RARS

Whole School Reading Program (WSRP) – Summer Training 2012
Training Modules
CONTENTS
I. Rapid Assessment on Reading Skills (RARS)
II. Early Grade Reading Assessment
III. Session Guide on Phonemic Awareness
IV. Session Guide on Decoding and Word Recognition
V. Session Guide on Reading Comprehension Strategies
VI. Session Guide on Vocabulary Development Strategies
VII. Session Guide on Developing Fluency of Students
VIII. A Module on English Sounds: Vowels, Consonants, and Diphthongs

RAPID ASSESSMENT ON READING SKILLS (RARS)
A Reading Assessment Tool for Students undergoing Remedial Reading
Sessions
I. What is RARS?
• Provides an approximation of children’s reading skill, particularly word
recognition.
• A leveled reading test that measure the ability of a child to read a list of
individual words.
• The test consists of a list of 10 letters and 90 words listed in order of their
difficulty, both in terms of complexity of their spelling and frequency of
their use in text.
II. How to Administer the RARS and Interpret Results?

1. Give the student a copy of the test sheet.
2. Part 1. Ask the student to give the sounds of the 10 letters. The teacher
marks each letter sounded out incorrectly. This section of the test is not
timed.
Part 2. Ask the student to begin reading the letters and words and start a
120-second timer.
 The teacher marks each letter and word that is read correctly within
120 seconds.
 Once the test taker has made 4 mistakes in a row or the 120
seconds is up, stop the test.
 If the test taker takes 5 or more seconds to correctly pronounce a
word it is marked incorrect.
3. Count the correct answers and note it on the score sheet. Table shows the
approximate corresponding levels according to number of correct words:
Number of Approximate corresponding Next Steps

correct words levels
10-64 Reading below grade level Remedial reading should continue
65-81 On level Discontinue remedial reading

session
84-100 Reading above grade level Remedial reading is not needed
4. File all test materials to a secure place.

Whole School Reading Program Page 1
Directions for Administering RARS
1. Explain the test to the student. [Script: I will be giving you a piece of paper
with letters and words on it. For part 1, I want you to give the sounds of
10 letters. For part 2, I want you to name the 10 letters and read the
words out loud as fast as you can with accuracy. Do not worry about
making any mistakes. Just do the best that you can. If you have trouble
with a word, I may ask you to move on.]
2. Part 1. As the student gives the sounds of the 10 letters, the teacher marks
each letter sounded out incorrectly. This section of the test is not timed.
3. Part 2. When the student begins reading the letters and words, start a
120-second timer. Mark each letter or word read out incorrectly within
120 seconds.
4. If the test taker takes 5 or more seconds to correctly pronounce a word,

mark it incorrect.
5. If before the 120 seconds are up, the test taker has made 4 mistakes in a
row, the test should stop so as not to frustrate or embarrass the test taker.
6. Count the correct answers and note it on the score sheet.
7. Check the approximate reading level corresponding to the score.

Grade 1
Set 1
Part 1
J R F A N K X I O B
Part 2
J R F A N K X I O B (10)
now bee sin zoo dog (15)
fan Bob she sky one (20)
Sam Ben hit ten Pam (25)
time body long zoom beat (30)
come feet here Omar hear (35)
Toni tell this does lolo (40)
into kind Lisa look from (45)
class Rasul Velez tiger child (50)
vinta Lopez ducks green woman (55)
touch Efren years water block (60)
Pedro lines third stand swing (65)
Ernest middle dialog chicks column (70)
number hollow Banaue guitar basket (75)
flowers persons shining correct shapes (80)
arrange walking goodbye missing because (85)
singing morning running letters rhyming (90)
complete learning notebook sleeping cabinets (95)
activity brothers catching birthday pictures (100)

Grade 2
Set 1
Part 1
T Y U O L N V G F A
Part 2
T Y U O L N V G F A (10)
or if up we gay (15)
she out Don ten off (20)
fly old his cam lie (25)
all one find bird down (30)
tree uses star dock open (35)
pick lost hail then wipe (40)
take unit Rosa nine need (45)
shed race read desk sway (50)
glue fall join year dark (55)

dish kept dear wind noise (60)
voice canes flake first tress (65)
asked sings sheet doing shade (70)
great front books money below (75)
wants flash again study fable (80)
greet flies reads woman grain (85)
pieces cannot boiled recess things (90)
travel inside plants throws second (95)
stayed please little slippers remember (100)

Grade 3
Set 1
Part 1
A H K Z V C F P L N
Part 2
A H K Z V C F P L N (10)
am I’m up Ana hot (15)
Jay oil own men all (20)
dog end out buy who (25)
Rey are the bell Bert (30)
case face game huts gift (35)
news wild also year Cora (40)
find look make have when (45)
some this calls count Duran (50)
fever joins learn tried walks (55)
funny gives mango Willy cooks (60)
Lilia peace built other begin (65)
accept Anneth Arthur better blanks (70)
bought camel’s during fourth played (75)
roasts shared should Castro places (80)
needed listen letter arrived besides (85)
command favorite gathers legibly one-half (90)
vinegar welcome canteen stories exhibit (95)
pretend request roasted laughed seventh (100)

Grade 4
Set 1
Part 1
J K O Q W E S C N V
Part 2
J K O Q W E S C N V (10)
us so on how got (15)
for bat bag wind than (20)
tell sure stay soil save (25)
make made kind join hear (30)
dark copy call away young (35)
would vapor trees still serve (40)
reply parts owl’s often night (45)
month lions leave lakes hills (50)
great forms first every could (55)
close boats angry walked things (60)
stones report prayed places people (65)
income hungry higher helped gentle (70)
forgot easily drinks damage action (75)
turning sisters results picking ordered (80)
nothing message greater glowing flowers (85)
terrible softness question pointing gasoline (90)
frequent finished eruption directly captured (95)
strangers reflected Katipunan displayed continued (100)

Grade 5
Set 1
Part 1
L T V X Z L P R D Y
Part 2
L T V X Z L P R D Y (10)
we up do at as (15)
new hat get for with (20)
went used unit slum sign (25)
kids keep June here held (30)
have gulp form file east (35)
card arms weigh waste under (40)
spoke space shows shall sense (45)
looms Julia guess grade given (50)
cheek canal built below wishes (55)
things temper tasted should plants (60)
looked listed forget flight father (65)
drawer covers cinema better author (70)
volumes unequal Russian located heritage (75)
goodbye freeman follows floated failure (80)
seminars repeated patterns openings bulletin (85)
doorstep climbing chambers antonyms suffering (90)
something satellite reference patrimony Margarita (95)
departure daydreams corporate blueprint announced (100)

Grade 6
Set 1
Part 1
T R K B P D V A G Z
Part 2
T R K B P D V A G Z (10)
to of be the out (15)
may its him god eat (20)
box when well tree tone (25)
time tide tale stop like (30)
lean lava know kept good (35)
felt door dark blue area (40)
where until three tears taste (45)
start slung saint relic older (50)
month kinds grove fruit first (55)
equal cares raised pupils plenty (60)
myself moment melody marvel marine (65)
looked larger kitten follow easily (70)
dinner create circus church always (75)
workers willing visible tongues thought (80)
summary rolling Jasmine Germany factors (85)
develop context central baskets servants (90)
repaired question operetta heritage friendly (95)
ceremony wonderful test-wise pronounce difficult (100)

EARLY GRADE READING ASSESSMENT
I. Description of the EGRA instrument

• EGRA is a diagnostic instrument designed to assess the foundation skills for literacy
acquisition of grades 1 to 3 pupils.
• EGRA is adapted and used by USAID reading projects worldwide including the
Philippines.
• It is made up of 8 sub-tests.
• It is administered to students on a one-on-one basis.
II. The various reading components that EGRA tests

1. Letter Name Knowledge -Tests children’s ability to provide all the names of upper and
lower case letters as many as they can, within one minute.
Students are scored on the number of correct letters per minute.
2. Phonemic Awareness - Tests children’s ability to identify sounds in words, to separate

words into sounds and to manipulate those sounds.
Students are scored on the number they get correct.
3. Letter Sound Knowledge - Tests children’s ability to sound all the names of upper and
lower case letters as many as they can, within one minute.
Students are scored on the number of correct sounds per minute.
4. Familiar Word Reading - Tests children’s ability to decode by reading lists of unrelated
words. It measures students’ word recognition and decoding skills.
Students are scored on the number of words they get correct in one minute.
5. Unfamiliar Non-word Reading - Tests children’s ability to decode pseudo words. It is

designed to avoid the problem of sign recognition of words.
Students are scored on the number of words they get correct in one minute.
6. Passage Reading and Comprehension - Tests children’s ability to:

translate letters into sounds; unify sounds into words; process connections; relate text to
meaning; and, make inferences to fill in missing information. Students are scored on the
number of correct words per minute and the number of comprehension questions
answered acceptably.
7. Listening Comprehension - Tests children’s ability to listen to a passage being read and
answer literal and inferential questions about the text.
Students are scored on the number of statements they answer correctly.
8. Dictation - Tests children’s oral comprehension and writing skills particularly the ability to
hear sounds and correctly write the letters or words, and use grammar properly. Students
are scored on a simple scale that captures accuracy for vowel and consonant sounds,
spelling, spacing and direction of text, capitalization and punctuation.

Phil-IRI Form 1 - Pretest
Reading Level : ______________
Name : __________________________ Grade & Section __________________

Speed : _________ Minutes Score : __________________
Level : _________________________ Level : ___________________________
GRADE LEVEL PASSAGE RATING SHEET
Direction: Read the selection silently. Record your reading time

as soon as you finish reading. Read the questions
and encircle the letter of your answer.
A Natural Defense for a Natural Calamity
The Philippines is hit with more or less 20 typhoons every year;

causing loss of livestock, properties, and in many cases, peoples’ lives.
Just what is a typhoon? Can something be done to prevent it from
hitting our shores?
Typhoons form over a wide body of water near the equator. This
happens as a result of the movement of a huge mass of wind. When
wind blows over warm waters, it expands and rises. The wind
movement forms a spiral that blows towards a low pressure center.
This, then, travels at hundreds of miles per hour and is called a
typhoon.
The Pacific typhoons take any of the three paths: The northward
path affects small islands on the northern part of the globe. Meanwhile,
the recurving path affects China, Korea, and Japan. The Philippines,
along with Southern China and Vietnam, is hit by typhoons that take
the straight path.
Although nothing can be done to stop the unwelcome typhoons

from entering our land, we are not completely defenseless against their
onslaught. Our country’s mountain ranges proudly face the strong
typhoons coming from the Pacific Ocean and disperse them to different
directions.
Grade V
No. of words: 191
SY 2011-2012
Questions:
1. Where are typhoons formed?
a. over any body of water

b. over bodies of water near mountain ranges
c. over a body of water with a low pressure
d. over a wide body of water near the equator
2. Which of the following is not an effect of a typhoon?
a. death
b. lack of harvest of crops
c. properties getting destroyed
d. poisoning of livestock
3. The Philippines is hit by typhoons that __________
a. take a northward path

b. take a straight path
c. take a recurving path
d. take a downward path
4. Why do typhoons form on ocean parts near the equator?
a. it needs a wide space

b. the winds in those parts travel faster
c. the warm water makes the air rise and form a spiral of a wind
d. the water temperature cools the air and produces a low pressure
center
5. Why do typhoon winds scatter when they hit the mountains?
a. land is stronger than air

b. the air gets squeezed due to lack of space
c. the warm temperature from the water becomes cold
d. the air cannot pass through solid objects
6. Why is the Philippines in the path of typhoons?
a. because the Philippines is near the Pacific Ocean

b. because the Philippines has many islands
c. because the Philippines’ mountains can defend the country
d. because the Philippines has different bodies of warm water
SY 2011-2012
7. The Philippines is hit by typhoons every year. What could you do to
help lessen its bad effects?
a. Plant a lot of trees in the mountain ranges to strengthen the

mountains.
b. Throw my garbage properly to avoid flooding.
c. Stay indoors when there’s a storm so that I will not get sick.
d. Study when classes are suspended so that I will not waste my time.
8. If you could invent a machine about typhoons, which of the following

do you think would be most helpful?
a. a machine that would tell if the mountains are strong enough for
the typhoon
b. a machine that would predict the exact path of a typhoon
c. a machine that would tell if there is a typhoon formed in an ocean
d. a machine that would predict if a typhoon will destroy livestock
SY 2011-2012
Phil-IRI Form 1 – Pretest
Name: _______________________________ Grade and Section: __________
GRADE LEVEL PASSAGE RATING SHEET
Prompt: What do you know about our planet? Read the selection aloud
and get to know the planet Earth.
The Earth
The Earth is almost 93 million miles away from the sun. It
is the only planet with known life forms. Its surface is three-
fourths water and one-fourth land mass. It is surrounded by
gaseous substance called atmosphere. The Earth takes 24 hours
to complete its rotation. Rotation causes night and day. As the
Earth rotates, it revolves around the sun every 365 ¼ days. This
revolution takes one year.
Gr. V
No. of Words: 69
Questions:
Literal: 1. What is the only planet with known life forms? ______
Answer: Earth
2. How far is the planet Earth from the Sun? ______

Answer: 93 million miles
3. What is the gaseous substance that ______

surrounds the Earth?
Answer: atmosphere
SY 2011-2012
Interpretive: 4. How does the Earth move? ______
Answer: The earth rotates on its axis
and revolves around the sun.
5. What would happen if the Earth gets very near ______

the sun?
Possible - People will get burned.
Answer: - It will be hot on Earth.
Note: Accept similar answers
Applied: 6. If the earth does not rotate, how will you be ______
affected?
Possible - I would have difficulty telling
Answer: when to do things and when to
sleep.
- distinguish day and night
7. Would you like the Earth to stop moving? ______

Why?
Possible No, because I wouldn’t know
Answer: how to count the days and
years without the Earth’s
movement.
SY 2011-2012
Phil-IRI Form 1 – Pretest
The Earth
The Earth is almost 93 million miles away from the sun. It
is the only planet with known life forms. Its surface is three-
fourths water and one-fourth land mass. It is surrounded by
gaseous substance called atmosphere. The Earth takes 24 hours
to complete its rotation. Rotation causes night and day. As the
Earth rotates, it revolves around the sun every 365 ¼ days.
This revolution takes one year.
SY 2011-2012
SESSION GUIDE ON
PHONEMIC AWARENESS
I. OBJECTIVES
At the end of the session, participants are expected to:
1. understand the importance of Phonemic Awareness in teaching beginning

reading;
2. gain an understanding of how to teach Phonemic Awareness;
3. develop materials to help students master Phonemic Awareness tasks;
and
4. perform Phonemic Awareness activities for Early Grade Reading
Instruction Program.
II. ACTIVITY
Breaking the Word Down or Syllable Counting and Word Beginning
Material needed: ball or a ball of paper
1. Demonstrate the activity using your own name.

2. Say your name as you snap your fingers according to the number of
syllables in your name. For example, Ro (snap) ber (snap) to (snap)-
Roberto.
3. Ask the participants to count the number of syllables found in the name
(Roberto).
4. Throw the ball to the next person.
5. That person should replace the first letter of his/her name with the first
letter of your name then say his/her “new” name while snapping his/her
fingers according the number of syllables in the name. For example, if the
person’s name is Carla, she will have to say “Rar (snap) la (snap).
6. Repeat the same process a couple of times.
III. ANALYSIS
Ask the participants the following question:
What skills were the activities trying to develop?

When do we teach these skills to children?

IV. ABSTRACTION
What is a phoneme?
A phoneme is the smallest meaningful sound of the language, i.e., vowel sounds,
consonant sounds and diphthongs.
What is Phonemic Awareness (PA)?
Phonemic Awareness is the understanding that words are made up of sounds or

phonemes. It only deals with speech sounds and refers to the ability to focus and
manipulate phonemes in spoken words.
PA is a pre-requisite to Phonics Instruction. Nursery rhymes, riddles, songs, poems,

read-aloud, shared reading, being read to, and games stimulate Phonemic Awareness.
Why is Phonemic Awareness important?

Children sometimes come to school unaware that words consist of a series of discrete
sounds. Phonemic awareness activities help them learn to distinguish individual sounds,
or phonemes, within words. They need this skill in order to associate sounds with
letters and manipulate sounds to blend words (during reading) or segment words
(during spelling).
PHONEMIC AWARENESS TASKS
1. Phoneme Isolation –recognizing individual sounds in words. “Tell me the first

sound in sun.” (/s/)
2. Phoneme Identification – recognizing the common sound in different words.

“Tell me the sound that is the same in bike, boy, bell.” --- /b/
3. Phoneme Categorization – recognizing the word with the odd sound in a

sequence of 3 or 4 words. “Tell me the word that does not belong.” bus, bun, rug
--- (rug)
4. Phoneme Blending – listening to a sequence of separately spoken sounds and

combining them to form a recognizable word. “What word is /h/ /ae/ /t/?” – hat
5. Phoneme Segmentation – Breaking a word into its sounds by tapping out or

counting the sounds or by pronouncing or positioning a marker for each sound.
“How many sounds/phonemes do you hear in bell?” (3)
6. Phoneme Manipulation
a. Phoneme Deletion – stating the word that remains when a

specified phoneme is removed.
Ex. “What is smile without the /s/?” --- mile
b. Phoneme Addition – stating the word that is formed when a

specified phoneme is added.
Ex. “What is pot with /s/ at the beginning?” --- spot
c. Phoneme Substitution – stating the word that is formed when a

specified phoneme is substituted.
Ex. What will become of house if you change /h/ to

/m/?
V. APPLICATION (3 hours)
1. Set up 6 work stations in the room – one for each of the 6 Phonemic Awareness
tasks - Phoneme Isolation, Phoneme Identification, Phoneme Categorization,
Phoneme Blending, Phoneme Segmentation, and Phoneme Manipulation.
2. In each work station, participants will be asked to use the materials given to them
to create visual posters, picture flash cards or Elkonin boxes to help them teach a
particular Phonemic Awareness task. See Appendix for samples of Elkonin
boxes. (Note: Elkonin boxes can be used to teach phonemic awareness by
having students listen for individual sounds and marking where they hear them in
the boxes. Each box in an Elkonin box card represents one phoneme, or sound.)
3. Remind participants to:
a. Make materials designed for non-readers or struggling readers that can be

used for mainstream classes and remedial classes in the lower and higher
grades. For the higher grades, use content words that they encounter in
science and math.
b. Make materials designed for instructional or independent readers that can be
used for mainstream classes and remedial classes.
4. Give participants time to work on their materials.
5. Once they are done, ask for volunteers to demonstrate the materials they created
in front of everyone and identify the Phonemic Awareness tasks that their
materials will help address. Encourage teachers to comment on one another’s
work.
6. Ask participants to look at their individual plans to see how the strategies learned
and the materials they created for this session can be incorporated into their daily
lesson plan or teaching tasks.

From the module Phonemic Awareness by Dr. Lourdes C. Visaya for the National English Proficiency
Program (NEPP).
Appendix

SESSION GUIDE ON
DECODING AND WORD RECOGNITION
I. OBJECTIVES
1. understand the importance of direct phonics and word recognition instruction;

2. identify effective strategies and techniques for phonics and word recognition
instruction;
3. develop low-cost instructional materials and visual aids for phonics and word
recognition skill activities.
II. ACTIVITY
Ask participants to read the following words aloud and take note which words you
were able to read automatically:
educate (ej-ŭ-kayt) familiar (fă-mil-yăr) boutonniere (boo-tŏ-neer)
heaven (hev-ĕn) mnemonic (ni-mon-ik) iridescence (ir-i-des-ens)
III. ANALYSIS
Ask the participants the following questions:

Which words were you able to read automatically? Why were you able to read
them automatically?
For the words that you were unable to read automatically, were these unfamiliar
words? What strategy did you use to read them?

IV. ABSTRACTION
What is Phonics and Decoding?

Phonics is the knowledge of letter-sound correspondence while decoding refers to the
ability to connect phonemes to letters to “sound out” unknown words.
Phonics instruction, where children are systematically taught the relationships between
sounds and letters (National Reading Panel, 2000), helps build decoding skills.
What is Word Recognition?

Word recognition is a skill to sight read words, which is reading them as whole words
without having to sound them out.
Why is teaching Decoding and Word Recognition important?

Children with weak decoding and word recognition skills tend to rely on contextual
information as a primary strategy for reading words. Because of their over-reliance on
context, these children tend to make more word recognition errors, and they exhibit
lower levels of comprehension.
Strategies for Teaching Decoding - Phonics Instruction

Phonics instruction begins with students learning the names of the letters; then they
learn the sound each letter makes, and finally they learn the sounds of the letter
combinations.
Below are the letter names, letter sounds and letter combination sounds of English:
Letter Names:
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
Sounds: 1
 Easy Consonants T, N, R, M, D, S, L, C, P, B, F, V
 Short Vowels A, E, I, O, U, Y
 Difficult Consonants Q, X
 Long Vowels (with final E) A_E, E_E, I_E, O_E, U_E
 Long Vowels E, O
 Single Consonants G, H, K, W, J
 Consonant Pairs TH, CH, SH, WH
1
Adapted from Fry, E. B., Kress, J. E., & Fountoukidis, D. L., The Reading Teacher’s Book of Lists (fourth
edition), San Francisco, C: Jossey-Bass, 2000, pp. 9-10 and Spache and Spache (1986). Sequence for
Teaching Phonics.
 Alternate Consonant Sounds C (s), S (z), G (j), X (gs)
 Long Vowel Pairs EA, EE, AI, AY, OA, OW
 Initial Consonant Blends PR, TR, GR, BR, CR, DR, FR, ST, SP, SK, SC, SW,
SM, SN, PL, CL, BL, PL, FL, SL, GL, TW, STR, THR,
SPL, SCR
 Final Consonant Blends LD, LD, SK, ST, NK, NT, MB, MP, NG, CK, TH
 R-Vowels AR, ER, IR, OR, UR, AIR, ARE, EAR, EER
 Broad O Vowels AW, AU, AL, O
 Other Vowel Sounds OO, U (oo)
 Other GN, PH, KN, WR, OUGH, EA, IGH
Onset and Rimes - Onset is the initial phonological unit in any words (ex. /b/ in bed),
and rime refers to the string of letters that follow (ex. /at/ in bat). Onset and rimes help
children learn about word families that lay the foundation for future spelling strategies
using C-V-C, C-V-V-C or C-V-C-V word patterns and the like.
Common word families in order of ease of learning (Koppenhaver and Ericksson, 2000):
For C-V-C word patterns Easiest: it, ap, in, ay, an, ip, at, ug
More difficult: aw
Most difficult: ot
For C-V-C-C word pattern or C-C-V-C-C Easiest: ill, ack, ing, ell
word patterns
More difficult: ock, unk, ick, ank, ash, ump,
ink
Most difficult: est, uck
For C-V-C-V or C-C-V-C-E word patterns Easiest: ore
More difficult: ide, ake, oke, ice
Most difficult: ine, ate, ale, ame
For C-V-V-C word patterns Most difficult: ain, ail, eat, ame
For C-V-CCC word patterns Most difficult: ight

Strategy for Teaching Word Recognition
Sight Vocabulary – Sight words are those words that readers identify instantly. This is
referred to as the “Look-Say” approach. The words have been memorized and one
look at a word can bring an immediate verbal response. Able adult readers identify
almost all words by sight. The ability to identify instantly a large number of words is
important for success in reading.
What to remember when teaching sight words:

1. Words that you expect students to learn should be a part of their speaking/listening
vocabularies.
2. Be sure that students are not presented with too many sight words in one lesson
and that they have enough exposure to the words through stories, poems and
rhymes to commit them to memory.
3. If students confuse words that are similar in appearance, it may be useful to show
both words together so that you can highlight the differences.
Basic Sight Words
Pre-primer:
a play him big then
did too look get where of
have are run house your you
can three know down water
my good will it oh
one here be the in
to little for what not
and put his but this
do two make go who
her away said I come
like eat we not has
Primer:
about all an as blue
call could find from give
had help is let may
by green sat there me
other old other ran ride
see so something take them
time up very was went

after am around back by
came day fly funny green
he how jump man may
would when saw they
First Reader:
again were than pull name side
boy ask why their read took
fun buy ate work think black
long got cold been door fast
or Mrs. happy cry began light
soon please morning into laugh night
well tell pretty must never sleep
any white thank rabbit shall under
brown at with these thought father
girl children ball yellow better walk
Mr. high color before far five
out more if dog light four
stand party much just new
2-1 Level:
always end head once sit while
does hand near should warm full
going many say until clean last
live right together bring found still
pick thing both fall keep wish
sure best every hot our gave
another enough hold only six left
each hard next show which year
grow men school wait cut
made round told carry friend
lace those box first kind
ten book eye hurt own
because even home open start
2-2 Level:
dear done drink people off most
seem seven sing small such write
today present try turn use wash

Third Reader Level:
also eight kind upon
don’t goes leave grand
draw its myself
Important note: Teaching phonics and word recognition should be done systematically
and explicitly. This means that teachers should follow a planned sequence of skills and
make sure to set aside class time to teach those skills. More importantly, teachers
should select or create age and developmentally appropriate reading materials that
highlight the phonics skills focused on or the list of sight words being learned at
particular points in the sequence of instruction. This way, students are able to apply
their decoding skills to real reading tasks.
V. APPLICATION
1. Ask participants to use the materials given to them to create visual aids, posters
and flash cards that will help them teach the letter names, letter sounds and letter
combination sounds of English. (Refer to pp. 2-3 for letter combinations.)
For grades 1 – Create instructional materials with pictures to teach letter names
and letter sounds. Make sure to use pictures to accompany the letters.
For grades 2 – 3 – Create instructional materials to teach onset and rimes and
letter combination sounds of English that follow word pattern specified in the
RBEC. Word patterns specified in the RBEC for grades 2-3 are C-V-C, C-V-V-C,
C-V-C-C, and consonant clusters and blends in initial and final positions.
For grades 4 – 6 – Create instructional materials to teach letter combination
sounds of English using words most commonly used in grades 4-6 in all subject
areas.
2. Ask participants to use the materials given to them to create visual aids, posters
and flash cards that will help them make the teaching of sight words more
interesting. (Refer to pp. 3-5 for list of sight words.)
3. Ask participants to write 2-3 simple stories using letters and words from the visual
aids, posters and flash cards they made. Ask participants to create a picture
poster or a big book of the stories they wrote.
4. Give participants time to work on their materials.
5. Once they are done, ask for volunteers to demonstrate the materials they created
in front of everyone. Encourage teachers to comment on one another’s work.
6. Ask participants to look at their individual plans to see how the strategies learned
and the materials they created for this session can be incorporated into their daily
lesson plan or teaching tasks.

SESSION GUIDE ON
READING COMPREHENSION STRATEGIES
By: Robin A. De Los Reyes
I. OBJECTIVES
1. experience using the strategies in improving reading comprehension;

2. discuss how each strategy works;
3. explain the importance of using strategies to develop maximum comprehension
of any given text; and
4. prepare reading comprehension activities using the strategies discussed and
develop instructional materials for the demonstration activity.
II. ACTIVITY
1. Group participants into five with 11-12 members in a group.

2. Give the following tasks to each group:
Group 1 - Word Mapping - “Earthquakes”

Group 2 - K-W-L Chart - “Earthquakes”
Group 3 - Story Grammar - “The Maligned Wolf”
Group 4 - Questioning - “The Maligned Wolf”
Group 5 - Cloze Quiz - “How much money did Julia earn?”
3. Give specific instructions for each group (See Activity Sheets section). Give
them 15 minutes to finish their task.
4. When groups are done preparing their tasks, let them present their group
outputs.
5. Instruct each group to read first the instructions in the worksheet then show and
discuss the output.
6. Give each group five to seven minutes to present.
III. ANALYSIS
Ask the following questions:

1. What insights about teaching reading comprehension did you gain from the
activities? What new strategies did you learn?

2. What strategies have you used in teaching reading comprehension? How are
they similar or different from the strategies you learned from the activity?
Stages of Strategies to achieve Techniques/Tools Process (How)

Reading Comprehension
Comprehension (What)
Instruction
(When)
• Activating prior • KWL Chart • Recalled

knowledge experiences & prior
A. Pre-Reading knowledge
• Word Mapping • Examined the title of
the text
• Deduced content
• Questioning • Questions • Questions were

• Semantic Web asked based on the
text
B. During •
Reading
• Visualizing While reading the
• Making Connections text, a semantic web
was used
• Inferring
• Determining • Story Grammar  Oral re-tell of the

Important Ideas/ story
C. Post Reading Summarizing • Cloze Quiz  Portrayed the role of
the characters and
acted out the parts
 Analyzed content
• Synthesizing  Recalled information
IV. ABSTRACTION
Reading Comprehension Strategies
According to Keene and Zimmermann (1997), in order to develop children’s

comprehension competency, the following reading comprehension strategies should be
taught explicitly.
• Activating prior knowledge

• Visualizing
• Making connections
• Questioning
• Inferring
• Determining important ideas/ summarizing
• Synthesizing
Through some classroom experiences, these strategies are often inadvertently taught.
However, to ensure comprehension is well covered, the various strategies need to be
modeled or demonstrated daily by the teacher.
Pre-Reading Stage
1. Activating Prior Knowledge

If we want children to read successfully with good comprehension, it is
essential to guide them, before reading, to think what they already know about a
topic and which words might be contained in the text. This can be done with the
use of KWL chart and Word Mapping.
A. KWL Chart
What I What I What I

KNOW WANT TO KNOW LEARNED
B. Word Mapping
Animals

During Reading Stage
2. Visualizing
The forming of mental images (visualization) as we read is crucial to extensive
comprehension of a text. The use of visual representation as the text is read is a good
strategy in understanding the text. The following suggestions are helpful:
A. Use of pictures
B. Use of Semantic Web (Structural Overview of the Text)

A semantic web, sometimes called a spider diagram or a semantic map, is a
diagram with a key concept at the center and related concepts at the ends of
radiating spokes. It is to make and show the connections between people,
events and activities. The use of semantic web as a strategy helps children
improve comprehension of a reading material. (Johnson & Pearson, 1978, in
Hawker Brownlow Educ, 2005).
C. Use of maps, charts and graphs
3. Making Connections
‘Text to self connections’ and ‘Text to world connections’ are other important
strategies for effective reading comprehension. While reading, a competent reader
is constantly making connections between the information in the text and his/her
own experience and knowledge.
For example, when reading a non-fiction text about recycling, the reader might be
thinking about things which need to be recycled, or why people should recycle
things, or further still, the reader makes connections between the text being read
and other similar texts (written or visual) that have been read. These text to text
connections also assist the reader to comprehend more effectively.

4. Questioning
Questioning, like other comprehension strategies, requires children to think about

what it is they are reading. It is the strategy that keeps good readers engaged. The
questioning can be done by the teacher as the text is read, by a partner if it is
Shared Reading or by the reader himself by way of interacting with the text.
There are four different types of questions: 1
a. "Right There"
Questions found right in the text that ask students to find the one right
answer located in one place as a word or a sentence in the passage.
Example: Who is Frog's friend? Answer: Toad
b. "Think and Search"
Questions based on the recall of facts that can be found directly in the text.
Answers are typically found in more than one place, thus requiring students
to "think" and "search" through the passage to find the answer.
Example: Why was Frog sad? Answer: His friend was leaving.
c. "Author and You"
Questions require students to use what they already know, with what they
have learned from reading the text. Student's must understand the text and
relate it to their prior knowledge before answering the question.
Example: What do you think the Frog felt when he found Toad? Possible
Answer: I think that Frog felt happy because he had not seen Toad in a long
time. I feel happy when I get to see my friend who lives far away.
d. "On Your Own"
Questions are answered based on a student’s prior knowledge and

experiences. Reading the text may not be helpful to them when answering
this type of question.
Example: How would you feel if your best friend moved away? Possible
Answer: I would feel very sad if my best friend moved away because I would
miss her.
1
Adapted from Adler, C.R. (Ed). 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read,
pp. 49-54. National Institute for Literacy. Retrieved Nov. 1, 2007, from
http://www.nifl.gov/partnershipforreading/publications/reading_first1text.html
5. Inferring
Inferring is something derived by reasoning, something that is not directly stated but
suggested in the text. It requires readers to take what they already know, gather
clues from the text and think ahead to make judgment, discern a theme or predict
what is to come. In making inferences, children should be taught how to “read
between the lines”.
This strategy can be used before reading and while reading the text.
Use of Prediction Chart
Title: Planet Earth
Predictions based on the title:
Predictions based on skimming the pictures, illustrations, etc.:

Predictions after reading pages 4 to 8:
Post Reading Stage
6. Determining Important Ideas/summarizing
Good readers grasp essential ideas and important information when reading.
Important and key ideas are central to the meaning of the text. Summarizing
requires students to determine what is important in what they are reading and to put
it into their own words. Instruction in summarizing helps students:
• Identify or generate main ideas

• Connect the main or central ideas
• Eliminate unnecessary information
• Remember what they read

A. Use of visual maps like Story Map/Story Grammar
Story Map/Story Grammar
Title: _________________________________
Characters
Events:
Initial _______________________________
_______________________________
Succeeding __________________________
__________________________
Conflict:
______________________________________ Setting (Place &
______________________________________ Time)
Resolution/Climax:
______________________________________
______________________________________
Theme/Message/Lesson:
______________________________________
______________________________________
B. Using creative strategies like drawing, acting out or writing a summary of what
they read.
7. Synthesizing
Synthesizing is the most complex of the comprehension strategies. It is combining

new information with existing knowledge to form an original idea or interpretation of
what they are reading. Good readers integrate the words and ideas in the text with
the personal thoughts and questions and give the best shot at achieving new
insights.
Written responses can be self-generated, free flowing and open-ended, or can

reflect a direct teacher request or prompt.
Use of Reader’s Response Log
Prompts Prompts
I learned… This helped me explain…
I never knew… Some interesting facts are…
I wonder why… I want to learn more about…
The confusing thing is…

After learning the different reading comprehension strategies, let’s take a look at Crawford,
et al. (2001) suggestions about using Nine Good Habits for all readers before, while, and
after reading a text. This is a Scaffolded Instructional Plan that assists and challenges
children, so they mature as readers. These 9 good habits are the following:
Before Reading 1. Check the purpose of my reading.

2. Think about what I know about the subject.
3. Decide what I need to know.
While Reading 4. Stop and ask, “How does it connect to what I know?”
5. Stop and ask, “Does it make sense?”
6. Stop and ask, “If it doesn’t make sense, what can I
do?
After Reading 7. React to what I’ve read.
8. Check to see what I remember.
9. Use what I’ve read.
V. APPLICATION
1. Group participants into 3 according to grade level groups, namely; 1 & 2, 3 & 4, and
5 & 6.
2. Ask each member of the group to look for a reading passage from the BBF books or
textbooks they have brought in the training. Develop a pre, during and post reading
comprehension activity from the strategies presented using his/her chosen text.
Example, apply KWL Chart for pre-reading, Questioning for during reading, and
Story Grammar for post reading. For higher grades, they may opt to use a Science
or Math text. Each member should develop appropriate materials he/she/ will need
for the chosen strategies and share individual output to the group.
3. Ask each group to choose 1 output that they will present in the plenary through
micro teaching.
4. Presentation will follow and it should not be more than 20 minutes.

Activity Sheets
Group 1:
Title of Selection: “Earthquakes”
Grade level: Grade Four
Strategy: Word Mapping
Directions: Use the Word Map below to activate prior knowledge about the text.
Answer the questions below by writing a word in a circle.
Questions:
1. What comes to your mind when you read the word EARTHQUAKES?
2. What causes earthquakes?
3. What are the effects of earthquakes?
Causes Effects
EARTHQUAKES

Group 2
Title of Selection: “Earthquakes”

Grade Level: Grade Three - Five
Strategy: KWL Chart
Directions:
1. Use the KWL Chart below to activate prior knowledge about the text.
2. Fill in the columns about what you KNOW and what you WANT to know.
3. Read the selection.
4. Fill in the column about what you LEARNED.
“Earthquakes” What I What I What I

KNOW WANT TO KNOW LEARNED
Causes
Effects

Earthquakes
Earthquakes, also called temblors, can be so tremendously destructive, it’s hard to

imagine they occur by the thousands every day around the world, usually in the form of
small tremors.
Some 80 percent of all the planet's earthquakes occur along the rim of the Pacific Ocean,
called the "Ring of Fire" because of the excessive number of volcanic activity there as well.
Most earthquakes occur at fault zones, where tectonic plates—giant rock slabs that make
up the Earth's upper layer—collide or slide against each other. These impacts are usually
gradual and unnoticeable on the surface; however, immense stress can build up between
plates. When this stress is released quickly, it sends massive vibrations, called seismic
waves, often hundreds of miles through the rock and up to the surface. Other quakes can
occur far from faults zones when plates are stretched or squeezed.
Scientists assign a magnitude rating to earthquakes based on the strength and duration of
their seismic waves. A quake measuring 3 to 5 is considered minor or light; 5 to 7 is
moderate to strong; 7 to 8 is major; and 8 or more is great.
On average, a magnitude 8 quake strikes somewhere every year and some 10,000 people
die in earthquakes annually. Collapsing buildings claim by far the majority of lives, but the
destruction is often compounded by mud slides, fires, floods, or tsunamis. Smaller
temblors that usually occur in the days following a large earthquake can complicate rescue
efforts and cause further death and destruction.
Loss of life can be avoided through emergency planning, education, and the construction
of buildings that sway rather than break under the stress of an earthquake.
Source: Earthquakes from National Geographic Retrieved on March 30, 2012, from
http://environment.nationalgeographic.com/environment/natural-disasters/earthquake-
profile/

Group 3
Title of selection: “The Maligned Wolf”

Grade level: Grade Five
Strategy: Story Grammar
Directions:
1. Read the selection silently.
2. Fill out the story grammar given.
3. Retell the story using the story grammar.
Story Map/Story Grammar
Title: _________________________________ Characters:
Events:
Initial _______________________________
_______________________________
Succeeding __________________________
__________________________
__________________________ Setting (Place & Time):
__________________________
__________________________
__________________________
Conflict:
______________________________________
______________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Resolution/Climax:
________________________________________________________
________________________________________________________
Theme/Message/Lesson:
___________________________________________________________________________
_____________________________ ______________________________________________

The Maligned Wolf
By Leif Fearn
The forest was my home. I lived there and I cared about it. I tried to keep it neat and clean.
Then, one day, while I was cleaning up some garbage someone had left behind, I heard
some footsteps. I leaped behind a tree and saw a little girl coming down the trail carrying a
basket. I was suspicious of her right away because she was dressed strangely - all in red,
and with her head covered up so it seemed as if she didn’t want people to know who she
was. Naturally, I stopped to check her out. I asked who she was, where she was going,
where she had come from, and all that. She turned up her nose and told me in a snooty
way that she was going to her grandmother’s house. As she walked on down the path, she
took a candy bar out of her basket and started to eat it, throwing the wrapper on the
ground. Imagine that! First she had come into my forest without permission, then she was
rude to me, and now she was littering on my path as well! I decided to teach her a lesson.
I ran ahead to her grandmother’s house. When I saw the old woman, I realized that I knew
her. Years before, I had helped her get rid of some rats in her house. When I explained
what had happened, she agreed to help me teach her granddaughter a lesson. She
agreed to hide under the bed until I called her. When the girl arrived, I invited her into the
bedroom where I was in the bed, dressed like her grandmother. The girl came in and the
first thing she did was to say something nasty about my big ears. I have been insulted
before, so I decided to make the best of it by suggesting that my big ears would help me to
hear her better. Then she made another nasty remark, this time about my bulging eyes.
Since I always try to stay cool, I ignored her insult and told her my big eyes help me see
better. But her next insult really got to me. She said something about my big teeth. At that
point, I lost it. I know I should have been able to handle the situation, but I just couldn’t
control my anger any longer. I jumped up from the bed and growled at her, “My teeth will
help me eat you better.”
No wolf would ever eat a little girl. I certainly didn’t intend to eat her. She probably would
have tasted bad anyway. All I wanted to do was scare her a bit. But the crazy kid started
running around the house screaming. I started chasing her, thinking that if I could catch
her I might be able to calm her down. All of a sudden the door came crashing open and a
big lumberjack was standing there with an ax. I knew I was in trouble so I jumped out the
window and got out of there as fast as I could. And that’s not even the end of it. The
grandmother never did tell my side of the story. Before long, word got around that I was
mean and nasty. Now everyone avoids me. Maybe the little girl lived happily ever after, but
I haven’t.

Group 4
Title of Selection: “The Maligned Wolf”

Level: Grade Six
Strategy: Questioning
Directions:
1. Present to students the story paragraph by paragraph.
2. Ask analysis and prediction questions after reading the paragraph. See the
example questions provided after each paragraph. Add more questions, if
necessary.
The Maligned Wolf

By Leif Fearn
The forest was my home. I lived there and I cared about it. I tried to keep it neat and clean.
Then, one day, while I was cleaning up some garbage someone had left behind, I heard
some footsteps. I leaped behind a tree and saw a little girl coming down the trail carrying a
basket. I was suspicious of her right away because she was dressed strangely - all in red,
and with her head covered up so it seemed as if she didn’t want people to know who she
was. Naturally, I stopped to check her out. I asked who she was, where she was going,
where she had come from, and all that. She turned up her nose and told me in a snooty
way that she was going to her grandmother’s house. As she walked on down the path, she
took a candy bar out of her basket and started to eat it, throwing the wrapper on the
ground. Imagine that! First she had come into my forest without permission, then she was
rude to me, and now she was littering on my path as well! I decided to teach her a lesson.
1. Who is talking in the story?

2. What is he saying about the forest?
3. What is he saying about the little girl?
4. Do you agree with him?
5. What do you think he did to teach the little girl a lesson?
6. ____________________________________________________________
7. ____________________________________________________________
I ran ahead to her grandmother’s house. When I saw the old woman, I realized that I knew
her. Years before, I had helped her get rid of some rats in her house. When I explained
what had happened, she agreed to help me teach her granddaughter a lesson. She
agreed to hide under the bed until I called her. When the girl arrived, I invited her into the
bedroom where I was in the bed, dressed like her grandmother. The girl came in and the
first thing she did was to say something nasty about my big ears. I have been insulted
before, so I decided to make the best of it by suggesting that my big ears would help me to
hear her better. Then she made another nasty remark, this time about my bulging eyes.
Since I always try to stay cool, I ignored her insult and told her my big eyes help me see
better. But her next insult really got to me. She said something about my big teeth. At that

point, I lost it. I know I should have been able to handle the situation, but I just couldn’t
control my anger any longer. I jumped up from the bed and growled at her, “My teeth will
help me eat you better.”
1. What did he actually teach the little girl a lesson? Does it match with the guess
you made earlier?
2. What can you say about his relationship with the little girl’s grandmother?
3. Did he really eat the little girl? What made you say so?
4. _______________________________________________________________
5. _______________________________________________________________
No wolf would ever eat a little girl. I certainly didn’t intend to eat her. She probably would
have tasted bad anyway. All I wanted to do was scare her a bit. But the crazy kid started
running around the house screaming. I started chasing her, thinking that if I could catch
her I might be able to calm her down. All of a sudden the door came crashing open and a
big lumberjack was standing there with an ax. I knew I was in trouble, so I jumped out the
window and got out of there as fast as I could. And that’s not even the end of it. The
grandmother never did tell my side of the story. Before long, word got around that I was
mean and nasty. Now everyone avoids me. Maybe the little girl lived happily ever after, but
I haven’t.
1. What happened when he scared the little girl with his big teeth?
2. Who arrived in the middle of the commotion?
3. What happened to the wolf?
4. What happened to the little girl?
5. What lesson did you learn from the story?
6. How would you have ended the story?
7. ________________________________________________________________
8. ________________________________________________________________

Group 5
Title of the Selection: “How much money did Julia earn?”

Grade Level: Grade Three
Strategy: Cloze Quiz
Directions:
1. Read the selection below.
2. After reading, answer the cloze quiz that follows.
Julia loves to bake. She is baking cookies for the barangay bake sale this weekend. She
has made bags of six cookies that she intends to sell for P10.00. She sold 18 bags of
Christmas tree-shaped cookies and 17 bags of bell-shaped cookies. How much money did
Julia earn in total?
__________ had __________ of Christmas __________ cookies and __________

of __________ cookies. __________ sold __________ for every bag of
__________.
How much money did Julia earn in total? _____________________________

Show your computation below.

SESSION GUIDE ON
VOCABULARY DEVELOPMENT STRATEGIES
By: Anamae M. Tanguilig
I. OBJECTIVES
After the session, participants should be able to:
1. recognize the three types of word knowledge;

2. participate in small group discussions by sharing their own experiences and
ideas about teaching vocabulary;
3. prepare their own vocabulary development activity and develop materials;
and,
4. demonstrate through micro-teaching their prepared activities on effective
ways to teach vocabulary.
II. ACTIVITY
Small Group Discussion
1. Group participants into small groups (8-10 members).

2. Give each group the reading passage “Life Cycle of Frogs”
3. Ask each group to brainstorm ideas to answer the following questions:
a. What do you understand by teaching vocabulary?

b. What words will you choose from the reading passage to teach your
students? Choose 5 words. What selection criteria did you have in
identifying the 5 words?
c. What part of the reading lesson will you teach the vocabulary? Why?
d. What materials will you use to teach the vocabulary?
e. Outline the procedure in teaching the chosen words.
4. Tell the groups that answers should be written on a manila paper using key ideas
and phrases only.
5. Presentation per group will follow.

III. ANALYSIS
Let us take a look at the outputs and analyze them.
1. What words did you choose to teach to your students? Did the other groups pick
the same words?
2. Did the various groups have similar or different selection criteria in identifying the
5 words? What were the similarities and what were the differences?
3. Did the different groups have similar or very different procedures in teaching the
chosen words? What were the similarities and what were the differences?
4. What insights did you learn from the activity?
IV. ABSTRACTION
What is vocabulary knowledge?
 Vocabulary refers to the words we must know to communicate effectively in

listening, speaking, reading, and writing.
 The ability to understand words and to use words to understand text.
 The ability to use words to express meaning.
Why teach vocabulary?
 Word knowledge is strongly related to reading proficiency in particular and

school achievement in general.
 For English Language Learners, the “achievement “gap” is primarily a
vocabulary gap.
Types of Words to Teach
Type 1: familiar words

󲐀 Basic words that are commonly used everyday
Examples: ant, can, play, come
Other examples: clock, baby, happy, walks, eat, house, cat, dog
Type 2: not so familiar words

󲐀 Words that are of high frequency for mature language users
󲐀 Words that extend and enrich students’ reading and writing vocabularies
Examples: combination, drill, lifetime
Other examples: ridiculous, fortunate, grateful,
coincidence, curious

Type 3: unfamiliar words
󲐀 Words that are low in frequency of use
󲐀 They are often limited to a specific domain
Examples: tusk, incisor teeth, molars
Other examples: stethoscope, barometer, sauté, eviscerated
STRATEGIES ON TEACHING VOCABULARY
1. Teaching sight words
”Sight words” is the term for words that readers should recognize instantly.
Having the sight words within his or her repertoire gives the child a better chance
to grapple with more difficult and infrequent words without losing the sense of
what is being read. The list of words in the Dolch sight words are high frequency
words beginning readers should be able to recognize in order to aid vocabulary
and comprehension.
a. Use pictures to teach sight words.

b. Give children multiple opportunities to encounter the sight words e.g. in
stories, on wall posters, in songs and rhymes, etc.
c. Use sight words in different contexts. Present sight words in short sentences
or help them write their own sentences incorporating sight words.
2. Teaching vocabulary through Text Talk
• enhances students’ comprehension and understanding of a text

• requires systematic planning
• entails interaction with students while reading aloud
Employing Text Talk Strategy
Step 1: Read the sentence in the story that contains the targeted word.
Example: “Lisa was reluctant to leave the party without asking
permission.”
Step 2: Ask the children to repeat the word.

Example: “Say the word reluctant with me.”
Step 3: Use context clues to help children make a guess about the
meaning of the word then explain the meaning of the word.
Example: “Reluctant means you are not sure you want to do
something.”

Step 4: Provide examples other than those used in the story.
Example: “Someone might be reluctant to ride a roller coaster
because it looks scary.”
Step 5: Ask children to provide their own examples.

Example: “Tell about something you would be reluctant to do. You
can start by saying, ‘I would be reluctant to ____________.”
Step 6: Ask children to say the word again

Example: “What’s the word we’ve been talking about?” (reluctant)
3. Visual Organizer
A. Schwartz & Raphael (1985) Model
Schwartz & Raphael, 1985
What is it? What is it like?

To move regularly from one
region to another moving around
relocating
traveling
migrate
people working birds Nomads

for seasonal jobs
What are some examples?

B. Frayer Model
Frayer Model
(Frayer, Frederick, & Klausmeier, 1969)
Definition Characteristics
• Group
a congregation of wild • Like animals

animals • Clustered
herd
Examples Non-Examples
4. Synonyms/Antonyms
Synonym Chart: Write words or phrases on the right column that give
meaning to the word on the left column
disgusting
fragile
gratitude
Antonym Chart: Write words or phrases on the right column that give the
opposite meaning to the word on the left column
disgusting
fragile
gratitude

5. Prefixes and Suffixes
Below are two suggested teaching procedures for teaching prefixes and suffixes.
A. Whole class activity

You will need to have the following materials: index cards, markers, dictionary
Step 1: Go over these lists of prefixes and suffixes with your students:
Common Prefixes
Prefix Meaning Root Example
pre- before view preview
un- not cover uncover
dis- not agree disagree
mis- not understand misunderstand
im- not possible impossible
de- not regulate deregulate
bi- two cycle bicycle
Common Suffixes
Suffix Meaning Root Example
-er doer teach teacher
able to/can be believe
-able believable
done
-ous full of danger dangerous
-ness state of being happy happiness
-ful full of wonder wonderful
-ly or –y characteristic quick quickly
-ment state of govern government
state of/
-ness kind kindness
condition of
-less without fear fearless
Step 2: Ask your students to take the stack of index cards and label each card with
a prefix or suffix from the list above.
Step 3: Shuffle all the cards and turn them face down in one pile. As the dealer, it's
your job to flip over the top card and lay it face up. The first player who can shout
out a word that uses the prefix or suffix correctly, and can provide the definition of
the prefix or suffix, gets to keep that card for their pile. You may want to keep a
dictionary handy, just in case some funny words come tumbling out. The person
with the most cards at the end of the game wins.

B. Small group activity
Prefix/Suffix Cube
Step 1: Write a prefix/suffix on each side of a cube.
Un
Dis M
i
s
Step 2: Teach/review common prefixes/suffixes.
Step 3: Form small groups.
Step 4: The teacher will toss a cube. Tell the groups to form a word that will go
with the prefix/suffix shown on top of the cube.
Step 5: For a class that needs help, the teacher may give a list of words that the
groups will choose from.
6. Context Clues
Figuring out what the word means from clues in the text using other words and
phrases to help with the understanding of the new word.
Context clues come in various forms. They may be:
a.) a definition of the word embedded in the text
Example: The factory supervisor demanded an inspection, which is

a careful and critical examination of all of the meats processed each
day.
b.) a synonym or antonym in a word, phrase, sentence, or paragraph

around the word

Example: The exam was difficult it has so many tough questions.
(Here tough can be figured out from its synonym, difficult.)
c.) an example that helps define the word
Example: When going to a party you should show your

best decorum, for example, dress your best, drink and eat
moderately, and be sure to thank the host before you leave.
d.) a restatement of the word or idea
Example: Gary Paulsen writes books that appeal, or are of particular

interest, to young adult readers.
Below is a sample activity you can do with your students for group work or pair work:
Step 1: Give students a sentence
Step 2: Ask them to think of/write down the definition
Step 3: Ask them what clues in the sentence led them to their definition.
For example:
Fascinate: Alvin went to the museum every Saturday because he was so fascinated
by art.
Definition:___________________________________________________________
What clues in the sentence lead you to your definition?
V. Application
Micro Teaching with materials development
1. Form 6 groups (2 groups for grades 1&2, 2 groups for grades 3&4 and 2
groups for grades 5&6).
2. Ask each member of the group to look for a reading passage from the BBF
books or textbooks they have brought in the training. Develop a vocabulary
activity choosing at least 2 strategies from the approaches presented. For
higher grades, they can choose to use a Science or Math text. Each member
should develop appropriate materials he/she will need for the chosen strategy
and share individual output to the group.
3. Ask each group to choose 1 output that they will present in the plenary through
micro teaching.
4. Presentation will follow and it should not be more than 10 minutes.

Appendix:
Dolch Sight Word List

Preprimer Primer First Second Third
a all after always about
and am again around better
away are an because bring
big at any been carry
blue ate as before clean
can be ask best cut
come black by both done
down brown could buy draw
find but every call drink
for came fly cold eight
funny did from does fall
go do give don't far
help eat going fast full
hers four had first got
I get has five grow
In good her found hold
Is has him gave hot
It he how goes hurt
jump into just green if
little like know its keep
look must let made kind
make new live many laugh
me no may off light
my now of or long
not on old pull much
one our once read myself
play out open right never
red please over sing only
run pretty put sit own
said ran round sleep pick
see ride some tell seven
the saw stop their shall
three say take these show
to she thank those six

Preprimer Primer First Second Third
two so them upon small
up soon then us start
we that think use ten
yellow there walk very today
you they where wash together
this when which try
too why warm
under wish
want work
was would
well write
went your
what
white
who
will
with
yes
Gemini Elementary School (www.geminischool.org)
Activity Worksheet (For all groups)
Life Cycle of Frogs
Frogs lay their eggs in water or wet places. A floating clump of eggs is called
frog spawn.
The large and slippery mass of eggs are too big to be eaten. This is nature's way
of protecting them. But, the smaller clumps of eggs will be eaten by the creatures living
near or in the pond.
The egg begins as a single cell. Several thousand are sometimes laid at once. It
becomes surrounded by a jellylike covering, which protects the egg. The female may or
may not stay with the eggs to take care of the young after she has laid them. The egg
slowly develops. But, only a few develop into adults. Ducks, fish, insects, and other
water creatures eat the eggs.

SESSION GUIDE ON
DEVELOPING FLUENCY OF STUDENTS
I. OBJECTIVES
1. state the importance of developing the fluency of the students;

2. show the relationship between fluency and comprehension;
3. identify different fluency building strategies effective for developing
reading fluency; and,
4. demonstrate different strategies in developing fluency of the students.
II. Activity
1. Assign different reading stations for the following:
Station 1. Model Fluent Reading

Station 2. Poetry Reading
Station 3. Reader’s Theater
Station 4. Jazz Chant
2. Let each group proceed to their respective reading stations.

3. Give each group 10 minutes to experience the activity in the station then
let them proceed to the next station.
III. Analysis
1. How did you find the activity?

2. What did you learn from each station?
3. What skills were honed in each station?

IV. Abstraction
Why Should We Teach Fluency and How Much Time Should We Spend on It?
Fluency affects comprehension. If children have to struggle over decoding words

they will not enjoy reading, they will have a hard time comprehending what they are
reading and will be more likely to give up. It has been observed that students who score
low on measures of fluency usually score low on measures of comprehension.
Although fluency is important, it must not replace a focus on meaning as the goal
of reading. Students need to learn to read silently for meaning. Fluency practice leads to
ease and speed, which facilitate understanding. Fluency aids confidence and improves
attitudes towards reading.
The amount of time spent on direct fluency instruction and practice should
correspond to the diagnostic fluency levels of the readers. In short, students with higher
fluency levels should have less fluency practice than those with lower fluency levels.
The best strategy for developing reading fluency is to provide your students with
many opportunities to read the same passage orally several times. To do this, you
should first know what to have your students read. Second, you should know how to
have your students read aloud repeatedly.
Guidelines for Instruction
• Provide children with opportunities to read and reread a range of stories and
informational texts by reading on their own, partner reading, or choral reading.
• Introduce new or difficult words to children, and provide opportunities to practice
reading these words before they read on their own.
• Include opportunities for children to hear a range of texts read fluently and with
expression.
• Suggest ideas for building home-school connections that encourage families to
become involved actively in children's reading development.
• Encourage periodic timing of children's oral reading and recording of information
about individual children's reading rate and accuracy.
• Model fluent reading, and then have students reread the text on their own.
What students should read?
Fluency develops as a result of many opportunities to practice reading with a

high degree of success. Therefore, your students should practice rereading aloud texts
that are reasonably easy for them – that is, texts containing mostly words that they
know, can decode easily or at the students’ independent reading level.

A text is at students' independent reading level if they can read it with about 95%
accuracy. If the text is more difficult, students will focus on word recognition and will not
have an opportunity to develop fluency.
The text your students practice rereading orally should also be relatively short –
probably 50-200 words, depending on the age of the students. You should also use a
variety of reading materials, including stories, nonfiction, and poetry. Poetry is especially
well suited to fluency practice because poems for children are often short and they
contain rhythm, rhyme, and meaning, making practice easy, fun, and rewarding.
Fluency and Reading Comprehension
• More fluent readers direct relatively little effort to the act of reading, allowing
them to focus active attention on meaning and message.
• Less fluent readers must direct considerable effort to the act of reading, leaving
little attention for reflecting on its meaning and message.
Foorman & Mehta, 2002; Samuels, 2002
Less fluent readers need to allocate more resources to decoding.
More fluent readers have more resources available for comprehension.
Oral reading fluency was more closely related to reading comprehension (as
measured by a standardized test) than to word recognition of words drawn from
the oral reading passage.
Fuchs, Fuchs, & Maxwell, 1988
Instructional Fluency Strategies (Activities for Students to Increase Fluency)
These are the different strategies that teachers use in the classroom to increase
student’s fluency in oral reading. With increased fluency in reading, readers can shift
their focus to the meaning of what they are reading. Participants are given opportunities
to experience the strategies and opportunities individually, by pairs, by small groups,
and whole group setting.
A. Model Fluent Reading
By listening to good models of fluent reading, students learn how a reader's voice
can help written text make sense. Read aloud daily to your students. By reading
effortlessly and with expression, you are modeling for your students how a fluent reader
sounds during reading.

B. Repeated Reading
After you model how to read the text, you must have the students reread it. By
doing this, the students are engaging in repeated reading. Usually, having students read
a text four times is sufficient to improve fluency. Remember, however, that instructional
time is limited, and it is the actual time that students are actively engaged in reading that
produces reading gains. Example of this is the Oral-Aural Chart.
Have other adults read aloud to students. Encourage parents or other family
members to read aloud to their children at home. The more models of fluent reading the
children hear, the better. Of course, hearing a model of fluent reading is not the only
benefit of reading aloud to children. Reading to children also increases their knowledge
of the world, their vocabulary, their familiarity with written language ("book language"),
and their interest in reading.
C. Student-adult Reading
In student-adult reading, the student reads one-on-one with an adult. The adult
can be you, a parent, a classroom aide, or a tutor. The adult reads the text first,
providing the students with a model of fluent reading. Then the student reads the same
passage to the adult with the adult providing assistance and encouragement. The
student rereads the passage until the reading is quite fluent. This should take
approximately three to four times.
D. Choral Reading
In choral, or unison, reading, students read along as a group with you (or another
fluent adult reader). Of course, to do so, students must be able to see the same text that
you are reading. They might follow along as you read from a big book, or they might
read from their own copy of the book you are reading. For choral reading, choose a
book that is not too long and that you think is at the independent reading level of most
students. Patterned or predictable books are particularly useful for choral reading,
because their repetitious style invites students to join in. Begin by reading the book
aloud as you model fluent reading.
Then reread the book and invite students to join in as they recognize the words
you are reading. Continue rereading the book, encouraging students to read along as
they are able. Students should read the book with you three to five times total (though
not necessarily on the same day). At this time, students should be able to read the text
independently.
F. Partner Reading
In partner reading, paired students take turns reading aloud to each other. For
partner reading, more fluent readers can be paired with less fluent readers. The
stronger reader reads a paragraph or page first, providing a model of fluent reading.

Then the less fluent reader reads the same text aloud. The stronger student gives help
with word recognition and provides feedback and encouragement to the less fluent
partner. The less fluent partner rereads the passage until he or she can read it
independently. Partner reading need not be done with a more and less fluent reader. In
another form of partner reading, children who read at the same level are paired to
reread a story that they have received instruction on during a teacher-guided part of the
lesson. Two readers of equal ability can practice rereading after hearing the teacher
read the passage.
G. Readers' Theatre
In readers' theatre, students rehearse and perform a play for peers or others.
They read from scripts that have been derived from books that are rich in dialogue.
Students play characters who speak lines or a narrator who shares necessary
background information. Readers' theatre provides readers with a legitimate reason to
reread text and to practice fluency. Readers' theatre also promotes cooperative
interaction with peers and makes the reading task appealing.
H. Jazz Chant
Jazz Chant provides an innovative and exciting way to improve student's

speaking and listening comprehension skills while reinforcing the language structures of
everyday situation. This gives students the maximum opportunity to practice the sounds
of English. This has a clear, steady beat and rhythm to make students aware of natural
rhythmic patterns in English. This also provides students with specific structures or
patterns and vocabulary that they can use outside the classrooms (Graham, 1978 in
Mindanao eLearning Space, 2009).
I. Giving students opportunities to talk
Allot time for students to practice talking. Below are some suggested tasks
students can do:
a) Introduce themselves (a friend or a guest speaker – for higher level students)
b) Describe events, places or people using pictures from magazines, etc.
c) Describe people (e.g. a mother), an event (e.g. a vacation), places (e.g. a
hometown or a place where a vacation was spent)
d) Describe and experience (My first boat ride)
e) Retell stories (from a movie or a book they read)
f) Pretend to be a host or an emcee for an occasion
g) Explain a process, an idea or a concept (e.g. how to prepare a fruit mix or the
process of photosynthesis)
Monitoring Fluency Progress

Ongoing assessment of student fluency is one of the most valuable measures we
have of students’ reading skills. One of the most effective ways to assess fluency is
taking timed samples of students’ oral reading and measuring the number or words
correct per minute (WCPM).
• Adult Monitoring (teacher, tutor)

• Student Self-Monitoring
• Periodic Assessment using different fluency assessment tools (Phil-IRI, EGRA,
RARS)
V. Application
1. Group participants into 6 by grade level as follows: 1, 2, 3, 4, 5 and 6.

2. Assign each group a fluency development strategy for the following:
Group 1 - Model Fluent Reading or Repeated Reading
Group 2 - Partner Reading
Group 3 - Jazz Chant
Group 4 - Reader’s Theater
Group 5 - Describing People, Events, or Places Using a Picture
Group 6 - Retelling a Story Heard or Watched
3. Let participants choose and develop materials for this exercise that is appropriate
for each grade level using books and reference materials that participants
brought with them.
4. At least 4 groups will be randomly selected to present a micro-teaching exercise

at the plenary (20 minutes each).

Activity
Station 1: Model Fluent Reading
Directions:
1. Each one gets a copy of the story The Cat and the Mouse.
2. Listen to the fluent reader as he/she reads the story aloud. Read with the fluent
reader silently.
3. Fluent reader and the participants read the text together.
4. Participants read the text independently as much as possible imitating the fluent
reader.
Station 2. Poetry Reading
Directions:
1. Read aloud the poem titled All Things Bright and Beautiful.
2. Observe proper pronunciation, pausing, emphasis and expression.
3. Do this 2 times.
4. Provide actions to the poem.
5. Recite the poem.
Station 3. Reader’s Theater
Directions:
1. Each one gets a copy of the Reader’s Theater script The Very Hungry Caterpillar.
2. Assign roles for each member.
3. Read orally the assigned roles.
Station 4. Jazz Chant
Directions:
1. Practice reading the jazz chant.
2. Provide tempo and rhythm to the chant.
3. Recite the jazz chant.

All Things Bright and Beautiful
Cecil Frances Alexander
All things bright and beautiful,

All creatures great and small,
All things wise and wonderful,
The Lord God made them all.
Each little flower that opens,

Each little bird that sings,
He made their glowing colors,
He made their tiny wings.
The purple-headed mountains,

The river running by,
The sunset and the morning,
That brightens up the sky.
The cold wind in the winter,

The pleasant summer sun,
The ripe fruits in the garden,
He made them every one.
The tall trees in the greenwood,

The meadows where we play,
The rushes by the water,
To gather every day.
He gave us eyes to see them,

And lips that we might tell
How great is God Almighty,
Who has made all things well.

I GET UP AT SEVEN THIRTY
Here’s my day. This is what I do.

I get up at seven o’clock.
Seven o’clock? Seven o’clock.
I take a shower at seven thirty.
Seven thirty? Seven thirty.
I have breakfast at seven forty-five.
Seven forty-five? Seven forty-five.
I go to school at eight fifteen.
Eight fifteen? Eight fifteen.
I start classes at nine o’clock.
Nine o’clock? Nine o’clock.
I have lunch at one o’clock.
One o’clock? One o’clock.
I go home at five fifteen.
Five fifteen? Five fifteen.
I have dinner at seven thirty.
Seven thirty? Seven thirty.
I go to bed at ten forty-five.
Ten forty-five? Ten forty-five.
And then I start all over again.

THE VERY HUNGRY CATERPILLAR
by Eric Carle
Readers (5)
1: In the light of the moon a little egg lay on a leaf.

2: One Sunday morning the warm sun came up...
3: and POP, out of the egg came a tiny, very hungry caterpillar.
1: He started looking for some food.

5: On Monday he ate through one apple. But he was still hungry.
4: On Tuesday he ate through two pears, but he was still hungry.
2: On Wednesday he ate through three plums, but he was still hungry.
3: On Thursday he ate through four strawberries, but he was still hungry.
5: On Friday he ate through five oranges, but he was still hungry.
1: On Saturday he ate through one piece of chocolate cake,
3. One ice-cream cone,
4: One pickle,
2: One slice of Swiss cheese,
5: One slice of salami,
3: One lollipop,
2: One piece of cherry pie,
4: One sausage,
1: One cupcake,
4: And one slice of watermelon.
5: That night he had a stomach ache!

3: The next day was Sunday again.
2: The caterpillar ate through one nice leaf, and after that he felt better.
5: Now he wasn't hungry anymore--and he wasn't a little caterpillar

anymore.
3: He was a big fat caterpillar.
1: He built a small house,
2: Called a cocoon,
1: Around himself.
3: He stayed inside for more than two weeks.
5: Then he nibbled a hole in the cocoon, pushed his way out and...
4: He became a beautiful butterfly!

A MODULE ON
ENGLISH SOUNDS: VOWELS, CONSONANTS AND DIPHTHONGS
By: William Wellms
I. INTRODUCTION
Although teaching involves mainly facilitating, a big part of it involves good

modeling in speaking and demonstrating learning processes. Young learners look up to
their teachers as individuals who could possibly do no wrong. For them, what their
teachers do - or how they say things – is taken hook, line and sinker. Teachers, in the
eyes of the young learners, are the models of anything and everything. With this belief,
teachers are challenged to live up to the expectations of their pupils.
One of the many challenges facing Filipino teachers in teaching beginning reading,
either in English or in the mother tongue, is the accurate articulation of the basic sounds
unit of the target language. It is even more challenging for teachers teaching beginning
reading in English as a second or foreign language. Except for a few, chances are, the
teachers’ English enunciation, rhythm and intonation might sound more like their dialect
than it is English. This is no big deal, perhaps, until these teachers realize that they
have become unwitting contributors to their pupils’ difficulty to learn a language correctly
and, consequently, their inability to continue learning on for life.
Teachers therefore should be able to model correctly the critical sounds, stress
and intonation of the language, may it be English, Filipino, or one of the many local
languages used in the classroom. When they accurately model the production of the
basic sound units and intonation of the target language, they are able to facilitate pupils’
beginning literacy skills correctly. But, when they do otherwise, they are likely to affect
negatively to young learners’ attempt in the learning to read phase and, almost
certainly, in the reading to learn and speaking stages as well.
It is important, therefore, for teachers to do and say things right, especially in the
teaching of beginning reading to young learners. It is during these formative years that
pupils learn many concepts and construct knowledge, which can have direct effect in
their succeeding learning years.
This module tackles basic skills and knowledge needed by teachers to be able to
teach reading and to some extent –speaking fluency- through modeling. It allows the
participants to review the basic sounds of English to enable them to produce the correct
sounds during the teaching of beginning reading through the phonics approach. These
skills are critical to the effective teaching of beginning reading, which involves
production of correct sounds of the English alphabet, word recognition, and
comprehension - the building blocks of fluency in speaking and reading.

II. OBJECTIVES
At the end of the session, the participants are expected to:
1. produce the correct sounds of the English vowels, consonants, and diphthongs;
2. use accurately the English sounds in the administration of the Phil-IRI and EGRA
beginning reading assessment tools.
III. MATERIALS
• Copies of this module for the participants

• Texts and selections for practice
• Powerpoint presentations
IV. PROCEDURE
SLE 1: THE ENGLISH SPELLING SYSTEM
ACTIVITY (10 Minutes)

1. Provide each participant a copy of the words to spell. See Appendix A for list of
words for spelling exercise.
2. Give participants a minute to study the words without consulting others regarding
their pronunciation. Ask 10 participants to take turns in reading their assigned word
thrice while the rest of the participants write down the words.
3. Review the correct spelling of the words in ppt.
ANALYSIS (10 Minutes)

1. Ask the participants how they felt about the exercise.
a. Did you do well in this activity?
b. What did you think about the words?
c. What do you think about the way these words were pronounced?
d. What can you say about the one reading those words?
e. Was he confident?
f. What realizations do you have regarding this exercise?
2. Synthesize the discussion afterwards.
ABSTRACTION (15 Minutes)

1. Present a brief lecture on the English spelling system in Powerpoint. See Appendix
B for the lecture notes.
2. Encourage the participants to share insights in between discussion.
SLE 2: THE SPEECH ORGANS AND MECHANICS OF SPEAKING
ACTIVITY (30 Minutes)

1. Group the participants by five.

2. Provide each participant with a copy of a tongue twister and allow a minute for
practice. See Appendix C for the tongue twisters.
3. Let each participant read in their group a tongue twister in the best of his/her ability.
4. Let each group identify the best reader who will represent the group for a contest on
tongue twister.
5. Lead the big group in identifying contest criteria. Tell them that the winner of the
contest will be decided by acclamation – the contestant with the loudest applause
wins the contest.
1. Ask the following questions:
a. How did you find the activity?
b. Did you enjoy it?
c. What did you discover about your ability to articulate some of the words in the
tongue twister?
d. How often do you read aloud to yourself or to your students?
e. What limitations do you have about producing the sounds accurately and
fluently?
f. What insights or learning did you gain from this activity?
g. What can you say about your skills in teaching reading using the phonics
approach?

1. Present a short lecture on the speech organs and their roles in the accurate
articulation of the sounds of English using power point. Focus on the Mechanics of
Speaking. See Appendix D for the lecture notes.
SLE 3: THE SOUNDS OF ENGLISH
A. The Vowel Sounds
ACTIVITY 3 (15 Minutes)

1. Group participants by five.
2. Provide each participant with a copy of the pronunciation test. See Appendix E for
the pronunciation test.
3. Give them time to practice for ten minutes, emphasizing correct articulation of words
in the text.
4. Ask each group to read the text correctly in front of the big group.
5. Encourage them to do critical listening to other participants. Make sure also to take
down notes of mispronounced words.
6. After the groups have read to the big group, ask them to share their observations on
mispronounced words.

1. Lead the participants in discussing their insights from the activity.
2. Point out their areas for improvements.
3. Review the Pronunciation Test.

1. Discuss with the participants the inputs on the vowel sounds of English (e.g., the
vowel triangle and the critical vowel sounds for Filipinos) in Powerpoint. See
Appendix F for the inputs.
2. Give exercises. See Appendix G for the exercises.
B. The Consonant Sounds of English
ACTIVITY 4 (15 Minutes)

1. Group participants by five.
2. Provide each participant with a copy of a script of either of the following: politician,
sales representative, student activist, sales girl, or a teacher. See Appendix H for
the scripts.
3. Give them one minute to practice the script.
4. Group to choose a participant to represent his/her group in reading the script in front.

1. Ask participants their comments and observations on the exercise.
2. Encourage them to point out some errors in pronunciation, especially in the
production of the consonant sounds.

1. Discuss with them the consonant sounds of English using power point presentation.
See Appendix I for the inputs on consonant sounds.
2. Give them also some exercises (see Appendix J).
___________________________________________________________________________
APPENDIX A
SPELLING AND PRONUNCIATION REVIEW
aisle [īl] corps [cor] forte [fort or forte] plebiscite [plebe sīt ]
ballet [bæl’e] colonel [kεrnel] fuchsia [fyooshə] quay [ ki ]
beret [ bεre] corsage [kor sash] fuselage [fyoo sə lazh] queue [kyoo ]
bough [baw] collage [kə lazh] garage [gə razh ] rendezvous [ran day voo ]
bouquet [bow kay] coup d’ etat [koo deyta] gauge [gayj ] repertoire [repərtwar]
brochure [bro shoor] cupboard [ kubbərd] genre [zhan rə] roulette [ roo let ]
champagne [sham payn] debris [ de bree] gourmet [goor may] sachet [sa shay]
chaperon [shappə ron ] debutante [debyətant] leopard [ leppərd] schizophrenia [skitsəfreneə]
charade [sha rayd ] depot [ deepō ] leprechaun [leprəkawn] soiree [swaa ray ]
chassis [shassee] entourage [ontə razh ] menu [men yoo] succumb [səkum ]
chateau [sha to] Descartes [de kart] loge [lozh] souvenir [soovəneer ]
chauffeur [sho fƏr] encore [on kor] lingerie [lanzharay ] suave [ swaav ]
chef [shef] espionage [espeənazh] Indict [indīt ] synecdoche [sīnekdoke]
chic [sheek] euphoria [yo for yə] meringue [mə rang] versailles [ver sai ]
Chopin [sho pan] ewe [yoo] mustache [ mə stash] vignette [vin yet ]
cognac [kon yak] façade [fə saad] oasis [owayseez ] yacht [yat ]
parfait [paar fay] phlegm [ flεm ] plague [playg] plaque [plak]

APPENDIX B
THE ENGLISH SPELLING SYSTEM
There is often no one-on-one correspondence between sounds and letters on a printed

page. Some generalizations:
 Different letters may represent the same sound: two, to, too, through, threw.
 The same letter represents different sounds. Examples:

“a” may sound different in the following words: cake, mat, call, any, sofa.
“s” in see, pleasure, resign.
 Combination of letters may represent one sound. Examples: gh [ f ] – rough; ph

[ f ] – physics; ea – head [ ε] ; bead [ e ]
• Letters may represent no sounds. Examples: bomb, cake, pneumonia, knee,

though, debt, receipt, psalm, indict, beret.
• The same combination of letters represents more than one sound
Examples: ough: bough [aw], though [ow], tough.[ə]
___________________________________________________________________________
APPENDIX C
THE TONGUE TWISTERS
1. Amidst the mist and coldest frost, with barest wrists and stoutest boast, he
thrusts his fists against the posts but still insists he sees the ghosts.
2. Peter Piper picked a peck of pickled pepper. A peck of pickled pepper Peter
Piper picked. If Peter Piper picked a peck of pickled pepper, where’s the peck
of pickled pepper Peter Piper picked?
3. Full measure of pleasure? Is leisure a pleasure? Make your measure of

leisure a measure of pleasure a treasure of Persian leisure.
4. He was three-toed tree toad, but a two-toed toad was she. The three-toed
tree toad tried to climb the two-toed toad’s tree.
5. A fly and a flea flew up in a flue. Said the fly to the flea, “Let’s fly!” Said the
flea to the fly, “Let’s flee!” So they fluttered and flew up in a flaw in the flue.

APPENDIX D The Speech Organs
 In phonetics and phonology it is important to know the vocal organs’ places of

articulation to be able to pronounce correctly
 The Lungs – the first organ necessary for speech; involves inhalation and exhalation
processes
 The Larynx - the cartilaginous box-shaped part of the respiratory tract between the
level of the root of the tongue and the top of the trachea. In humans, it is the organ of
voice production, containing the vocal cords.
 The Trachea – also known as the windpipe or breathing tube, it is through which air
stream is drawn into the lungs released out passing through the larynx.
 The Vocal cords - a pair of fibrous sheets of tissue that span the cavity of the larynx
and produce sounds by vibrating.
 The Cavities- where voice undergoes modification in the mouth.
 The Articulators and Points of Articulation:
• The lips: Lower lip articulates against the upper lip or teeth. The spreading,
rounding, or protrusion of the lips is used for secondary articulations.
• The tongue: The front consists of blade, the center, dorsum; and the back consists
of root.
• The lower jaw
___________________________________________________________________________
THE MECHANICS OF SPEAKING
 INHALATION – This is the intake of breath through the nose or mouth into the lungs.
 CONTROLLED EXHALATION – This is the outgoing breath from the lungs that is
modulated into speech; it necessitates breath control to make exhalation longer than
inhalation.
 PHONATION (Production of Voice) – The larynx located behind the Adam’s apple in the
neck, catches the stream of exhaled breath and through the vocal cords, and transforms
it into vocal sounds.
 RESONANCE – The sound produced through phonation is amplified and modified
through the resonators: the pharynx, the nose and the mouth.
 ARTICULATION – It is the process by which vocal sounds become speech sounds,

syllables, and words. The tongue, the lip, and the jaw are the chief articulators. They
articulate against fixed point of articulation: the upper lip, the upper teeth, the alveolar
(gum) ridge, the hard palate (dome), and soft palate (velum).
___________________________________________________________________________
THE SPEECH SOUNDS
 THE VOWEL SOUNDS - speech sounds produced by the passage of air through the
vocal tract, with relatively little obstruction.
 THE CONSONANT SOUNDS – speech sounds other than vowels and diphthongs. In
linguistics, it is the speech sound produced by partly or totally blocking the path of air
through the mouth.
 DIPHTHONGS - composed of two vowels but pronounced in close succession and

blended into one syllable; a complex vowel sound in which the first vowel gradually
moves toward a second vowel so that both vowels form one syllable, e.g. "a" and "i" in
"rail".
___________________________________________________________________
THE PHONETIC SYMBOLS
 A set of phonemic symbols to indicate the pronunciation of words, representing the

sounds of human speech in writing, often with special symbols or unconventional
spelling
 Mastering the phonemic system and remembering how each of the common sounds of
English is spelled will improve your spelling power. Examples:
 International Phonetic Alphabet (IPA)

• Phonetic or sound alphabet intended to show distinctly the pronunciation of a
word
• The unique symbol is accompanied by a description of how the sound is to be
articulated
 Philippine Center for Language Study (PCLS) Phonetic Alphabet

• Widely used in the Philippines
 The Webster’s Phonetic Symbols

APPENDIX E
PRONUNCIATION TESTS
The Tongue We Speak

Of Tough and Bough
Anonymous
I take it you already know When the English tongue we speak,
Of tough and bough and cough and dough? Why is break not rhymed with freak?
Others may stumble but not you, Will you tell me why it’s true
On hiccough, thorough, laugh and through, We say sew, but likewise few?
Well done! And now you wish, perhaps, And the maker of the verse
To learn of less familiar traps? Cannot cap his horse with worse!
Beware of heard, a dreadful word
That looks like beard and sounds like bird, Beard sounds not the same as heard;
Cord is different from word;
And dead: it’s said like bed, not bead – Cow is cow, but low is low;
For goodness’ sake don’t call it ‘deed’! Shoe is never rhymed with foe.
Watch out for meat and great and threat
They rhyme with suite and straight and debt Think of hose and dose and lose,
And of goose and yet of choose.
A moth is not moth in mother
Nor both in bother, broth in brother, Think of comb and tomb and bomb,
And here is not a match for there Doll and roll and home and some.
Nor dear and fear for bear and pear,
And since pay is rhymed with say,
And then there’s dose and rose and lose – Why not paid with said, I pray?
Just look them up – and goose and choose,
And cork and work and card and ward, We have blood and food and good;
And font and front and word and sword, Mould is not pronounced like could.
And do and go and thwart and cart – Therefore done, but gone and lone?
Come, come, I’ve hardly made a start! Is there any reason known?
A dreadful language? Man alive!
I’d mastered it when I was five! And, in short, it seems to me
Sounds and letters disagree.

APPENDIX F
THE ENGLISH VOWELS AND THEIR IPA SYMBOLS
IPA symbol Example word(s) IPA symbol Example words

i beat, meet, machine U boot, crude, new
bit, mitt, live book, could, put
e bait, great, play, they o boat, no, sew
bet, said, head bought, caught, coffee*

('open o')
bottle, father, palm
bat, fad, plaid /a
('ash')
but, son, none, cup ay/aj bite, buy, fly, might

('caret')
about, focus, sofa* aw/au about, cow, flour

('schwa')
oy/oj boy, coin, Freud
THE VOWEL TRIANGLE
FRONT CENTRAL BACK
HIGH
beat [ i ] [ u ] boot
[ U ] book
bit [ I ]
MID but [ Ә ]
[O ] boat
bait [e]
bet [ε]
[ ] bought
bat [æ]
LOW bot [a]

APPENDIX G
EXERCISES ON THE VOWEL SOUND PRODUCTION
THE CRITICAL VOWELS
LESSON 1: The Schwa [Ә]
Pronunciation:
• The lips are slightly parted.
• The tongue relaxes at the bottom of the mouth with the center slightly raised toward
the hard palate.
• There isn’t very much effort involved in the production and the sound is short.
Drills on the Schwa [Ә]
Initial Medial Final
about facade comma

across character idea
abandon ignorant data
observe action arena
occasion ancient pneumonia
until porous anesthesia
LESSON 2: The Critical Vowels [æ] and [а]
Pronunciation for [æ] – low front vowel
• The jaw drops to a low position with lips spread in a wide smile.
• The tongue tip lightly touches the back of the lower front teeth.
• Muscles of both tongue and jaw are tense.
• The sound is long.
Pronunciation for [а] – low central vowel
• The jaw drops to its lowest position with the lips opened wide but neither spread nor
rounded.
• The tongue rests at the bottom of the mouth, the tip and sides no longer touching the upper
or lower teeth.
• Muscles of the jaw are slightly tense and the sound is long.

Contrasting [æ] and [а] in minimal pairs
[ æ] [а] [ æ] [а]
add odd lack lock
cad cod hack hock
gnat not back bock
smack smock sack sock
chap chop knack knock
Dan don rat rot
ax ox cat cot
hat hot band bond
cap cop battle bottle
Contrasting [æ] and [a] in sentences

1. A black cat prowls on my block every night.
2. It was too hot to have a hat on.
3. Mon was not much of a man.
LESSON 3: Contrasting [æ] and [ε]
Pronunciation for [ε] – mid front vowel

• The jaw drops to mid height, with lips unround
• The tongue tip touches the lower front teeth while the sides touch the upper bicuspids
very lightly
• There is no tension and the sound is short.
•
Contrasting [æ] and [ε] in minimal pairs
[æ] [ε ] [æ] [ε]
add ed mat met
pan pen lad led
had head sat set
bath Beth knack neck
bag beg sand send
man men flash flesh
bat bet aster Esther
sad said latter letter
cap kept shall shell
past pest laughed left

Contrasting [æ] and [ε] sentences
1. Did you go past the dead pest?

2. Did you peck at the pack?
3. You just said you were sad.
4. Can I beg for a bag?
5. Miss Penny bets for ten pans.
LESSON 4: Contrasting [і] and [ I ]
Pronunciation for [ i ] – the high vowel
• The lower jaw is as close to the roof of the mouth as possible, bringing the upper and lower
teeth almost together.
• The tongue tip presses the cutting edge of the lower teeth, the sides press against the
upper bicuspids and the blade rises high toward the hard palate so that the voice around
passes through a very narrow opening.
• The lips are unrounded and the sound is long.
Pronunciation for [ I ] – high front vowel
• The jaw drops very lightly.

• The front of the tongue moves a little lower and toward the back of the mouth.
• The lips are unrounded and the sound is short.
Contrasting [і] and [ I ] in minimal pairs
[ i] [I] [ i] [ I]
deed did sheep ship
wean win seek sick
heat hit scene sin
leak lick least list
reap rip eat it
sleep slip each itch
heap hip peach pitch
dean din reach rich
peak pick heed hid
leave live feast fist

Contrasting [і] and [ I ] in sentences
1. The dean of women can’t stand the din in the hallway.

2. He took a dip in the deep part of the pool.
3. She was looking closely at the chick when it pecked her cheek.
4. People deem it wise to take a dim view of the politicians’ promises.
5. Sit down! And don’t leave your seat until I come back.
LESSON 5: Contrasting [ε] and [ I ]
Pronunciation for [ε] – The mid-front vowel
• The jaw drops to mid-height.

• The longue tip touches the lower teeth while the sides touch the upper bicuspids very lightly.
Pronunciation for [ I ] – The high-front vowel
• The jaw rises to high position.

Contrasting [ε] and [ I ] in minimal pairs
[ε] [I] [ε] [I]
bed bid etch itch

send sinned pen pin
wet wit den din
ten tin sense since
head hid belt built
red rid let lit
fen fin Ben bin
bet bit gem Jim
jest gist led lid
peg pig peck pick
Contrasting [ε] and [ I ] in sentences
1. I hid the pen and the pin in the pan.

2. Set the table and sit in your seat.
3. Bring the bills for the bell and ball.
4. Is Will making the wall of the well?
5. Rex says he is taking sex pills at six.
LESSON 6: Contrasting [u] and [U]
Pronunciation for [u] – high back vowel

• The jaw is as close to the roof of the mouth as possible.
• The lips are rounded and protruded more than in any other vowel in American English
speech
• The tongue is tense with the back raised high toward the soft palate.
• The sound is long.
Pronunciation for [U] – high back vowel
• The jaw is high but slightly lower than [u]. The lips are slightly rounded and protruding.
• The tongue is relaxed with the back just a little lower than for [u].
• The sound is short.
Contrasting [u] and [U] in minimal pairs
[u] [U] [u] [U]
cooed could Luke look

fool full suit soot
pool pull wooed would
stewed stood shoot shook
Contrasting [u] and [U] sentences

1. Pull him out of the pool that is full of fools.
2. There’s soot on your suit in the suite.
3. Luke pulled some books from his group.
4. The blue shoes of the crew look good.
5. The youth shook the wood as he stood by the pool.
LESSON 7: Contrasting [ ] and [o]
Pronunciation for [ ] – low back vowel

1. The jaw drops to low position with the lips slightly protruded and rounded.
2. The back of the tongue rises slightly toward the soft palate.
3. Muscles of the tongue and jaw are slightly tense.
4. The sound is long.
Pronunciation for [o] – mid back vowel

1. The jaw drops to mid-position and lips are protruded and rounded.
2. The back of the tongue rises toward the soft palate as for [ ]. During phonation,
the back of the tongue rises further to the high back position causing a slight
diphthongization.
3. Muscles of the tongue and jaw are tense.
4. The sound is long.

Contrasting [ ] and [o] in minimal pairs
[ ] [O] [ ] [O]
ought oat gall goal
awed owed haul/hall w/hole
off oaf law low
often open raw row
awning owning gnaw know
stall stole bought boat

Shaw show mall mole
caught coat Paul pole
called cold Saul sole
saw sew/so
Contrasting [ ] and [o] in sentences
1. Saul was awed at how much Paul owed Aubrey.

2. Chopin bought a ball for his foe at the auditorium.
3. The auditor coached the lawyer to make a goal.
4. Dawn saw the author in a brawl near the altar.
5. The audience applauded as the hall is opened for inauguration.
LESSON 8: Contrasting [ε] and [ar]
Pronunciation for [ε] – mid central vowel
• The jaw drops to mid-position, the lips are unrounded.

• The middle of the tongue rises slightly with the tip curled toward alveolar ridge.
• Muscles of both tongue and jaw are lax.
• The sound is short.
Pronunciation for [ar] – vowel consonant combination
• From the [a] position, the tongue switches immediately to the position for [r].
• The middle of tongue rises slightly with the tip curled toward the alveolar ridge.
• The sound combination is longer than [ε ]

Contrasting [ε] and [ar] in minimal pairs
[ε ] [ ar ] [ε ] [ ar ]
heard/herd hard word ward
bird bard burn barn
turn tarn lurk lark
curt cart purse parse
hurt heart firm farm
perch parch
Contrasting [ε] and [ar] in sentences:

1. Bart and Bert gave curt answers while driving their cart.
2. Father heard the nerd had a hard time with the colonel.
3. The bard’s fur coat is far more expensive than her coat.
LESSON 9: Contrasting [ e ] and [ε]
Pronunciation for [ e ] – mid front vowel

• The jaw drops to mid-height, and the lips are unrounded.
• The front of the tongue takes a lower position than for [I ] , making the oral
passage wider. From the mid position, the tongue rises forward and upward
toward [ I ] causing a slight diphthongization.
• Muscles of both tongue and jaw are tense and the sound is long.
Contrasting [ e ] and [ε] in minimal pairs
[e] [ε] [e ] [ε ]
late let gate get

rake wreck waste west
braid bread mate met
blade bled tale tell
quail quell shade shed
deign den pain pen
flake fleck rake wreck
paste pest hail hell
sail/sale sell aid Ed
bait bet ace s

Contrasting [ e ] and [ε] in sentences
1. He bled to death after he cut his wrist with a razor blade.

2. Tessie gets the package the mailman has left at the gate.
3. Let’s build a tool shed in the shade to quell waste.
4. Daisy said only male guests can stay late till eight.
5.
APPENDIX H PRACTICE SCRIPTS
Directions: Deliver the following scripts with proper pronunciation, stress, phrasing, blending
and intonation.
STUDENT ACTIVIST: My fellow students, are we going to allow this government to rot
and decay in corruption? Are we going to tolerate these irresponsible and unworthy
government officials? Are we going to let them go on with these dirty tricks and
manipulations? The answer is “NO”. So, fellow students, let’s do something about this.
Let us be vigilant, for we are the future and hope of our nation. If we don’t act, then
who? If not now, then when?
POLITICIAN: Ladies and gentlemen do not forget to vote for me come election day.
And I promise you that I will build roads and bridges, school buildings and markets, all
for you, my dear constituents. As soon as I get elected, I will order the police to run after
all criminals in this town so that once again our community will enjoy the peace we have
all been longing for all these years. Just don’t forget to write PEREZ for mayor. Thank
you.
TEACHER: Good morning, class. I hope you’re all ready for your final exams. Am I
right? Okay, then. Keep everything away and pass your permits. Remember, no
cheating. Anyone caught cheating will automatically get zero and have to repeat the
subject. Is it understood? Now, I am going to distribute your test booklet. Good luck.
Time starts now.
SALESGIRL: Is there anything you want, Ma’am? Oh, you’re looking for a gift for a
man. Is it for your husband, Ma’am? Oh, you’re still single. Okay, then, is it for your
boyfriend? Why don’t you give him a bottle of perfume? Oh, he’s not fond of perfume.
How about a new shirt? We have some signature shirts over here. Come over, Ma’am.
I’ll show you some….This choice for a shirt is perfect. Thank you, Ma’am, and please
come again.
SALES REPRESENTATIVE: Good afternoon, Sir. I hope I’m not disturbing you but may
I be allowed to talk to you for a few minutes? I just would like you to see some of our
products. This is our new product - a shampoo for everybody, old and young alike. Oh,
you’re not interested. How about this soap? It removes all dirt and keeps you fresh-
looking and smelling sweet all day long. Would you like to try it? Many thanks for your
patronage, Sir.
APPENDIX I
THE ENGLISH CONSONANTS AND THEIR IPA SYMBOLS

IPA Alternative IPA
Example word(s) IPA symbol Example word(s)
symbol symbol
p Puppy l last, follow, pal
b Babble r rib, write, sorry, far
f phone, fire, staff, cough chin, match

gym, joke, fudge,
v verse, liver, of
age
shin, fashion,
m mood, summer, come
crush, machine
we, queen, tweak, pleasure, azure,

w where fusion
('theta')
thin, faith, ether (the y j you, beyond, pure*
gas)
('eth') kid, back, cat,
this, bother, tithe, either k tax**
good, plague,
t toe, putty, pat g soggy
doubt, puddle, odd, ('angma')
d lead sing***, bank
s sin, city, fuss, face h high, who

('glottal stop')
z zoo, buzzard, easy, as
_uh_oh, Batman
n near, sunny, knock, fin where, white****
*There is a [ y ] sound between the 'p' and the 'u' in 'pure' (it's 'pure', not 'poor').
** The letter 'x' represents the sound sequence [ ks ].
*** In some dialects of English, words like 'sing' have a true 'g' sound at the end; but most
dialects do not have this feature.
**** In some dialects of English, <wh> is pronounced something like [ hw ] — a voiceless [ w ],
shown in the last box in this table.

APPENDIX J
THE CRITICAL CONSONANTS
LESSON 1: Contrasting [p] and [f]
Pronunciation for [p] – The voiceless stop
• Initially, the lips are closed tightly.

• The breath, momentarily but completely interrupted, is quickly released producing a plosive
sound.
• The vocal cords do not vibrate during the breath release.
Pronunciation for [f] – the voiceless fricative
• The lower lip touches the cutting edges of the upper teeth very lightly.
• The breath is forced between the narrow spaces of the upper teeth, or between the lower
lip and upper teeth resulting in a fricative sound.
• The vocal cords do not vibrate.
Contrasting [p] and [f] in minimal pairs
[p] [f] [p] [f]

pace face lap laugh
pool fool rapt raft
pull full spear sphere
pang fang cheap chief
pill fill depend defend
pan fan top tough
pawn phone pun fun
paid fade peer fear
Contrasting [p] and [f] in sentences
1. The old fool dived into the shallow pool.

2. Please fill up those bottles with vitamin pills.
3. Phoebe’s father laughed when a pack of funny puppy perched on a raft.

LESSON 2: Contrasting [b] and [v]
Pronunciation for [b] – the voiced stop
• The lips close firmly but not much pressure

• The breath, momentarily interrupted, is released abruptly, producing a plosive
sound
• The vocal cords vibrate during the breath release.
Pronunciation for [v] –the voiced fricative
• The lower lip touches lightly the cutting edges of the upper teeth.
• The breath is forced between the lower lip and the upper teeth, resulting in a
fricative sound.
• The vocal cords vibrate.
Contrasting [b] and [v] in minimal pairs
[b] [v] [b] [v]

bend vend swab suave
bolt volt verb verve
bale veil dub dove
rebel revel curb curve
lubber lover
Contrasting [b] and [v] in sentences
1. Stephen’s vest is the best ever.

2. The rebels in veils revealed their faces at the bend.
3. Vic the lover bowed out of the voyage.
4. A bale of Baltic veils is kept at the vault of the base.
LESSON 3: Contrasting [t] and [θ]
Pronunciation for [t] – the voiceless stop
• Initially, the tongue tip presses against the alveolar ridge and sides touch the
bicuspids. The raised soft palate prevents the breath from going out through the
nose.
• The breath is released abruptly accompanied by a puff of air, resulting in a plosive
sound.
• The vocal cords do not vibrate when the breath is released

Pronunciation for [θ] – the voiceless fricative
• The tongue tip is placed slightly between teeth.

• The breath is forced between the tongue and the upper teeth resulting in a
fricative sound and the vocal cords do not vibrate.
Contrasting [t] and [θ] in minimal pairs

[t] [θ ] [t] [θ ]
tree three fort forth
trust thrust heart hearth
tie thigh tent tenth
debt death fateful faithful
oats oaths rootless ruthless
tin thin tit teeth
taut thought tink think
mit myth bat bath
Contrasting [t] and [θ] in sentences

1. Thirteen trusting faithful thrust their thighs into the fort.
2. The ruthless death of Thomas makes their heart tremble.
3. King Arthur and his three trustees are indicted end of this month.
LESSON 4: Contrasting [d] and [ ]
Pronunciation for [d] – the voiced stop

• The same as in [ t ] except for the vibration of the vocal cords.
Pronunciation for [ ] – the voiced fricative
• The same as [ θ ] except for the vibration of the vocal cords.
Contrasting [d] and [ ]

[d ] [ ] [ d] [ ]
day they ride writhe
doe though breed breath
dare there load loathe
dine thine wordy worthy
den then laid lathe
fodder father bade bathe

Contrasting [d] and [ ] in sentences
1. The daredevils celebrated the day with a big feast.

2. After that long bumpy ride, you’ll surely writhe in pain tonight.
3. Did father forget to buy fodder for the donkey?
4. Such a wordy piece isn’t worth the prize it got.
LESSON 5: Contrasting [s] and [z]
Pronunciation for [s] - voiceless fricative

• The tip of the tongue rises toward the alveolar ridge without touching it while the
sides press firmly against the inner surface of the upper bicuspids.
• The breath passes through the slightly grooved tongue
Pronunciation for [ z ] - voiced fricative

• The same as [ s ] except for the vibration of the vocal cords
Contrasting [s] and [z] in minimal pairs
[s] [ z ] [s] [ z ]
sink zinc racer razor
sip zip muscle muzzle
sou zoo prices prizes
sown zone looser loser
seal zeal facing phasing
sing zing dosing dozing
see Z precedent president
scion zion ice eyes
lacy lazy rice rise
bus buzz place plays
trace trays advice advise
Contrasting [s] and [z] in sentences
1. To stop the bus, please press the buzzer.

2. Rise and protest against the soaring prices of rice and sugar.
3. The president’s advisers have started a precedent that is hard to solve.
4. His niece bruised her knees.

Remember:
When the final sound of noun or verb to which s is added is a voiced consonant (except sibilants) or a
vowel, the s is pronounced as [ z ]
Examples: robs, guides, plagues, models, Linda’s, Mom’s, studies, plays, goes, sees,
baby’s.
Also remember: When es is added to a noun or verb which ends in [ s], [ z ], [ ], [ ], [ ], [ ] is

pronounced [ Iz].
Examples: pieces, classes, nurses, garages, roses, phrases, churches, speeches,

rushes, wishes, judges, messages
LESSON 6: Contrasting [s] and [ ]
Pronunciation for [s] - voiceless fricative
• The tip of the tongue rises toward the alveolar ridge without touching it while the
sides press firmly against the inner surface of the upper bicuspids.
• The breath passes through the slightly grooved tongue
Pronunciation for [ ] voiceless fricative
• The lips are pushed outward.

• The tip of the tongue is a little lower than for [ s ] but the blade is close to the back
part of the alveolar ridge.
• The air stream is directed toward the alveolar ridge rather than the teeth; thus,
toward a wider area that for [ s ]
Contrasting [s] and [ ] in minimal pairs
[s] [s]
[ ] [ ]
see she ass ash
sin shin mass mash
sort short lease leash
said shed gas gash
sigh shy lass lash
sake shake brass brash
Sue shoe mess mesh
sip ship crass crash

Contrasting [s] and [ ] in sentences
1. How did he get that gash on his back?

2. He fell on a broken gas tank.
3. There’s a brash player in the brass band.
4. They fished for bass in the lake.
5. She gave a bash after the mass.
LESSON 7: Contrasting [ ts ] and [ ]
Pronunciation for [ ts]

• The tip of the tongue presses against the alveolar ridge as the initial position for [ t ].
• Then the tongue switches immediately to the position for [ s ]: tip raised toward the
alveolar ridge without touching it. The air is forced out through the narrow opening
between the grooved tongue tip and the alveolar ridge.
Pronunciation for [ ]
• The tip of the tongue presses against the alveolar ridge as in the initial for [ t ].
• Then the tongue switches immediately to the position for [ ]. At the same time, the
air is forced out between the blade of the tongue and the palate so that only a single
sound is heard.
Contrasting [ ts ] and [ ] in minimal pairs
[ ts ] [ ts ]
[ ] [ ]
mats match cats catch
coats/quotes coach hats hatch
rents wrench ports porch
punts punch beats beach
tits teach bats batch
tots touch parts parched
streets stretch lots latch
charts church pats patch
rates reach rats wretch
pets fetch Quint quench
s

Contrasting [ ts ] and [ ] in sentences
1. The search for the missing pitcher ended in the kitchen.

2. The teachers and coaches cheered the pitcher’s perfect catch.
3. The bachelor’s search for the butcher’s cello took him to the forts of the church.
LESSON 8: Contrasting [ dz ] and [ ]
Pronunciation for [ dz]

• [ dz] is pronounced exactly the same way as [ ts].
• However, while [ ts] is voiceless, [ dz] is voiced: there is vibration of the vocal cords
Pronunciation for [ ]
[ ] is pronounced exactly the same way as [ ts ].
However, while [ ts ] is voiceless, [ dz ] is voiced: there is vibration of the vocal cord
[ dz ] [ ] [ dz ] [
]
rids ridge dreads dredge
weds wedge seeds siege
bards barge heads hedge
buds budge builds bilge
aids age surds surge
raids rage Ed’s edge
Contrasting [ dz ] and [ ] in sentences
1. The enraged bards head toward the barge after the dredge.
2. A strange surgeon journeyed with a judge on a jet plane.
3. Jimmy dreads the rampage of discharged heads of the college.
4. Serge smashed the sleds with a sledge hammer.
LESSON 9: Contrasting [ ] and [ ]
Pronunciation for [ ] – The voiceless fricative

• The lips are pushed outward.
• The tip of the tongue is a little lower than for [s] but the blade is close to the back part of the alveolar
ridge.
• The breath stream is directed toward the alveolar ridge rather than the teeth.

Pronunciation for [ ] – the voiced fricative
• The [ ] sound is produced in the same manner as [ ] except that the vocal cords vibrate.
Contrasting [ ] and [ ]
[ ] [ ] [ ] [ ]
glacier glazier ruche rouge
dilution delusion Confucian confusion
aleutian allusion conscience gendarme
chaperon pleasure ocean garage
schwa azure luxury espionage
mustache genre shall entourage
sure barrage special prestige
Contrasting [ ] and [ ] in sentences
1. The chaperon’s mustache has created some confusion.

2. Ross owns a special mansion and an ocean luxury liner in the glacier.
3. I have no illusion of even reaching the Aleutian Islands.
OTHER PROBLEMS IN PRONUNCIATION
1. Aspiration – is the burst of air which accompanies the voiceless stop

consonants [p], [t] and [k] when found in word initial. Examples: cat, pet, talk.
2. Trill – is produced as the sound of [r] when the tip of the tongue touches the
tooth ridge repeatedly. This is how [r] is produced in Spanish, for example.
However, in American English, it should be produced as a uvular – the sound
made when the back of the tongue approaches the uvula. This is the retroflex
r. For other languages such as the Japanese, Korean, Mandarin, the [r]
becomes [l], thus “arrive” becomes “alive”.
3. Flapping – a positional variant of [t] in American pronunciation which occurs

between vowels where the first vowel is stressed. The tongue touches the
tooth ridge and is quickly pulled back so that a sound similar to a [d] is
produced. Examples:
butter, Peter, putting, city, pretty, cottage, total, citizen

CHART OF ENGLISH CONSONANTS
PLACE OF ARTICULATION
BILABIAL LABIO- LINGUA- LINGUA -ALVEOLAR LINGUA- LINGUA GLOTTAL
MANNER (UPPER DENTAL DENTAL (TONGUE (TONGUE PALATAL VELAR IN THE
OF LIP (UPPER (TONGUE TIP ON BLADE (TONGUE (TONGUE THROAT
ARTICULATION AGAINST TEETH ON TIP ON UPPER TOWARDS BLADE BACK
LOWER LOWER RIMS OF TEETH UPPER TOWARDS AGAINST
LIP) LIP) UPPER & RIDGE) TEETH HARD SOFT
LOWER RIDGE) PALATE) PALATE)
TEETH)
Voice Voiced Voice Voiced Voice Voiced Voice Voiced Voice Voiced Voice Voiced Voice Voiced Voice Voiced
less less less less less less less less
p b t d k g
STOP-PLOSIVES
FRICATIVES
f v r s z h ?
CONTI-
NUANTS NASALS m n
LATERAL l
w j y
GLIDES hw
AFFRICATES
Adapted from Speech for the Classroom Teacher by Dorothy I. Mulgave
WWellms/14September2010
STUDY OF TEACHERS’ CLASSROOM PRACTICES AND PERCEPTIONS WITH RESPECT
TO READING AND WRITING (2012)
Education Development Center (EDC) is an international N GO that w orks to support

literacy instruction in a number of countries including the Philippines. A s an education
development N GO, it is interested in gaining a better understanding of the process by
w hich children in different countries learn to read.
The results w ill enable EDC to identify the aspects of reading instruction that are most
challenging for teachers and students in each country, as w ell as those that do not seem
to pose a great deal of difficulty. This w ill help EDC develop more responsive and
effective training programs.
• You have been selected to participate in this study, but you have the right not to
participate if you do not w ant to.
• Your participation w ill be anonymous. Your name w ill not be mentioned anyw here in
the summary reports. Your responses w ill be combined w ith that of all other
participants in your country and presented in the form of summary tables.
• The overall results of the study w ill, how ever, be shared w ith the EQuA LLS2 Project
and w ith the Department of Education in order to prepare future trainings and
materials that respond better to teachers’ expressed needs and priorities.
• If you agree to complete this questionnaire, w e thank you in advance. You w ill be
asked to identify the name of your community and provide certain characteristics of
your school (the number of students in the class or school, the zone in w hich the school
is situated (rural versus urban), the status of the school or learning center, …).
H ow ever, w e w ill never communicate the results by individual school. A ll responses
w ill be grouped together and presented together.
• If you prefer not to complete this questionnaire, please return it now to an EDC staff.
I accept to complete this questionnaire according to the conditions outlined above.
Yes No
Name:_____________________________________________ Date: _______________________
1
A . General i nf ormati on
D i recti on: Pl ease provi de i nf ormati on bei ng asked f or or ci rcl e one opti on as appropri ate.
1. School N ame and District : ___________________________________________
2. Public Elementary School

1. Elementary School 2. Central Elementary School
3. Professional status
1. H older of DepEd regular/ plantilla post
2. LGU-funded (M LGU, BLGU)
3. Community-recruited and paid teacher (PTA , other stakeholders)
4. Private school teacher
5. Volunteer
4. A ge: _____ y ears
5. N umber of years teaching experience : ______ years
6. Sex 1 . M ale 2 . Female
7. What grade level do you teach at this year?

1 = grade 1 4 = grade 4 7 = combination
2 = grade 2 5 = grade 5 8 = multi-grade
3 = grade 3 6 = grade 6
8. Where is your school located? 1. Rural 2. Urban
9. What is the highest academic degree you have received?

1 = Bachelor’s Degree or higher 3 = H igh school
2 = Technical/ trade certificate 4 = Primary school leaving exam
(A & E)
5= Other (specify) :_________________
10. Do you have a license as a professional teacher? 1 = No 2 = Yes

11. H ave you attended any in-service training or professional development sessions
such as w orkshops on how to teach reading in the last year?
1 = No
2 = Yes How many training days did you receive in total over the past year? ____ days
2
Often (5 or more
less than 5 times
with students in
Sometimes, but
times a month)
inappropriate
activity to do
my grade
This is an
B. H ow often do you do the follow ing activities w ith your class?
a month
Never
(Put an X in the appropriate column.)
12. H elp students use their know ledge of sounds and letters to
decode a new w ord
13. A sk students to point out periods, commas, exclamation or
question marks
14. A sk students to try to guess or figure out the meaning of a
new w ord by examining how it is used in a text or a sentence
15. Show students how to try to figure out the meaning of a
w ord by analysing the root w ord and the suffixes and/ or
prefixes
16. A sk students to read out loud for you or for classmates
17. H ave students repeat after you the sentences of a text
18. H ave students discuss w ith classmates w hat they know

about the theme or subject of a text before reading it
19. A sk students to predict the content of a story by examining
the title or the illustrations
20. H ave students identify the principal idea of a story or a text
21. A sk students to tell you w hat happened in the beginning,
middle or end of a story or text they have read
22. A sk students to predict the next events of a story
23. A sk students to identify w hat they liked about a story or a
text
24. A sk students to identify w hether there are any similarities
betw een the events in a story and their ow n life experiences
25. Invite students to read texts or books they choose on their
ow n
26. Invite students to read texts or stories that are N OT in their
textbook
27. A sk students to w rite original texts or sentences (i.e. texts or
sentences that they have composed themselves, w ithout the
support of a model)
3
Often (5 or more
less than 5 times
with students in
Sometimes, but
times a month)
inappropriate
activity to do
my grade
This is an
B. H ow often do you do the follow ing activities w ith your class?
a month
Never
(Put an X in the appropriate column.)
28. A sk students to w rite a sentence (or more) to summarize

w hat they learned during the day or w hat they liked about
the day
29. A sk students to copy from the board texts prepared by the
teacher
30. Read stories to your students
31. A sk students to use their textbooks, their w ord lists or
posters in the classroom to check the spelling of new w ords
32. A sk students to look over the text of a classmate to correct
spelling, grammar or punctuation errors
33. A sk students to complete reading assignments at home (as
homew ork)
34. A sk students to complete w riting assignments at home (as
homew ork)
35. Invite students to tell a story to their classmates
36. H elp students memorize w hole w ords by sight, w ithout
having to sound them out.
N o opinion
Disagree
A gree
C. Statements
37. A ll learners can learn to read.
38. A ll learners can learn to w rite.
39. Students have a lot of difficulty learning to write
40. If I had sufficient reading material in my classroom, I w ould give

students t ime each day to read freely materials of their ow n
choosing
41. If a student makes an error spelling a w ord that he/ she is
attempting to w rite for the first time, it’s not a major concern.
42. Students must be able to recite a text before they can read it.
4
N o opinion
Disagree
A gree
C. Statements
43. It is better to teach reading and w riting as tw o separate subjects,

so as to not confuse the students.
44. One must learn to read before one can learn to w rite.
45. Students can’t w rite an original text (ie, a sentence or short text
they have composed themselves) until at least grade 3 or 4.
46. It is important to give students time each day to w rite freely on
topics of their ow n choosing.
47. It is important to correct all the errors in sentences students
produce.
48. Before having students read a text for the first time, it is
important to have a discussion w ith them about w hat they know
about the subject addressed in the text.
49. Reading stories to students helps them develop their reading
skills
50. It is very difficult for students to learn to read.
51. It is very difficult for students to learn to w rite
52. Young students must memorize a text before they can

understand it.
53. Learning to recite a text is a first step in learning how to read it.
54. Silent reading should be avoided, because the teacher can’t

check if students are actually reading or reading correctly.
55. A student w ho w rites “ w ell” is a student w ho does not make
any grammatical or spelling mistakes.
56. I have received adequate training on how to teach reading
57. I have received adequate training on how to teach w riting
58. I often have opportunities to talk to colleagues about how to

teach reading.
59. I often have opportunities to talk to colleagues about how to
teach w riting.
5
Before the start
important skill
By the end of
By the end of
By the end of
of Grade 1
D. Students’ reading/ w riting skills
Grade 2
Grade 4
Grade 6
N ot an
60. Read out loud, and w ith few errors, a simple
text (2 to 3 sentences) that they have never
seen before
61. Understand texts they are reading
62. Write an original text of 2 or more sentences

(one they have created themselves as
opposed to a text they have copied from the
board or created based on a model supplied
by the teacher)
63. Review a classmate’s text in order to help
him/ her correct spelling or grammar
mistakes
64. Spell correctly common or frequently
encountered w ords.
65. Use common punctuation (period, question
mark, exclamation mark) correctly in their
original productions
66. Infer or deduce the meaning of a new w ord
by looking at how it is used in the sentence
67. Express their opinions on a text they have
read
68. Read texts of their own choosing (ie, that
they have chosen themselves)
69. Recognize all the letters of the alphabet and
the sound each letter represents
70. Decode new w ords w ithout the teachers’
help by making correct letter-associations
71. Recognize and read common or frequently
encountered w ords.
72. M ake a hypothesis or a predication about
w hat a text or story is about by looking at
the title or the illustrations
73. Explain w hat they liked or didn’t like about
a story or text they have read
6
Before the start
important skill
By the end of
By the end of
By the end of
of Grade 1
D. Students’ reading/ w riting skills
Grade 2
Grade 4
Grade 6
N ot an
74. A nsw er simple oral questions (w here a text
takes place, w ho are the main characters,
w hen it takes place…) about a text they have
read
75. Write all the letters of the alphabet
independently (as opposed to copying
letters from the board or from their
textbook).
76. Write (and spell) simple w ords correctly (as
opposed to copying simple w ords from the
board or from a book)
77. Write simple sentences on their ow n (as
opposed to copying sentences from the
board or from a book)
78. Write answ ers to teacher questions about
w hat they have read or a text that has been
read to them.
7
Whole School Reading Program
Summer Training Evaluation Form
Your input is important to us. Please take a few minutes to complete this form. Return it to the
registration desk. All responses will remain anonymous. Circle the number that best represents your rating
for EACH of the training sessions and activities
1 – I did not learn any thing that is useful or helpful to me.
2 – I learned something helpful but not useful to me.
3 – I learned something helpful and useful to me.
4 – I learned many things that are helpful and useful to me.
Training Sessions and Activities
Session on: The Nature of Reading 1 2 3 4
Sessions on: Fluency Development for Teachers: Consonant

and Vowel Sounds
1 2 3 4
Sessions on: Reading Assessment for Students

Phil IRI 1 2 3 4
RARS 1 2 3 4
EGRA 1 2 3 4
Session on: Phonemic Awareness 1 2 3 4

Session on: Phonics and Word Recognition
1 2 3 4
Session on: Vocabulary Development 1 2 3 4
Session on: Fluency Development for Children 1 2 3 4
Session on: Reading Comprehension 1 2 3 4
Session on: School Reading Plans and Individual Reading Plans 1 2 3 4
What aspect of the training you like most to be included in the next training course? (check as many
as you like)
___ provision of teachers kits ___ materials development

___ abstraction or lecture ___ return demo and feedback giving
___ session guides and handouts ___ fluency session for teachers
___ planning session for school and individual plans
___ others, please specify: ________________________________________________
In what ways could this training be improved?

POSTTEST
Name:______________________________________________ School:_______________________
Write the correct letter/s on the blank.
__________1. What are the 5 component skills of reading?

a) Reading Comprehension e) Narrative Competency
b) Fluency f) Phonemic Awareness
c) Formative Evaluation g) Oral Language Development
d) Decoding and Word Recognition h) Vocabulary Development
__________2. What is the smallest meaningful sound of language?

a) syllable
b) phoneme
c) rime
d) onset
__________3. Which statement is false?

a) Children are naturally aware that words consist of different sounds.
b) Phonemic awareness is the ability to distinguish individual sounds
within words.
c) It is important to use various activities to help children become familiar
with the various sounds of a word to help build students’ phonemic
awareness.
d) Phonemic awareness is a pre-requisite for reading.
__________4. What is an example of a phoneme categorization task?

a) Asking students to recognize individual sounds in words (For example:
What is the beginning sound of moon?)
b) Asking students to listen to a sequence of separately spoken sounds
and combining them to form a recognizable word (For example: What
word is /m/ /ae/ /t/?)
c) Asking students to identify the word with the odd sound in a sequence
of 3 or 4 words (For example: What word does not belong – cat, cow,
dog?)
d) Asking students to state the word that remains when a specified
phoneme is removed (For example: What is sat without the /s/?)
__________5. What is phonics?

a) Skill to sight-read words
b) Knowledge of letter-sound correspondence
c) Ability to read whole words without sounding them out
d) Skill to understand the meaning of the word
__________6. What is the sequence of phonics instruction? Students should be taught:
a) the name of the letters first then letter sounds and finally letter
combination sounds.
b) in no particular sequence as long as they know their letters.
c) letter combination first then the breakdown of the letter names and
sounds of the combination.
d) all at the same time -- the letter name and sound and letter
combination.
__________7. Which statement is true?

a) Word recognition is the ability to connect phonemes to letters and
sound out unknown words.
b) Teaching phonics and word recognition should be complemented with
real reading tasks so students can encounter the words in stories.
c) In teaching sight words, words that you expect students to learn do not
have to be part of their speaking/listening vocabularies.
d) Children with weak decoding and word recognition skills may exhibit
higher levels of comprehension.
__________8. What is vocabulary knowledge?

a) The ability to model correctly the critical sounds, stress and intonation
of the language
b) The ability to activate prior knowledge
c) The ability to use words to express meaning
d) The ability to read whole words without sounding them out
__________9. It is one approach to teach vocabulary development wherein it enhances

students’ comprehension and understanding of a text and entails interaction with students
while reading aloud.
a) Teaching vocabulary through sight words
b) Teaching vocabulary through text talk
c) Teaching vocabulary through visual organizer
d) Teaching vocabulary through context clues
__________10. Context clues can be taught using the following forms except one.
a) Use definition of the word embedded in the text
b) Use synonym or antonym in a word, phrase, sentence, or paragraph
around the word
c) Use the connecting sounds and letters to sound out unknown words
d) Use an example that helps define the word
__________11. KWL Chart and word mapping may be used before reading a story or
passage with the children. What reading comprehension strategy is targeted with these
techniques/ tools?
a) Questioning
b) Visualizing
c) Activating Prior Knowledge
d) Inferring
__________12. Questioning is a comprehension strategy that keeps good readers

engaged during and after reading a story or passage. The statement is
a) Always true
b) Sometimes true
c) False
__________13. After reading a story or article, how would you assess if pupils have fully
grasped relevant information and essential messages of the story read?
a) Use prediction chart to predict the outcome of the story
b) Use creative strategies like drawing, acting out or writing a summary of
what they have read
c) Ask question on the moral of the story
d) Use word mapping in describing the topic or theme of the story
__________14. Which of the following is NOT a recommended strategy for fluency

instruction for children?
a) A teacher or an adult reads the text first, providing the students with a
model of fluent reading.
b) Student rereads a passage three to five times or until a predetermined
level of fluency is attained.
c) Students work in pairs to practice repeated reading with teacher closely
monitoring nearby.
d) Students are provided with a lot of reading materials to do silent
reading on their own.
__________15. Which of the following statements is false?

a) Less fluent readers should be provided with plenty of difficult reading
materials to challenge them towards becoming independent readers.
b) Fluency provides a bridge between word recognition and
comprehension.
c) Less fluent readers need to allocate more resources to decoding while
more fluent readers have more resources available for comprehension.
d) Reading text and instruction should correspond to the diagnostic
fluency level of students.
PRETEST
Name:______________________________________________ School:_______________________
Write the correct letter/s on the blank.
__________1. What are the 5 component skills of reading?

a) Reading Comprehension e) Narrative Competency
b) Fluency f) Phonemic Awareness
c) Formative Evaluation g) Oral Language Development
d) Decoding and Word Recognition h) Vocabulary Development
__________2. What is the smallest meaningful sound of language?

a) syllable
b) phoneme
c) rime
d) onset
__________3. Which statement is false?

a) Children are naturally aware that words consist of different sounds.
b) Phonemic awareness is the ability to distinguish individual sounds
within words.
c) It is important to use various activities to help children become familiar
with the various sounds of a word to help build students’ phonemic
awareness.
d) Phonemic awareness is a pre-requisite for reading.
__________4. What is an example of a phoneme categorization task?

a) Asking students to recognize individual sounds in words (For example:
What is the beginning sound of moon?)
b) Asking students to listen to a sequence of separately spoken sounds
and combining them to form a recognizable word (For example: What
word is /m/ /ae/ /t/?)
c) Asking students to identify the word with the odd sound in a sequence
of 3 or 4 words (For example: What word does not belong – cat, cow,
dog?)
d) Asking students to state the word that remains when a specified
phoneme is removed (For example: What is sat without the /s/?)
__________5. What is phonics?

a) Skill to sight-read words
b) Knowledge of letter-sound correspondence
c) Ability to read whole words without sounding them out
d) Skill to understand the meaning of the word
__________6. What is the sequence of phonics instruction? Students should be taught:
a) the name of the letters first then letter sounds and finally letter
combination sounds.
b) in no particular sequence as long as they know their letters.
c) letter combination first then the breakdown of the letter names and
sounds of the combination.
d) all at the same time -- the letter name and sound and letter
combination.
__________7. Which statement is true?

a) Word recognition is the ability to connect phonemes to letters and
sound out unknown words.
b) Teaching phonics and word recognition should be complemented with
real reading tasks so students can encounter the words in stories.
c) In teaching sight words, words that you expect students to learn do not
have to be part of their speaking/listening vocabularies.
d) Children with weak decoding and word recognition skills may exhibit
higher levels of comprehension.
__________8. What is vocabulary knowledge?

a) The ability to model correctly the critical sounds, stress and intonation
of the language
b) The ability to activate prior knowledge
c) The ability to use words to express meaning
d) The ability to read whole words without sounding them out
__________9. It is one approach to teach vocabulary development wherein it enhances

students’ comprehension and understanding of a text and entails interaction with students
while reading aloud.
a) Teaching vocabulary through sight words
b) Teaching vocabulary through text talk
c) Teaching vocabulary through visual organizer
d) Teaching vocabulary through context clues
__________10. Context clues can be taught using the following forms except one.
a) Use definition of the word embedded in the text
b) Use synonym or antonym in a word, phrase, sentence, or paragraph
around the word
c) Use the connecting sounds and letters to sound out unknown words
d) Use an example that helps define the word
__________11. KWL Chart and word mapping may be used before reading a story or
passage with the children. What reading comprehension strategy is targeted with these
techniques/ tools?
a) Questioning
b) Visualizing
c) Activating Prior Knowledge
d) Inferring
__________12. Questioning is a comprehension strategy that keeps good readers

engaged during and after reading a story or passage. The statement is
a) Always true
b) Sometimes true
c) False
__________13. After reading a story or article, how would you assess if pupils have fully
grasped relevant information and essential messages of the story read?
a) Use prediction chart to predict the outcome of the story
b) Use creative strategies like drawing, acting out or writing a summary of
what they have read
c) Ask question on the moral of the story
d) Use word mapping in describing the topic or theme of the story
__________14. Which of the following is NOT a recommended strategy for fluency

instruction for children?
a) A teacher or an adult reads the text first, providing the students with a
model of fluent reading.
b) Student rereads a passage three to five times or until a predetermined
level of fluency is attained.
c) Students work in pairs to practice repeated reading with teacher closely
monitoring nearby.
d) Students are provided with a lot of reading materials to do silent
reading on their own.
__________15. Which of the following statements is false?

a) Less fluent readers should be provided with plenty of difficult reading
materials to challenge them towards becoming independent readers.
b) Fluency provides a bridge between word recognition and
comprehension.
c) Less fluent readers need to allocate more resources to decoding while
more fluent readers have more resources available for comprehension.
d) Reading text and instruction should correspond to the diagnostic
fluency level of students.

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Whole School Reading Program (WSRP) – Summer Training 2012

I. Rapid Assessment on Reading Skills (RARS)

II. Early Grade Reading Assessment

III. Session Guide on Phonemic Awareness

IV. Session Guide on Decoding and Word Recognition

V. Session Guide on Reading Comprehension Strategies

VI. Session Guide on Vocabulary Development Strategies

VII. Session Guide on Developing Fluency of Students

VIII. A Module on English Sounds: Vowels, Consonants, and Diphthongs

II. How to Administer the RARS and Interpret Results?

Number of Approximate corresponding Next Steps

10-64 Reading below grade level Remedial reading should continue

65-81 On level Discontinue remedial reading

84-100 Reading above grade level Remedial reading is not needed

4. File all test materials to a secure place.

4. If the test taker takes 5 or more seconds to correctly pronounce a word,

6. Count the correct answers and note it on the score sheet.

7. Check the approximate reading level corresponding to the score.

now bee sin zoo dog (15)

fan Bob she sky one (20)

Sam Ben hit ten Pam (25)

time body long zoom beat (30)

come feet here Omar hear (35)

Toni tell this does lolo (40)

into kind Lisa look from (45)

class Rasul Velez tiger child (50)

vinta Lopez ducks green woman (55)

touch Efren years water block (60)

Pedro lines third stand swing (65)

Ernest middle dialog chicks column (70)

number hollow Banaue guitar basket (75)

flowers persons shining correct shapes (80)

arrange walking goodbye missing because (85)

singing morning running letters rhyming (90)

complete learning notebook sleeping cabinets (95)

activity brothers catching birthday pictures (100)

she out Don ten off (20)

fly old his cam lie (25)

all one find bird down (30)

tree uses star dock open (35)

pick lost hail then wipe (40)

take unit Rosa nine need (45)

shed race read desk sway (50)

glue fall join year dark (55)

voice canes flake first tress (65)

asked sings sheet doing shade (70)

great front books money below (75)

wants flash again study fable (80)

greet flies reads woman grain (85)

pieces cannot boiled recess things (90)

travel inside plants throws second (95)

stayed please little slippers remember (100)

am I’m up Ana hot (15)

Jay oil own men all (20)

dog end out buy who (25)

Rey are the bell Bert (30)

case face game huts gift (35)

news wild also year Cora (40)

find look make have when (45)

some this calls count Duran (50)

fever joins learn tried walks (55)

funny gives mango Willy cooks (60)

Lilia peace built other begin (65)

accept Anneth Arthur better blanks (70)

Name : ________ Grade & Section