Reading Improvement Seminar-Workshop

8/3/2019 Reading Improvement Seminar-Workshop

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Reading Improvement Seminar-WorkshopDRIP 2004 (A reorientation to Phonetics)

Elementary Level July 22-23, 2004

Mrs. Divina V. Asuncion

Kalayaan National High School

Background Information

The problem in reading is becoming persistent in all levels of learning, not

only in the division of Caloocan but also in all divisions nationwide. This

dilemma, having been experience in the high school for the past years was

remedied by conducting the DRIP (Division Reading Improvement Program) in

2001 to present. The precise implementation of the program had successfully

boosted the self-esteem of high school students who belatedly learned to decode

the printed page, the effect of which had brought about a positive change in the

attitude of the learners towards studies.

The strategy in teaching Beginning Reading to the Non-Readers who are

already of age was for the purpose of immediate independent reading. Thus,

phonics was introduced which taught the students the technique of putting letters

together and blending them to form words.

A reintroduction of the sounds of the letters of the alphabet using a single

picture clue for each letter (initial sound) was the suggested tool for teaching

beginning reading. The justification for this strategy is that a pupil would easily

remember the letter and its corresponding sound if there is only one picture to

associate it with. Thus, for instance, the teacher would ask what letter? followed

by what sound? and prompted with As in . . . ? or sounds like . . . ?, the

picture would automatically flash into the mind of the learner and the concept

being introduced is understood.


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Features of Elementary DRIP 2004

This teaching strategy is holistic in the sense that by introducing the basic

sound of each letter in alphabetical order, the Macro Skills are easily targeted in

following respect:

Listening Speaking : Teacher and pupils say the sounds and blend

them together to form a word/s.

Reading : pupils read the words formed from the given

pattern

Writing : As teacher dictates the word, the pupil is able to

write the same correctly. Comprehension : as soon as the pattern in reading is established,

the pupils will be ready to take dictation of words

and eventually, correct sentences.

is expected to take place

automatically when words formed are used

in meaningful sentences that are within the

capacity of the pupils to understand.

This teaching process also helps develop the left to right progression of the

eye movements of the learner. Likewise, phonics minimizes common readingdefects such as reversal of letters, omission and/or addition of words to what is

being read.

The Elementary DRIP 2004 is easily learned or taught because we, the

teachers employ the basic combinations/ (CV + C) patterns that we used in

teaching our pupils how to read in Filipino or in the vernacular dialect. Of course,

the difference lies in the sounds of Oo and Uu.

The Elementary DRIP 2004 Phonetical strategy guarantees that a pupil willbe reading independently as soon as the reading technique is disclosed.

However, it is imperative that each pupil has prior knowledge of the upper

and lower case letters of the alphabet before instruction takes place. Writing, too,

is a necessity to be able to attain the target skills of this reading instruction.


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Instructional Materials

The alphabet chart / or flash cards to be used should be chosen with care.

The pictures should match the target initial sound in order to present the concept of

reading. It should be noted that the main purpose is for the learner to master thesound of each letter in order to learn to read independently.

To address the concern of teachers regarding the issue that the pupils in

grade One and Two are just beginning to learn how to read in Filipino and that the

implementation of Elementary DRIP 2004 might just confuse the learners, it is

suggested that a separate chart in Filipino be put up in one corner of the room and

the prescribed chart for Reading in English on the other side. Thus, when reading

activity is conducted, whether in English or in Filipino, the concern regarding

confusion is eliminated.

Hitting the Target

The Elementary DRIP 2004 has taken into consideration the reading

requirements for the Phil-IRI (Philippine Informal Reading Inventory) based on the

words listed for testing in the Grade I and II as follows:

Grade One1. words formed from CVC pattern2. words with long a

3. words with long I

4. words with diphthongs oa, ou, oi

5. words with consonant blends and clusters

Grade TwoAll of the above plus the ff:

6. words with long u sound

7. words from the Dolch and Fry lists

Grade Three

All of those prescribed or Grade One and Two plus the ff;

8. words with ea, ea, and ee

9. words with final ed sounding t, d, and id

10. words formed with prefixes and suffixes


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The 2004 DRIP Elementary Level

A Phonetical Approach in

Teaching Beginning Reading

Preparatory Activity : A reorientation to the sounds of the letters of theAlphabet and self-testing activity

Lesson 1 : Reading words in Consonant Vowel + Consonant

Focus: Initial, medial, and Final sounds

Pattern: CV + C

Lesson 2-3 : The Long Sounds ( Vowels a and i)

Focus: Sound DiscriminationPattern: CV + C

Lesson 4 A & B: The Consonant Blends and Clusters (The l and r blends)

Focus: Sound Discrimination

Pattern: Blend + V + C

Lesson 5 : The Consonant Digraphs (ch, sh, wh, th)

Focus: Vocabulary, spelling

Pattern: CVD + C

Lesson 6 : Diphthongs (oa, oi, ou)

Focus: Sound Discrimination, vocabulary, spelling

Pattern: Diph + C, Cdiph + C

Lesson 7 : The Long u

Focus: Sight Vocabulary, Spelling, Sound discrimination

Lesson 8 : The Long e

Focus: Sound Discrimination, vocabulary, spelling

Teachers can do a lot of reading and may consult many authorities but you,

as a teacher would know best which strategy of teaching is effective for your

student.


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Beginning Reading Pattern( Phonetic Approach)

Lesson 1

Sample Lesson Flow in Teaching Beginning

Reading

The Alphabet Chart

Aa

BbCc

Dd

Ee

Ff

Gg

Hh

Ii

JjKk

Ll

Mm

Nn

Oo

Pp

Qq

Rr

Ss

Tt

Uu

Vv

Ww

Xx

Yy

Zz

ChSh

th

Lesson 2

a

ba

ca

da

fa

ga

ha

ja

ka

la

ma

na

pa

qua

ra

sata

va

wa

ya

Lesson 8

e

be

__

de

fe

ge

he

je

ke

le

me

ne

pe

que

re

sete

ve

we

ye

Lesson 3

i

bi

__

di

fi

gi

hi

ji

ki

li

mi

ni

pi

qui

ri

siti

vi

wi

yi

o

bo

co

do

fo

go

hojo

__

lo

mo

no

po

___

ro

soto

vo

wo

___

Lesson 7

u

bu

cu

du

fu

gu

hu

ju

__

lu

mu

nu

pu

___

ru

sutu

vu

___

___

Lesson 4: A & B bl cl fl gl pl sl

br cr fr gr pr str

Lesson 5

ch sh th whLesson 6

oa ou oi


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Prompt: We are going to master the sounds of the letters of the alphabet.

You have learned the name of each letter, we shall remember the

sound of each.

Activity 1: Sounds of the Alphabet / Review Guide

Vowel Sounds : a e i o u

Drill : Sound and corresponding picture

Lesson 1: Bb + short vowel sound (a, e, i, o, u)

Prompt: What letter? What sound? As in . . . .?

Activity 2: PromptLet us form the words by putting the letters together.

back bed Ben bib Bob bud

bad beg bend bid body bug

bag bell best bill bomb bun

bat Bem bin bottle but

bow bus

box

Reading Drill

Sight Vocabulary:

This That

This is a bag. That is a bus.

This is a bat. That is a bat.

This is a bed. That is a bomb.

This is a bell. That is Bems bib.

This is a bottle. That is Bens bill.This is a box. That is Bobs box.

Lesson 1: C + a e i o u + consonants/s


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Word Drill

cab cob cub

can come cup

cap cop cut

cat cot

Sentence Drill

This is a cat. This is a big cut.

This is a cot. This is a can.

This is a cop. This is a cab.

This is a cup.

Comprehension: Match the word with the picture.

That is a (cat, cot).

That is a (cop, cup).That is a (cab, cob).

That is a (can, cot).

That is a (cab, cob).

Note: Teachers may modify the matching test for comprehension check. (Draw

a line from the word to the correct picture; flash cards is also a good

option).

Lesson 1: Dd + a e i o u + consonant/s

Word Drill

dab Del did dock duck

Dad deck dig dot dust

Dan dim doll

dip down

Sentence Drill

This is Dad. It is a dot.

This is Del. It is a duck.

This is Dan. It is a doll.

Spelling Prompt: I will write for you the first combination, you supply the final

sound.

Lesson 1: Aa + Consonant Sound/s


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Word Drill

add Phrases:

am can add

an an ant

and an ax

Ana Ana and Andy

Andy ask Ana

ant

as Sentences:

ask I am Ana.

at I am Andy.

ax I can add.

Lesson 1: Ff + a e i o u + consonant/s

A. Word Drill:

fan fed fill fix fog fun

fat fell film fish fox funny

fast Fem fin fumble

fence fit

fantasy festival

Suggested Activity: A Board Work

At this point the pupils have sufficient knowledge of the basic sounds. Theteacher may give the first combination (CV + ___) and the pupils will apply the

final sound by writing the letter.

B. Sentence Drill:

(Lower level) (Higher level)

It is a fan. It is a fish.

It is a fat fox. It is a big fat fish.

It is fast. It has fins.

It is a fish. It is as fast as a fox.

It is a fog. It swims fast.

It is a fin.

C. Challenge: Spelling (take home assignment)


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fantasy fence funny fumble

Lesson 1: Gg + a e i o u + consonant/s

A. Word Drill:

gag get give gobble gum

gap God gun

gas goggles

garden gone

garter got

gown

Sight Vocabulary

has have He She

B. Sentence Drill

I have a garden.

I have a garter.

I have a gum

He has a gun.

She has a gown.

C. Challenge: Introduce I You We TheyHe She It to higher level pupils.

Input: I have He has

You have She has

We have It has

Game: What do you have? What do I have? What do they have?

What does he/she have? What does it have?

* Encourage pupils to answer in complete sentences.

Lesson 2: The Long a Sound

Pattern:


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a b c d f g h j k l m n p q r s t v w + a + consonant/s

Prompt: We have learned that the first sound of Aa is a (apple).

This time we will learn words using the long sound.

A. Review: let pupils give words having a sound.(back, cap, dam, fan, gas, ham, Jack, Kathy, lamp, mat, nap, pat, quack, rag

sag, tack, vast, wan, yap, zap)

B. Preparatory Activity: Say Aa apron *Practice

C. Word Formation:

bake, cape, dame, fair, gaze, hate, jail, late, mane, nape, quail, race, sage,

take, vase, wane

Note: - Follow the suggested pattern in forming words to discover thetarget vocabulary.

- Always refer to the alphabet chart in forming words.

- Word drill will help in mastering the sounds.

D. Challenge: Let pupils come up with as many correct words having a sound by

following the pattern.

Example: ra (Find the 8 words)

race raid rage rake rail rain rape rare raise rate rave ray

Lesson 3: The long i sound

Pattern:

b c d f g h j k l m n p q r s t v w + i + consonant/s

Prompt: We have learned that the first sound of Ii is i (igloo). This time

we will learn the sound of Ii as in (ice cream)

A. Practice: I ice cream


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ice ire

idle ivy

Ike

island

isle

Ireland

B. Review: Words with short i (as in igloo).

ill bib city dim fit give hill Jim

igloo kiss lips mix nip pick quill rid

ink rid sill tick Vic wish

if

itch

C. Word Formation:

Bible cite dime fight guide hive icejibe kind live mine knight pile quiet

rice sire time vine wire

Note: - Follow the suggested pattern in forming words to discover the target

Vocabulary.

- Always refer to the alphabet chart when forming words.

- Word drill activity will facilitate mastery of the sounds.

D. Challenge: How many words can you come up with beginning with Nn + i ?

nice

knife knight

Nile knives

nine

night

*Ask which of these words they do not understand.

*Explain or illustrate for comprehension.

Lesson 4A: Consonant Blends and Clusters + short vowel sound


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bl cl fl gl pl sl

br cr fr gr pr str + a e i o u

example:

black blend bliss blond blushbrag crept French grip props strum

Lesson 4B: Consonant Blends and Clusters + long a and i

blade claim flair glaze plate slay

brain crave frame grapes pray strain

blind climb flight glide pliers slime

bride cry fright grime pride stripes

Lesson 5: Consonant Digraphs

sh ch th + short vowel sound long a and i

Word Drill A

shabby shed shin shock shun

shack shell ship shod shut

shaggy shelf shirt shop

shall shelves shiver shot

sham shower

shanty

Word Drill B

shade shake shame shape shave

shady shaky Shane share

Word Drill C

shine shiny shining

Lesson 6: Diphthongs

oa ou oi + consonant/s


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consonant + diphthongs + consonant/s

Picture Clues:

oa - oats ou - outside oi - oil

Word Drill 1boat coal foal goad hoard

boar coat foam goal hoarse

coax goat

loan

moan

roan

Word Drill 2

out ouch! bound bounce count

foul found loud louse moundmouth mouse noun pound pout

round rouse sound sour south

Word Drill 3

oil boil doily soil

ointment coil foil toil

broil

Lesson 7: The Long u soundFocus: Sight Vocabulary, Spelling, Sound discrimination

U Unicorn beautiful feud hue

use bureau fuel huge

uniform fume human

universe cube fuse juice

universal cure Jude

unite cute July

united June

jury

mule tube

muse

mute

museum


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Documents

Reading Improvement Seminar-Workshop