that vocabulary, spelling, fluency, and reading
comprehension are developed alongside word recognition.
 Both the Modified Marungko and Fuller methods use explicit instruction in
teaching beginning reading. Do you remember the steps in the explicit teaching
of language structures mentioned in Lesson 1 of this module? Similar steps are
followed to teach a particular reading skill.
Step 3 - Guided Practice
Step 1 - Introduction Students are given multiple opportunities to practice the
The teacher presents a poem, song, short story, or newly learned skill until independence is attained. The
paragraph as a springboard for the reading lesson. teacher still provides support when needed. Practice
Words or structures in the target lesson are activities are usually fun and engaging.
highlighted and discussed one by one. Step 4 - Independent Practice
The teacher encourages the students to apply the new
Step 2 - Teaching and Modeling skill independently in new tasks. The activities are
The teacher explains how they are going to learn the identical to the example presented during the
skill. She then shows or demonstrates the process modeling stage. This is usually in the form of
while articulating the thinking required for the worksheets and other manipulative tasks.
performance of the skill. Through careful Step 5 - Evaluation
explanation and several examples, students are led The students are given activities that are identical to
to the generalization. the examples presented during independent practice.
This will allow for evaluation of whether they
understood the concept.
 3.0 Differentiated Instruction

Effective teachers are aware of the immense diversity inside their classrooms.
When children go to school, they bring with them different background
knowledge, learning styles, interests, needs, and abilities. Still, all learners are
expected to meet national and international standards.

A single instructional approach is not sufficient when teaching heterogeneous learners.

Instruction aimed at the middle will only result in boredom for high-achieving students
and frustration for low-achieving students. It can also give rise to other concerns such
as classroom management difficulties.

How can teachers help all students achieve the target standards in a
dynamic classroom? Do Activity 3 to find out.
 3.1 What is Differentiated Instruction

Differentiated instruction is a kind of responsive teaching that enables teachers to meet the needs
of diverse learners in classrooms (Gregory & Chapman, 2007). It involves tailoring instruction to
meet the individual needs of learners.

A teacher who differentiates instruction should have sound knowledge of what should be learned, as
well as what the students already know and what they do not know yet. This guides the teacher in
strategically planning instruction to give learners appropriate and challenging learning tasks.

Here are principles to keepin mind when differentiating instruction.

Respectful Tasks Flexible grouping Ongoing assessment and adjustment

Teachers and students should try different

We should give all of our students
activities that are both interesting and
challenging. Children learn in their own
unique ways. Therefore, we should give
them tasks that are appropriate to their
abilities and potentials. This can be done
by modifying task difficulties, work
arrangements, and modes of learning
expression.
Effective differentiated instruction is based
working arrangements in carrying out
on valid, reliable, and ongoing assessment of
learning tasks over a relatively short period
learners. Instructional adjustments should be
of time. Tasks can be done as a whole class,
based on the teacher's knowledge of where
in small groups, or individually.
students are in relation to the teaching and
Flexible grouping may be based on readiness,
learning goals. This is possible only when
interest, learning profile, or a combination of
students' progress and performance are
two or more of these. A differentiated
regularly monitored and assessed. The results
classroom uses a number of possible
of regular and appropriate assessment should
grouping combinations consistently and
be the basis of instructional planning.
purposefully.
 Selecting strategies and materials

After grouping students according to similar instructional needs and identifying their learning
profiles, we can now decide which strategies and materials will most successfully address the
demands of each ability group.

In planning the lessons for each group, use direct instruction in teaching basic skills such as alphabet
knowledge, phonological awareness, and decoding. Remember how useful this approach is
especially for struggling learners.

Integration of play in teaching beginning reading is also fundamental. We learned in Module 1

Lesson 3 that play is at the heart of developmentally appropriate practice. It is how children explore
the world around them. There are many enjoyable play activities that can be used in the classroom to
foster cognitive, motor, and socio-emotional development.

Alphabet Twister Letter Dominoes Word Bowling

Assignment
A. Preparing for the differentiated reading session
1. Survey the abilities of the students in your class. You may use data from observations, worksheets, and exams. If you have the time,
you can design activities that will help you to determine the reading abilities of your students.
2. Analyze the data that you have gathered. Group your students according to their abilities. Start with at least two groups. Determine
the learning profiles of each group, and then plan learning activities for each group.
3. Draw up the schedule of learning activities. The teacher usually meets the group that needs more supervision first.
4. Prepare the materials for each learning activity. Make sure to prepare worksheets for the group to be assigned seatwork, while you
are doing oral reading work with the first group. The seatwork should be based on the students' independent reading level. These
waiting activities could serve as a review and reinforcement of the previous lessons.
B. Doing the differentiated reading session
1. Give the worksheets to the group that is scheduled for independent practice.
2. Call the group that will have their instruction time with the teacher, and teach the target skill using direct instruction to this group.
(OPTIONAL)
Ask a colleague who is also studying this module to observe your differentiated reading session and give you feedback based on what
you have learned in this lesson. If you worked with a colleague in preparing your differentiated reading session, then you can serve as
each other's observer/s.
If you worked on steps 1-3 by yourself, video-record the session and ask a colleague who is studying this module to view it and give
feedback. (Your colleague does not need to be teaching the same grade level.)
C. Reflecting on the differentiated session
1. Reflect on your experience using the following questions as a guide:
a) What do you think worked well in your differentiated reading session? Why do you think did it work well?
b) What did you find challenging or difficult about the activity? Why?
c) What would you do differently if you were to do this activity again? Why?
After completing your assignment, check how well you’re doing by clicking here.2. Share your observations and reflections at your
next LAC session.