Phonemic and Phonetics (Developmental Reading)

First Edition, 2019

ISBN________

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Published by the Department of Education Division of Cagayan de Oro

Schools Division Superintendent: Jonathan S. Dela Peña, PhD, CESO V
Assistant Schools Division Superintendent: Alicia E. Anghay, PhD.
OIC Chief- Curriculum Implementation Division: Lorebina C. Carrasco

Development Team of the Phonemic and Phonetics (Developmental Reading)

Writers:Effie May B. Arces, Aisa T. Badana, John Vincent Besas, Arlyn Lea Luisita M. Cabatino,
Eva P. de los Santos, RomelritaL. Maghuyop,Analiza V. Sabello, Jocelyn Rovie N. Salo,
Lucille T. Tura, Darlenie G. Tulang, Beverly Zapanta
Illustrators:Sol C. Balista, Jayviert R. Bucalon, Jessica A. Bunani,Ruel Caiňa, Sheena Marie R.
Cascon, Maria Irene D. Casiňo, Cyrus Bradlee Galeon, Romualdo L. Isabela, Ryan
Boyd Pahapay,Johnwyne B. Liloc, Ryan Z. Roa
Cover Design Artist: Ryan Roa
Content Lay-out: Jairus John M. Gochuco
Internal Reviewers and Editors: Anita M. Gochuco – Division Reading Coordinator
Anita M. Gomez – Asst. Division Reading Coordinator
Jerry G. Roble, PhD. – Division English Coordinator
January Gay T. Valenzona, PhD. – LRMDS Manager
Reproduction (LRMDS): Gemma P. Pajayon and Lanie M. Signo
External Reviewer: Maria Flerida T. Nery, PhD.- Associate Professor II, XU SOE

DepEd-Division of Cagayan de Oro City-Learning Resource Management and Development System

Office Address: Fr. William Masterson Avenue, KM 5, Upper Balulang, Cagayan de Oro City
Email: [email protected]
 PREFACE
The Division of Cagayan de Oro City has come up with this
phonemic and phonetics material as an aid in teaching reading as a
developmental form. Based on the Phil-IRI manual, thirteen modules are
involved in this material to cater to the needs of the learners. It is
composed of exercises commencing from word, phrase, sentence, and
paragraph levels. Such arrangement is done in order to motivate
learners to read the texts with reading teachers modelling them.
To settle problems on sound productions, IPA symbols are used.
Every section of the material contains samples serving as a guide for
readers to follow.
This material requires teachers to be models first in producing
sounds. Hence, explicit teaching is promoted along this aspect. The
teachers do impart sounds to learners in four levels: word, phrase,
sentences, and paragraphs emphasizing a particular phoneme in
transcribed from using IPA symbols. For mastery level, teaching of
sounds in repeated form is needed.
On the other hand, the story has to read orally by the learner while
the teacher listens. The teacher corrects immediately the learner when
error is committed or just count the mistake without interrupting,
depending upon the purpose of the teacher. The comprehension
questions will be answered by the learner upon the teacher’s assistance.
If the learner answers in vernacular but is correct, it is credited as one
point since comprehension assessment is the target. However, if the
purpose of reading is mastery, the comprehension questions could be
excluded.
It is hoped that this material empowers both teachers and students
to love reading.
 TABLE OF CONTENTS
Copyright Notice ………………………………………………….. i
Preface ………………………………………………….. ii
Table of Contents …………………………………………………… iii
Summary of Modules …………………………………………………… iv

Module 7: Vowel Digraphs II

Lesson 1: The Sound oa ……………………………………………………………… 1-9
A. Words ……………………………………………………………… 2
B. Phrases ……………………………………………………………… 6
C. Sentences ……………………………………………………………… 7
D. Story ……………………………………………………………… 8
Lesson 2: The Sound ou ……………..………………………………………………. 10-18
A. Words ……………………………………………………………… 11
B. Phrases ……………………………………………………………… 15
C. Sentences ……………………………………………………………… 16
D. Story ……………………………………………………………… 17
Lesson 3: The Sound u …….……………………………………………………….. 19- 27
A. Words ……………………………………………………………… 20
B. Phrases ……………………………………………………………… 24
C. Sentences ……………………………………………………………… 25
D. Story ……………………………………………………………… 26
Lesson 4: The Sound au …………………………………………………………….. 28- 36
A. Words ……………………………………………………………… 29
B. Phrases ……………………………………………………………… 33
C. Sentences ……………………………………………………………… 34
D. Story ……………………………………………………………… 35
Lesson 5: The Sound ew, ue …………………………………………………………….. 37- 46
A. Words ……………………………………………………………… 38
B. Phrases ……………………………………………………………… 42
C. Sentences ……………………………………………………………… 43
D. Story ……………………………………………………………… 44
 SUMMARY OF MODULES
Module 1: The Short Vowel Sounds
Lesson 1: The Sound a
Lesson 2: The Sound e
Lesson 3: The Sound i
Lesson 4: The Sound o
Lesson 5: The Sound u
Module 2: Consonant Initial Blends
Lesson 1: Bl, CL, Fl and Gl blends
Lesson 2: Br, Cr, Dr and Pl blends
Module 3: Consonant Final Blends
Lesson 1: -ft, -lt, -nt, -st
Lesson 2: -lk, -ck
Lesson 3: -nd, -rd, -mp
Module 4: Consonant Digraphs
Lesson 1: ng
Lesson 2: nk
Lesson 3: sh
Lesson 4: -th (voiced)
Lesson 5: -th (unvoiced)
Lesson 6: ch, -ch, -tch
Lesson 7: wh
Module 5: Long Vowel
Lesson 1: long a
Lesson 2: long e
Module 6: Vowel Digraphs I
Lesson 1: ai as in pail
Lesson 2: ee as in sheep
Lesson 3: ea as in beat
Lesson 4: ie as in pie
Module 7: Vowel Digraphs II
Lesson 1: oa as in goat
Lesson 2: ou as in mouse
Lesson 3: oo as in cool
Lesson 4: au as in clause
Lesson 5: ew as in brew
Module 8: Diphthongs
Lesson 1: ow as in blow
Lesson 2: oy as in boy
Module 9: Phonograms
Lesson 1: -ld as in bold
Lesson 2: -ar as in bar
Lesson 3: -or as in born
Lesson 4: -er as in fern
Lesson 5: -al as in call
Lesson 6: -ul, -ull, -ush as in full, blush
Module 10: Words ending in –ed, -le, -tion, sion
Lesson 1: Final vowel y as in army
Lesson 2: Words ending in -le, -tion, -sion
Lesson 3: Words ending in -ed
Module 11: The sound of oo and ajar
Lesson 1: oo as in book
Lesson 2: unaccented /e/ as in ajar
Module 12: The sound of dz, f, se, ph, e, -tion, -sion
Lesson 1: c having /s/ sound
Lesson 2: ph having /f/ sound
Lesson 3: se having /z/ sound
Module 13: Words with silent sound of k, w, t, b, l
Lesson 1: The silent sound of k, w, t, b, l
 Lesson 1
The Sound

/ow/ = /o/
as in GOAT
PCLS SYMBOL THE I.P.A
/ow/ /o/

Deped-CDO-Reading Phonemic and Phonetics 7| Page 1

 A. Words

/g/

/g/+/o/

/g/+/o/+ /t/=

goat

[got]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 2

 ./t/

/t/+/o/

/t/+/o/ + /d/=

toad

[tod]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 3

 /m/

/m/+/o/

/m/+/o/+/n/=

moan

[mon]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 4

 boat toe
coat foe
goat joe
soak hoe
loaf hoe
soap woe
toad floe
road foes
moan toes
coach goes

Deped-CDO-Reading Phonemic and Phonetics 7| Page 5

 B. Phrases

row the boat

on the throat

goat and toad

moaned the toad

The floating boat

Deped-CDO-Reading Phonemic and Phonetics 7| Page 6

C. Sentences

1. I left my coat on the

boat.
2. There is a goat on the
road.
3. Coach would like to
toast.
4. The man will row the
boat.

Deped-CDO-Reading Phonemic and Phonetics 7| Page 7

D. Story

Goat and Toad

A goat and a toad hoed a big

garden. It was hot, hardwork to hoe in
the sun.“Woe, woe,” moaned the
toad.“Woe, woe, hoe, hoe,” moaned the
goat.The goat and toad sat in the shade
and drank water.The water felt sweet
and wet on the throat.

(Adapted from Blend Phonics Lessons and Stories p.47)

Deped-CDO-Reading Phonemic and Phonetics 7| Page 8

Comprehension Questions:

1. What were goat and toad doing in the

garden?
2. Why do you think they were hoeing?
3. Where did they sit to drink water?
4. How did the water taste?

Deped-CDO-Reading Phonemic and Phonetics 7| Page 9

 Lesson 2

The Sound

/aw/ = /au/
as in MOUSE
PCLS SYMBOL THE I.P.A
/aw/ /au/

Deped-CDO-Reading Phonemic and Phonetics 7| Page 10

 A. Words

/m/

/m/+/au/

/m/+/au/+/s/

mouse

[maus]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 11

 /l/

/l/+/au/

/l/+/au/+/d/=

loud

[laud]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 12

 /h/

/h /+/au/

/h/+/au/+/s/=

house
[haus]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 13

 out mouse

our house

cow loud

shout pound

found ground

cloud carabao

Deped-CDO-Reading Phonemic and Phonetics 7| Page 14

 B. Phrases

count aloud

cow and carabao

clown upside down

loud shout at a mouse

shout the vowel sounds

Deped-CDO-Reading Phonemic and Phonetics 7| Page 15

C. Sentences

1. I found a flower by my
house.
2. The owl flew around
my house.

3. A farmer had a cow

and a carabao.

4. I must go to town
to buy some flour.

5. Can you count the

brown cows for me?

Deped-CDO-Reading Phonemic and Phonetics 7| Page 16

 D. Story

A Mouse

You may not want to see a mouse.

A child may shout out “Eek!” with a
loud shout at a mouse. We hope we will
not see a mouse in the house.

(Adapted from Blend Phonics Lessons

and Stories p. 50)

Deped-CDO-Reading Phonemic and Phonetics 7| Page 17

Comprehension Questions:

1. Do we want to see a mouse in the

house?
2. Why did the child shout at the mouse?
3. What do we hope?
4. Should a mouse be in a house?

Deped-CDO-Reading Phonemic and Phonetics 7| Page 18

 Lesson 3
The Sound

/u/ = /u/
as in COOL
PCLS SYMBOL THE I.P.A
/u/ /u/

Deped-CDO-Reading Phonemic and Phonetics 7| Page 19

A. Words

/l/

/l/+/u/

/l/ + /u/+ /z/=

loose

[luz]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 20

 /k/

/k/+/u/

/k/ + /u/ + /l/=

cool

[kul]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 21

 /t/

/t/+/u/

/t/+/u/+/l/=

tool

[tul]
Deped-CDO-Reading Phonemic and Phonetics 7| Page 22
 cool boot
noon roof
tool moon
soon food
loose mood
room gloom
roost stoop
boost droop
bloom rooster
groom goose

Deped-CDO-Reading Phonemic and Phonetics 7| Page 23

 B. Phrases

a loose stoop

his cool mood

the blue room

roost on the stoop

to be a groom soon

rooster at the roof

Deped-CDO-Reading Phonemic and Phonetics 7| Page 24

C. Sentences

1. We had a loose stoop.

2. Sooner or later we’ll
find a clue.
3. I plan to paint the
room a soft blue.
4. We used a broom to
clean the room.
5. It is safe to roost on
the stoop.

Deped-CDO-Reading Phonemic and Phonetics 7| Page 25

D. Story

The Loose Stoop

We had a loose stoop, which tried

to doom us; but do not gloom, we fixed
it with a tool. Now, it’s safe to roost on
the stoop and rest and stay cool.

(Adapted from Blend Phonics Lessons

and Stories p.52)

Deped-CDO-Reading Phonemic and Phonetics 7| Page 26

Comprehension Questions:

1. Did you know that stoop is a porch

with steps in front of a house or
other building?
2. Have you ever set on a stoop?
3. When do you feel gloomy?
4. Have you ever felt gloomy?

Deped-CDO-Reading Phonemic and Phonetics 7| Page 27

 Lesson 4

Vowel Digraph aw, au

as in Clause

[klɔz]
PCLS SYMBOL THE I.P.A.
/ɔ/ /ɔ/

Deped-CDO-Reading Phonemic and Phonetics 7| Page 28

 A. Words

/s/+/ɔ/

saw

[sɔ]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 29

 /l/+/ɔ/

law

[lɔ]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 30

 /k/+/l/

/k/+/l/+/ɔ/

/k/+/l/+/ɔ/+/z/=

clause

[klɔz]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 31

 saw jaw ball
paw law lord
hawk taut haul
crawl fault pawn
aught author cause
pause report clause
haught fought bought

Deped-CDO-Reading Phonemic and Phonetics 7| Page 32

B. Phrases

the jaw of Paul

the baby crawls
woke up at dawn
the hawk on the wood
sound of Santa Claus
the cook cooks at dawn
she spoke about the law

Deped-CDO-Reading Phonemic and Phonetics 7| Page 33

C. Sentences

1. Baby Paul crawls at

the floor to reach
Santa Claus.

2. My aunt left the

smooth cooler at the
lawn.

3. Father saw a hawk on

the tree.

Deped-CDO-Reading Phonemic and Phonetics 7| Page 34

D. Story

The Prince at Home

Baby Paul is so cute. After

taking a bath, he smells so good.
He crawls happily towards us.
Everybody loves him. He cries
when he is hungry and smiles when
he is full. Baby Paul makes us all
happy at home.

Deped-CDO-Reading Phonemic and Phonetics 7| Page 35

Comprehension Questions

1. Who is being described as the

prince at home?

2. When does baby Paul smells good?

3. Who loves baby Paul?

4. Why does baby Paul cry?

5. How could baby Paul make

everybody happy?

Deped-CDO-Reading Phonemic and Phonetics 7| Page 36

 Lesson 5
Digraphs: ew, ue
as in Brew

[bru]
PCLS SYMBOL THE I.P.A.
/u/ /u/

Deped-CDO-Reading Phonemic and Phonetics 7| Page 37

 A. Words

/s/
/s/+/k/
/s/+/k/+/r/
/s/+/k/+/r/+/u/
screw
[skru]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 38

 /b/

/b/+/l/

/b/+/l/+/u/ =

blue

[blu]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 39

 /t/

/t/+/r/

/t/+/r/+/u/

true

[tru]

Deped-CDO-Reading Phonemic and Phonetics 7| Page 40

blew flew sue

due brew threw

pew mew glue

dew stew blue

chew clue crew

true drew hue

Deped-CDO-Reading Phonemic and Phonetics 7| Page 41

 B. Phrases

took the stew

get the blue glue

few round cooler

the wooden hood

the hawk flew away

wooden scooter of the

crew

Deped-CDO-Reading Phonemic and Phonetics 7| Page 42

 C. Sentences

1. Father was almost to

crawl at the table to
get a stew.
2. My aunt already left
the blue cooler at the
lawn.
3. I saw few black hawks
on the tree planted
near the wall.
4. Rey ate his favorite
salty prawn with beef
stew.

Deped-CDO-Reading Phonemic and Phonetics 7| Page 43

 D. Story

THE THANKFUL
FARMER

Once there was an old farmer.

He had a wooden house with
blue paint. One day, he went out
to find something to eat. While
walking, he saw a hawk flying

Deped-CDO-Reading Phonemic and Phonetics 7| Page 44

 away from the tree. He had no
clue where it will go. He followed
it until they reached at the sea.
There, he saw a crew with a few
of fresh fish in his blue cooler.
He got some fish and stew it for
his meal.

The crew noticed the

farmer. He invited him to join in
his meal. The farmer was glad
and they became friends. The
crew gave the farmer a basket of
fish when he went home. The
farmer was so thankful for the
crew’s kindness. At last he had
something for his meal at home.

Deped-CDO-Reading Phonemic and Phonetics 7| Page 45

Comprehension Questions:

1. Who owned the wooden blue

house?

2. What was he looking for one day?

3. Where did the hawk bring him?

4. Why did the farmer thankful to the

crew’s kindness?

5. How did they become friends?

Deped-CDO-Reading Phonemic and Phonetics 7| Page 46