Alphabet Knowledge

ZENAIDA T. PEREDO

( Letter - Sound Knowledge ) - refers to the ability to

identify letters and their corresponding sound. - it is defined as the relationship between phonology (sounds in speech ) with their respective graphemes

( written symbols in a language). - includes the ability to sound out and read new words that have not been encountered before.

Exercises to teach Alphabet Knowledge1. Songs:

The teacher introduces a song to help children become familiar with the letters of the alphabet and/or highlights a particular letter of the alphabet. Examples of songs: ABC PHONICS CHANTABC SONGS FOR CHILDREN

2. Roll Call: Teacher acknowledges the letters in a child’s name by naming these letters as she writes them on the blackboard or on flashcards.

3. Stories: Teacher reads a story to the group that teaches the concept of a particular letter.

4. Games A. Sorting letters with curved lines from letters with only straight lines. B. Alphabet Cut-outs. Distribute cut outs of upper and lower case letters to the pupils. Let the pupils search for them. They have to look for the upper and lower case letters. Once they found it they have to sound it out the letter.

C. Alphabet Match: Make a set of letter cards. Be sure to make a one letter to a card. Put the cards face down on the floor. Let the pupils turn over the cards at a time. If the cards contain the same letter, let the children keep them. Children can match the upper or lower case letters or a mixture of both.

D. Search and Match: Scatter the upper and lower case letters of the alphabet in the classroom. Let the pupils search for them. They have to look for the upper case and lower case letters. Once they have found their correct upper and lower case letters, they have to sound off their respective sound.

E. Forming letters using local materials.

F. Forming letters with clay.

G. Playing games with children’s name.

H. Playing alphabet matching games.

I. Include digging for letters in the sand table.

5. Handwriting: - Pupils write letter in the air using their pointer finger, at the back of their seatmate, on their desk and do tracing activities. -Writing letters of the alphabet with

children in sand, rice, and with finger paint.

SEGMENTATION OF WORDS

PHONEME SEGMENTATION

Phoneme Segmentation - is the ability to break words down into individual sounds. For example, the learner breaks the word run into its component sound /r/ /u/ and /n/. Why are phoneme segmentation skills important? - Phoneme segmentation is essential in developing writing skills. - In order to write or type words, pupils must

- break the word down into its component sounds. - select the letters that represent these sound.

Segmenting the Sounds These activities can support you as you teach children to string together sounds to make words and to break a word into its separate sounds.

Activity 1. Sound It Out! Write the song “Sound It Out!”on chart paper. Sing the song to the tune of “ If You’re Happy and You Know It.” At the end of the song, say a word in parts for children to orally blend. For example, /s/ /a/ /t/.

Sound It Out! If you have a new word, sound it out! If you have a new word, sound it out! If you have a new word, Then slowly say that word. If you have a new word, Sound it out!

Activity 2: Play I Spy.

Play a new variation to a favorite children’s game. Play I Spy by soundingout the name of the object you are looking at. Children have to blend the sounds together to determine the object. I spy something that is round. I spy a /b/ /a/ /l/ (ball).

Activity 3 : Say the segmentation Cheer.

Write the “Segmentation Cheer” on the chart paper, and teach it to children. Each time you say the cheer, change the words in the third line. Have children segment the word sound by sound. Begin with words that have three phonemes, such as ten, rat, cat, dog, soap, read, and fish.

Segmentation Cheer Listen to my cheer. Then shout the sounds you hear. Sun! Sun! Sun! Let’s take part the word sun. Give me the beginning sound. (Children respond with /s/.) Give me the middle sound. (Children respond with /u/.) Give me the ending sound. (Children respond with /n/.) That’s right! /s/ /u/ /n/ --- Sun! Sun! Sun!

Activity 4 : Do the Exercise Echo Making.

The teacher says the beginning sound from the rest of the word and the pupils do the same , then say the word as it is supposed to be said. Example: Do the exercise Echo Making

(Phoneme Segmentation and Phoneme Blending).

/p/ /e/ /n/ = pen /m/ /a/ /p/ = map /f/ /i/ /n/ = fin /b/ /a/ /t/ = bat /d/ /o/ /g/ = dog

Oral Language Development, Reading and Listening

Comprehension

OBJECTIVES At the end of the session, participants are expected to: 1. Experience effective storytelling strategies to strengthen pupils’ oral language development, listening and reading comprehension skills;2. Understand and use different levels of

questioning to engage pupils in thinking critically and actively about the text listened to or read; and,3. Prepare instructional materials to complement existing reading lessons in the K to 12 Teachers’ Guide and Learners’ Module.

II. ACTIVITY 1. Watch a video of a grade 2 Filipino class. 2. List down the questions the teacher

asked before and after reading the story. 3. Some reminders while viewing the video: - Please work independently. - Please focus on the questioning strategies that the teacher uses and not at the

grade level or the language used. - Please be aware that the teacher and the pupils did not rehearse or practice for the video shoot. - Please note that the video is presented for discussion purposes.

III. ANALYSIS 1. Break participants into groups of 8 – 10 people. 2. Ask each group to answer the following questions: a. What storytelling strategies did the teacher use?

Do you find them effective? Why or why not?

b. What kind of questions did the teacher ask before, during, and after reading the story? c. Under which category did most of her questions fall?

- literal - inferential, interpretative, and analytical - evaluative, application, and creative

Level 1 Questions : Lireral The words used to create the question and the answers are in the same sentence. Who/What/Where/When… Sino/Ano/Saan/Kailan … Who are... Sinu – sino… How many … Ilan… Define… Itukoy ang… What does it mean… Anong ibig sabihin ng... What was... Ano ang…

What kind … Anong uri ng…

Level 2 Questions: Inferential, Interpretative, and Analytical The answer is found in different parts of the story. Words to create the Question and answer are not in the same sentence. How do you do… Papaano mo nalaman na... What… Ano… What happened to… Anong nangyari kay/sa... What happened before/after... Anong nangyari

bago/pagkatapos ng… How many times... Ilang beses...

What example... Anong mga halimbawa...What /When/Who/Where did... Ano/Kailan/Sino/Saan/How did... Papaano..Why did… Bakit...

Level 3 Questions : Evaluative, Application, and Creative The answer is NOT in the story. Tell what you think. Have you ever… Nagawa mo na bang… If you could... Kung kaya mong… If you were going to… Kung ikaw ay… Do you agree/disagree with… Sang-ayon ka ba o

hindi…

Why/Why not? Bakit? How do you feel about… Anong

nararamdaman mo... What would happen if… Anong

mangyayari kung…