Building

At the end aof the session, participants are expected to:

Community
of realize the importance Phonological/Phonemic
1. Readers of phonological/phonemic awareness in
teaching beginning reading;
2. gain an understanding on the WHAT, Awareness
WHY, and HOW of Phonemic
instruction;
3. acquire familiarity with phonological and phonemic awareness tasks
and gainRosalina
insights J.
into their effective
Villaneza, PhD application in classroom work;
and Chief, Education Program Specialist
4. construct sample –test
BLD-TLD items to serve
Department as modelsCO
of Education, in assessing
the teaching of Phonemic Awareness
 OBJECTIVES
At theAtend
the of
endtheofsession, participants
the session, are expected
the participants to: be able
should
to:
1. realize the importance of phonological/phonemic awareness in
teaching beginning
1. express reading;
appreciation on the importance of
2. gain phonological/phonemic
an understanding on the WHAT, WHY, and
awareness in HOW of Phonemic
teaching
instruction;
beginning reading; and
3. acquire familiarity with phonological and phonemic awareness tasks
and
2. gain
Gaininsights into their on
understanding effective application
the what, why inandclassroom
how of work;
and phonological/phonemic awareness including the tasks
4. construct sample
that may test items
be used to serve
in teaching as models
these in assessing
sub-reading skills
the teaching of Phonemic Awareness
 ACTIVITY 1
At the end of theAnswer
Directions: session,each participants are expected
item. Identify to:
the phonemic awareness
task employed.
1. realize the importance of phonological/phonemic awareness in
teaching beginning
1. Tell me the firstreading;
sound in bed.
2. gain an understanding
2. Tell me the soundonthat the WHAT, WHY, and
is the same HOW map,
in: man, of Phonemic
mat
instruction;
3. Which word does not belong: pan, pet, car?
3. acquire familiarity with phonological and phonemic awareness tasks
4. What
and word is
gain insights /k/their
into /ey/effective
/k/? application in classroom work;
5. How many sounds are there in happy?
and
6. Whatsample
4. construct is carttest
without
items ato/t/?
serve as models in assessing
7. Replace
the teaching of/d/Phonemic
in dice with /r/. What is the new word?
Awareness
AtYour
the belief and what you know affect how you teach your learners. Study each statement below
end of the session, participants are expected to:
and respond to it by checking “Agree” or “Disagree”

1.AGREE
realize the importance of phonological/phonemic awareness DISAGREE
in
teaching
________1. Onebeginning
pre-requisite forreading;
learning to read is being aware that words consist of. _________
individual sounds
2.________2.
gain anPhonemic
understanding
Awareness is aon thepredictor
strong WHAT, WHY,
of success and HOW
in beginning readingof Phonemic
_________
instruction;
________3. Phonological and phonemic awareness are the same. _________

3.________4.
acquireTherefamiliarity with phonological
are five phonemes in the word eight and phonemic awareness tasks
_________
and gain
________5. insights
Phonemic into
Awareness their
instructioneffective application
is most effective
to manipulate the sounds of the letters in the alphabet
when childrenin
areclassroom work;
taught _________

and
4. construct sample test items to serve as models in assessing
the teaching of Phonemic Awareness
 The BIG SIX of READING
At the end of the session, participants are expected to:

1. realize the importance of phonological/phonemic awareness in

teaching beginning reading;
2. gain an understanding on the WHAT, WHY, and HOW of Phonemic
instruction;
3. acquire familiarity with phonological and 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
 Phonological and Phonemic Awareness
At the end of the session, participants are expected to:
Phonological Awareness refers to the ability to focus on
the sounds
1. realize of speech.
the importance It encompasses awareness
of phonological/phonemic awareness in
of rhythm,
teaching rhymes,
beginning sounds, and syllables.
reading;
2. gain an understanding on the WHAT, WHY, and HOW of Phonemic
instruction;
Phonemic awareness is the most important subset
3. acquire familiarity with
of phonological phonological
awareness and
in the phonemic awareness
development of tasks
and gain insights into their effective application in classroom work;
reading and spelling that focus on a single unit of
and
sound insample
4. construct a wordtest items to serve as models in assessing
the teaching of Phonemic Awareness
 The Reading Brain
At the end of the session, participants are expected to:

1. realize the importance of phonological/phonemic awareness in

teaching beginning reading;
2. gain an understanding on the WHAT, WHY, and HOW of Phonemic
instruction;
3. acquire familiarity with phonological and 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
 The Reading Brain
Three areas of the brain (Sandak, Mencl, Frost, & Pugh, 2004; Houde,
At the end of the session, participants are expected to:
Rossi, Lubin, & Joliot, 2010):

1. realize the importanceProcessor

* Phonological of phonological/phonemic
- located towards the front awareness in on
of the brain
teaching beginning
the left side.reading;
It handles spoken language. Almost everyone is
2. gain an understanding on the WHAT,
born with this language WHY, and HOW of Phonemic
area intact.
instruction;
* Orthographic Processor - is located towards the back of the brain on the
left side. It handles
3. acquire familiarity visual images. Almost
with phonological everyone is awareness
and phonemic born with this tasks
visual
and gain part of theinto
insights braintheir
intact.effective application in classroom work;
* Phonological Assembly Region – connects vision and speech and is the
and
system that enables reading. No one is born with this neural system that
4. constructconnects
sampleboth testvision
items tospeech.
and serve Itas models
must be builtinthrough
assessing
instructional
the teaching of Phonemic
experiences. (APA, 2014;Awareness
Hruby & Goswami, 2011)
 Phonological and Phonemic Awareness
At the end of the session, participants are expected to:

1. realize the importance of phonological/phonemic awareness in

teaching beginning reading;
2. gain an understanding on the WHAT, WHY, and HOW of Phonemic
instruction;
3. acquire familiarity with phonological and 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
 Phonological and Phonemic Awareness
At the end of the session, participants are expected to:

1. realize the importance of phonological/phonemic awareness in

teaching beginning reading;
2. gain an understanding on the WHAT, WHY, and HOW of Phonemic
instruction;
3. acquire familiarity with phonological and 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
 Phonological and Phonemic Awareness

Phonological
At the Awareness
end of the session, TASKS
participants are expected to:

1. realize
1. Word the importance
Awarenessofis phonological/phonemic
distinguishing separateawareness in
teaching
wordsbeginning reading;
in a sentence.
2. gain an understanding on the WHAT, WHY, and HOW of Phonemic
- Count words in a sentence
instruction;
- Clap
3. acquire or stamp
familiarity withfor each wordand
phonological in aphonemic
sentenceawareness tasks
and gainHow insights
many into their
words effective
there are inapplication in classroom work;
this sentence?
and * I live in a palace.
4. construct sample test items to serve as models in assessing
* I want to be a doctor.
the teaching of Phonemic Awareness
* My parents want me to be an engineer.
 Phonological and Phonemic Awareness

Phonological
At the Awareness
end of the session, TASKS
participants are expected to:

1. realize the importance of phonological/phonemic awareness in

2. Syllable
teaching Awareness
beginning reading;
2. gain-anCounting, clapping,
understanding or tapping
on the the parts
WHAT, WHY, and of
HOWa word
of Phonemic
into syllables
instruction;
3. acquire familiarity with phonological and phonemic awareness tasks
and gain insights
* Start withinto their effective application in classroom work;
names
and * Use your whole body: clap, stamp, etc.
4. construct sample test items to serve as models in assessing
* Break up words and have learners guess your word.
the teaching of Phonemic Awareness
 Phonological and Phonemic Awareness

Phonological
At the Awareness
end of the session, TASKS
participants are expected to:

3. Alliteration
1. realize the importance of phonological/phonemic awareness in
teaching- Identifying and producing words that begin with the
beginning reading;
2. gain an same sound on the WHAT, WHY, and HOW of Phonemic
understanding
instruction;
3. acquire familiarity with phonological
Marlet misses Miss Myrna.and phonemic awareness tasks
and gain insights into their effective application in classroom work;
and
Sarah spends Sundays in swimming.
4. constructNick nibbles
sample test Nips.
items to serve as models in assessing
the teaching of Phonemic Awareness
 Phonological and Phonemic Awareness

Phonological
At the Awareness
end of the session, TASKS
participants are expected to:

1. realize the importance of phonological/phonemic awareness in

4. Rhyming
teaching beginning reading;
- Learners first will be able to identify two words that
2. gain an understanding on the WHAT, WHY, and HOW of Phonemic
rhyme. Producing a rhyming word comes later.
instruction;
3. acquire familiarity with phonological and phonemic awareness tasks
and gain* Do cat and
insights bat
into rhyme?
their effective application in classroom work;
and * Do shoe and door rhyme?
4. construct sample
* What test with
rhyme itemspan?
to serve as models in assessing
the teaching of Phonemic Awareness
 Phonological and Phonemic Awareness
At the end of the session, participants are expected to:

1. realize the importance of phonological/phonemic awareness in

teaching beginning reading;
2. gain an understanding on the WHAT, WHY, and HOW of Phonemic
instruction;
3. acquire familiarity with phonological and 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
 Phonological and Phonemic Awareness

Phonemic
At the Awareness
end of the session, TASKS
participants are expected to:

Hearing
1. realize the individual
the importance sounds in words. When
of phonological/phonemic a child has
awareness in
phonemic
teaching awareness,
beginning reading; he/she will be able to identify and
2. gain manipulate
an understanding on the
individual WHAT,inWHY,
sounds and HOW of Phonemic
words.
instruction;
3. acquire
1. familiarity with phonological and phonemic awareness tasks
Isolating sounds
and gain insights into their effective application in classroom work;
and
4. construct- What’s
sample the
test first
itemssound in the
to serve word cat?
as models in assessing
- What’s
the teaching the last sound
of Phonemic in the word dog?
Awareness
 Phonological and Phonemic Awareness

Phonemic
At the Awareness
end of the session, TASKS
participants are expected to:

Hearingthe
1. realize the individual of
importance sounds in words. When aawareness
phonological/phonemic child has in
phonemic
teaching awareness,
beginning he/she will be able to identify and
reading;
manipulate
2. gain individual on
an understanding sounds in words.
the WHAT, WHY, and HOW of Phonemic
instruction;
2. acquire
3. Segmenting sounds
familiarity with phonological and phonemic awareness tasks
and gainmany
- How insights intodo
sound their
weeffective
have in application in classroom work;
the word pan?
and /p/ /a/ /n/
4. construct sample test items to serve as models in assessing
- What are the sounds
the teaching of Phonemic Awareness
 Phonological and Phonemic Awareness

Phonemic
At the Awareness
end of the session, TASKS
participants are expected to:

Hearing
1. realize the individual
the importance sounds in words. When
of phonological/phonemic a child has
awareness in
phonemic
teaching awareness,
beginning reading;he/she will be able to identify and
2. gainmanipulate
an understanding on the
individual WHAT,
sounds WHY, and HOW of Phonemic
in words.
instruction;
3. acquire familiarity
3. Adding with phonological and phonemic awareness tasks
Phonemes
and gain insights into their effective application in classroom work;
and
- Add /p/ to at - pat
4. construct sample test items to serve as models in assessing
- Addof/s/
the teaching to top - Awareness
Phonemic stop
 Phonological and Phonemic Awareness

Phonemic
At the Awareness
end of the session, TASKS
participants are expected to:

Hearing
1. realize thethe individualofsounds
importance in words. When awareness
phonological/phonemic a child has in
phonemic
teaching awareness,
beginning he/she will be able to identify and
reading;
manipulate
2. gain individualonsounds
an understanding in words.
the WHAT, WHY, and HOW of Phonemic
instruction;
3. acquire familiaritySounds
4. Blending with phonological and phonemic awareness tasks
and gain-insights into their
/p/ /a/ /n/ - paneffectivep application
– an = panin classroom work;
and
4. construct sample test items to serve as models in assessing
- /c/ of
the teaching /a/Phonemic
/t/ - cat Awarenessc – at = cat
 Phonological and Phonemic Awareness

Phonemic
At the Awareness
end of the session, TASKS
participants are expected to:

Hearingthe
1. realize the individual of
importance sounds in words. When aawareness
phonological/phonemic child has in
teaching
phonemic beginning
awareness,reading;
he/she will be able to identify and
2. gain an understanding
manipulate individual on the WHAT,
sounds WHY, and HOW of Phonemic
in words.
instruction;
3. acquire familiaritySounds
5. Deleting with phonological and phonemic awareness tasks
and gain insights into their effective application in classroom work;
and
4. construct- Take
sample/s/test
away from
items to the
serveword scar = in
as models carassessing
- Takeof/s/
the teaching away from
Phonemic the word small = mall
Awareness
 Phonological and Phonemic Awareness

Phonemic
At the Awareness
end of the session, TASKS
participants are expected to:

Hearingthe
1. realize the individual of
importance sounds in words. When aawareness
phonological/phonemic child has in
phonemic
teaching awareness,
beginning he/she will be able to identify and
reading;
manipulate
2. gain individual on
an understanding sounds in words.
the WHAT, WHY, and HOW of Phonemic
instruction;
3. acquire familiarity with
6. Substituting phonological and phonemic awareness tasks
Sounds
and gain insights into their effective application in classroom work;
and
4. construct- Change /p/items
sample test to /s/ = pat as
to serve tomodels
sat in assessing
- Change
the teaching /j/ to /m/
of Phonemic = jet to met
Awareness
 Phonological and Phonemic Awareness
At the end of the session, participants are expected to:

1. realize the importance of phonological/phonemic awareness in

teaching beginning reading;
2. gain an understanding on the WHAT, WHY, and HOW of Phonemic
instruction;
3. acquire familiarity with phonological and 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
 Phonological and Phonemic Awareness
At the endPhonemic
Why of the session, participants
Awareness are expected to:
is important?
Children
1. realize thesometime
importancecomeoftophonological/phonemic
school unaware that words consist of in
awareness a series
of discrete
teaching sounds. Phonemic
beginning reading; Awareness activities help them to learn to
distinguish
2. gain individual sounds
an understanding on theorWHAT,
phonemes within
WHY, andwords.
HOWThus, children
of Phonemic
need solid phonemic awareness training for phonics instruction to be
instruction;
effective.
3. acquire familiarity with phonological and phonemic awareness tasks
and gain insights into their effective application in classroom work;
Research has shown that explicit phonemic awareness instruction
and
increases sample
4. construct reading and
test spelling
items toachievement amongin
serve as models preschoolers,
assessing primary
grade
the children,
teaching ofand studentsAwareness
Phonemic with learning disabilities.
(Ball and Blachman, 1991; Lundberg, Frost, and Petersen, 1988; Yopp, 1992).
 Phonological and Phonemic Awareness
PHONEMIC AWARENESS TASKS
At the end of the session, participants are expected to:
Other Suggested Activities
• Outdoor
1. realize the or indoor
importance games
of phonological/phonemic awareness in
teaching✔ beginning
Find me orreading;
bring me games
2. gain an ✔understanding
Partner gameon(learners
the WHAT,areWHY,
given and HOWofof Phonemic
pictures
instruction;
objects, have them work with partner in
3. acquire familiarity
identifyingwith
thephonological
name of the and phonemic awareness tasks
object
and gainNote:
insights into their effective application in classroom work;
and
This will help you check the mastery level of the
4. constructlearners
sample test items
on the to names,
letter serve assounds,
models in assessing
symbols
the teaching of Phonemic
and even Awareness
key words.
 Phonological and Phonemic Awareness
At the endTHE LEVEL
of the OF PHONEMIC
session, AWARENESS
participants are expected to:

1. realize the importance of phonological/phonemic awareness in

teaching beginning reading;
2. gain an understanding on the WHAT, WHY, and HOW of Phonemic
instruction;
3. acquire familiarity with phonological and 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
 Phonological and Phonemic Awareness
At the endTHE LEVEL
of the OF PHONEMIC
session, AWARENESS
participants are expected to:

1. realize the importance of phonological/phonemic awareness in

teaching beginning reading;
2. gain an understanding on the WHAT, WHY, and HOW of Phonemic
instruction;
3. acquire familiarity with phonological and 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
 Discussion Questions

At the end of the session, participants are expected to:

1. How do you feel about phonological and phonemic
1. realize the importance of phonological/phonemic awareness in
awareness?
teaching beginning
2. What is/arereading;
your realization after these sessions?
2. gain an3. understanding on the WHAT, WHY, and HOW of Phonemic
What did you discover?
instruction;
4. How would you apply your learning and insights in providing
3. acquire familiarity with phonological
technical assistance and phonemic awareness tasks
to the teachers?
and gain insights
5. What into need
do you their effective application
to scaffold in classroom work;
in your instructional
and plan in decoding?
4. construct sample test items to serve as models in assessing
the teaching of Phonemic Awareness
 Reflection Questions:

At the end of the session, participants are expected to:

1. realize the importance of phonological/phonemic awareness in

1. Learning
teachingallbeginning
these, whenreading;
and how should phonological and phonemic awareness
2. be taught
gain an and mastered? on the WHAT, WHY, and HOW of Phonemic
understanding
instruction;
2. Why do you think we still have frustrated readers even in the higher grades?
3. acquire familiarity with phonological and 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
 Closing

At the end of
Children the session,
sometimes come participants are expected
to school unaware that words to:
consist of a series of
discrete sounds. They need this skill in order to associate sounds with letters and
manipulate
1. realizesounds to blend words
the importance (during reading) or segmentawareness
of phonological/phonemic words in
(during spelling).
teaching beginning reading;
2. gain anchildren
Thus, understanding
need solid onphonemic
the WHAT, WHY, and
awareness HOWfor
training of phonics
Phonemic
instruction;
Instruction to be effective.
3. acquire familiarity with phonological and phonemic awareness tasks
Research
and has shown
gain insights intothat explicit
their phonemic
effective awareness
application in instruction
classroom work;
increases
and reading and spelling achievement among primary – grade children,
and students with learning disabilities (Ball and Blachman, 1991; Lundberg, Frost,
4. construct sample test items to serve as models in assessing
and Peterson, 1988; Yopp, 1992)
the teaching of Phonemic Awareness