Reading Improvement Seminar-Workshop

DRIP 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.

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 Reading Writing Comprehension : Teacher and pupils say the sounds and blend them together to form a word/s. : pupils read the words formed from the given pattern : As teacher dictates the word, the pupil is able to write the same correctly. : 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 reading defects 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 will be 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.

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 the sound 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 One
1. 2. 3. 4. 5. words formed from CVC pattern words with long a words with long I words with diphthongs oa, ou, oi words with consonant blends and clusters

Grade Two
All 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

The 2004 DRIP Elementary Level A Phonetical Approach in Teaching Beginning Reading
Preparatory Activity : A reorientation to the sounds of the letters of the Alphabet 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 Discrimination Pattern: 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 : Diphthongs (oa, oi, ou) Focus: Sound Discrimination, vocabulary, spelling Pattern: Diph + C, Cdiph + C : The Long u Focus: Sight Vocabulary, Spelling, Sound discrimination : The Long e Focus: Sound Discrimination, vocabulary, spelling

Lesson 6

Lesson 7 Lesson 8

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.

Beginning Reading Pattern

( Phonetic Approach) The Alphabet Chart Lesson 1 Lesson 2 Lesson 8 Lesson 3 Lesson 7

a ba ca da fa ga ha ja ka la ma na pa qua ra sa ta va wa ya

e be __ de fe ge he je ke le me ne pe que re se te ve we ye

i bi __ di fi gi hi ji ki li mi ni pi qui ri si ti vi wi yi

o bo co do fo go ho jo __ lo mo no po ___ ro so to vo wo ___

u bu cu du fu gu hu ju __ lu mu nu pu ___ ru su tu vu ___ ___

Sample Lesson Flow in Teaching Beginning

Lesson 4: A & B

bl br Reading
Lesson 5

cl cr

fl fr

gl gr

pl pr
Lesson 6

sl str

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz Ch Sh th

ch

sh

th

wh

oa

ou

oi

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 : Drill : a e i o u Sound and corresponding picture

Lesson 1: Bb + short vowel sound (a, e, i, o, u) Prompt: What letter? What sound? As in . . . .? Activity 2: Prompt Let us form the words by putting the letters together. back bad bag bat bed beg bell Bem Ben bend best bib bid bill bin Bob body bomb bottle bow box bud bug bun but bus

Reading Drill Sight Vocabulary: This This is a bag. This is a bat. This is a bed. This is a bell. This is a bottle. This is a box. That That is a bus. That is a bat. That is a bomb. That is Bems bib. That is Bens bill. That is Bobs box.

Lesson 1: C +

a e i o u

+ consonants/s

Word Drill cab can cap cat

cob come cop cot

cub cup cut

Sentence Drill This is a cat. This is a cot. This is a cop. This is a cup.

This is a big cut. This is a can. This is a cab.

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
Word Drill dab Dad Dan Sentence Drill This is Dad. This is Del. This is Dan. Del deck did dig dim dip

consonant/s
dock dot doll down duck dust

It is a dot. It is a duck. 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

Word Drill add am an and Ana Andy ant as ask at ax

Phrases: can add an ant an ax Ana and Andy ask Ana Sentences: I am Ana. I am Andy. I can add.

Lesson 1: Ff + a e i o u
A. Word Drill: fan fat fast fantasy fed fell Fem fence festival fill film fin fit

+ consonant/s
fix fish fog fox fun funny fumble

Suggested Activity: A Board Work At this point the pupils have sufficient knowledge of the basic sounds. The teacher may give the first combination (CV + ___) and the pupils will apply the final sound by writing the letter. B. Sentence Drill: (Lower level) It is a fan. It is a fat fox. It is fast. It is a fish. It is a fog. It is a fin.

(Higher level) It is a fish. It is a big fat fish. It has fins. It is as fast as a fox. It swims fast.

C. Challenge: Spelling (take home assignment)

fantasy

fence

funny

fumble

Lesson 1: Gg + a e i o u + consonant/s
A. Word Drill: gag gap gas garden garter Sight Vocabulary has 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: Input: Introduce I He He has She has It has What do I have? What do they have? What does it have? You She We It They to higher level pupils. get give gobble God goggles gone got gown He She gum gun

have

I have You have We have

Game: What do you have? What does he/she have?

* Encourage pupils to answer in complete sentences.

Lesson 2: The Long a Sound Pattern:

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

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 the target 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

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

ice idle Ike island isle Ireland

ire ivy

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 jibe kind rice sire dime live time fight mine vine guide knight wire hive pile ice quiet

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

bl br example: black brag

cl cr blend crept

fl fr

gl gr

pl pr

sl str blond grip

a e i o u blush props

bliss French

strum

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

blade brain blind bride claim crave climb cry flair frame flight fright glaze grapes glide grime plate pray pliers pride slay strain slime stripes

Lesson 5: Consonant Digraphs

sh ch th

short vowel sound long a and i shin ship shirt shiver shock shod shop shot shower shun shut

Word Drill A shabby shack shaggy shall sham shanty Word Drill B shade shady Word Drill C shine

shed shell shelf shelves

shake shaky shiny

shame Shane shining

shape share

shave

Lesson 6: Diphthongs
oa ou oi

consonant/s

consonant Picture Clues: oa - oats Word Drill 1

boat

diphthongs ou - outside

consonant/s oi - oil goad goal goat hoard hoarse

boar loan moan roan

coal coat coax

foal foam

Word Drill 2 out ouch! bound bounce count foul found loud louse mound mouth mouse noun pound pout round rouse sound sour south Word Drill 3 oil ointment broil boil coil doily foil soil toil

Lesson 7: The Long u sound

Focus: Sight Vocabulary, Spelling, Sound discrimination U Unicorn use uniform universe universal unite united mule muse mute museum beautiful bureau cube cure cute tube feud fuel fume fuse hue huge human juice Jude July June jury