THE BIG SIX (6)

OF READING
GLORIA ANTONETTE O. SABADO
TEACHER II
 THE BIG SIX (6) OF READING
1. PHONOLOGICAL AWARENESS ( KAMALAYANG
PONOLOHIKAL)
2. ORAL LANGUAGE ( PANGWIKANG ORAL)
3. PHONICS AND WORD RECOGNITION ( PONEMA AT
PAGKILALA NG MGA SALITA)
4. FLUENCY ( TATAS)
5. VOCABULARY ( TALASALITAAN)
6. COMPREHENSION ( PAG-UNAWA)
 PHONOLOGICAL AWARENESS
 Phonological awareness is the ability to identify and use the
different parts of spoken language, like syllables, words, and
sentences.
 Children with phonological awareness can take sounds and
syllables and manipulate them into different words.
 It deals with hearing and identifying different sounds in oral
language.
 Phoneme awareness focuses on different sounds in spoken words,
whereas phonological awareness is broader and includes other
parts of language like syllbales.
 PHONOLOGICAL AWARENESS
Three main components of phonological awareness:
1. Phonemes – the individual sounds that come together to make
up a word.
2. Onsets and Rimes-the starting sound of a word ( the onset “b”
sound in “ball” and the remainder of the word ( the Rime, like
the “all” sound in “ball”) and awareness of the onset-rime
structure of words.
3. Syllable – the vowel containing “beats” that come together to
make a complete word.
 A. MARUNGKO APPROACH
Marungko Approach is a method associated with phonics
as a learning intervention in improving the learners’
English reading ability.
This approach is called “ phono syllabic” which is
teaching correct single sounds and the blending of sounds
into syllables and words. Mastery of letter sounds is very
important in this approach.
The alphabets are rather “pronounced” than read.
 HOW TO USE MARUNGKO
1
APPROACH?
. The first five lessons are as follows: m,s,a, i,o. Teach each sound and form
until mastery before a new sound is introduced.
a. Ask a question to which the response will elicit the target sound. You can
use pictures of words beginning with m, s,a etc. depending on the current
lesson.
b. Show the target letter and tell the children to sound it again as they look at
the letter.
c. Show them how to write it. Ask them to write it, with the fingers on the air,
on their palm, on their desks, and on paper as they give sound.
d. Mastery means they know the sound and the form of the target letter. They
can give the sound and write the symbol.
2. After the first three sounds have been mastered, these can
be combined to form words,phrases, or sentences. Start
blending of sounds.
3. After the first five sounds have been mastered, any other
sound can be taught in relation to sounds already learned.
Suggested sequence is as follows: b,e,u,k,l,y,n,g,ng,p,r,d,h,w.
Remember to blend only the sounds that were taught and
mastered.
 B. SYLLABLE AWARENESS
Syllable – a unit of pronunciation having one vowel with or without
surrounding consonants, forming the whole or a part of a word.
Syllable Awareness involves activities like counting, tapping, blending,
or segmenting syllables.
Syllable examples:
One syllable: jump, buy, teach, sell
Two syllables: in.form, de.ny, pro.mote, ad.vise
Three syllables: cla.ri.fy, , mo.ti.vate, po.pu.lar
Four syllables: com.mu.ni.cate, re.pe.ti.tive, per.so.na.li.ty
 C. RHYME
Rhyme is a repetition of similar sounds in two or more words.
Rhyming is particularly common in many types of poetry,
especially at the end of lines.
Example:
The learner would say the words “cat”, “hat”, and “tap”, and the
learner would identify that “cat”and “hat” as the rhyming words.
 SEE THE BUG
See the bug on the rug.
I will give his legs a tug.
See him run, see him go.
He did not like it, no! no!
See him hop, on the mop.
See him hide, make me stop.
I will stop, I will not tug.
You are safe, Little bug.
 D. ALLITERATION

Alliteration is the occurence of the same letter or sound at the

beginning of adjacent or closely connected words.
Some famous examples of alliteration sentences include:
 Peter Piper picked a peck of pickled peppers. 
 Sally sells seashells by the sea shore. 
 I bought a bag of big bell peppers.

Note: The sound, not the letter, is the most important element of
alliteration.
 OTHER EXAMPLES OF ALLITERATION:

Cream of the crop

French fries
Hit the hay
Tough talk
Trick or treat
“Whisper words of wisdom …” -- The Beatles - Let
It Be 
 E. ONSET RIME
 Onset is the initial phonological unit of any word. ( e.g. c in cat)
 Rime refers to the string of letters that follow, usually a vowel and
final consonants ( e.g. at in cat).
 This strategy will help the child learn about word families, which
can lay the foundation for future spelling strategies.
 Example:
M / AT/ H/ AT/ T/ AT/
(Onset) ( Rime) (Onset) ( Rime) ( Onset) ( Rime)
 F. INITIAL AND FINAL SOUND
This is another version of alliteration. Instead of just sorting
words by their sounds, the learner is encouraged to identify and
name the initial sounds in words.
Initial Sound: Pet, Pillow, Pancake, Communicate, Conceal,
Calculate
Final Sound: Bat, slept, kept, allusion, fiction, American
 G. SEGMENTING WORDS INTO SOUNDS
AND BLENDED SOUNDS INTO WORDS
Segmenting is the process of breaking a word into its individual sounds.
Example:
SAT is made up of three sounds. You can break it down into its three sounds
/s/,/a/, /t/. These sounds are referred to as phonemes, which are individual sounds.
* Break the word apart into 3 separate sounds ( ant, pool,bug)
Blending is the process of combining sounds together to create a word. Example:
The learner blends the sounds /b/,/a/,/t/. These 3 sounds produce the spoken word
BAT.
H. DELETING AND MANIPULATING SOUNDS IN WORDS

When we delete sounds, we take a sound away and from that word we
recognize the word that still remains.
Example:
SAY THE WORD SAT. WHAT’S THE NEW WORD IF WE TAKE OFF
THE /S/ SOUND? AT
SAY THE WORD FLIP. WHAT’S THE NEW WORD IF WE TAKE OFF
THE /F/ SOUND? LIP
Manipulating the sounds in words includes blending, stretching, or changing
words.
Example: CAT, MAT, MAP, MOP (Manipulate the beginning, middle, and
ending sound.)
 I. GUESSING GAMES - “I SPY”
The phrase “I spy” basically stands for, “ I see”. The sentence opener, “I spy with
my little eye,” is especially engaging for children because of the rhyme. The
game focused on the first letter of the object/s names.
Example: I spy with my little eye something that starts with T.
Once an object is chosen and a clue given, it should not be changed until it has
been guessed.
You answer yes or no as to whether their guess is correct. Players can also ask
questions like “Is it here inside the classroom?” Ïs it here in the living room?” “Is
it on my left?” “ Is it on my right?”
“I SPY”

“I spy with my little eye,”

Something black, bright, and shiny
Something round, large, and brown
Something triangular
Something with circles and diamonds
Something round and metal that is used for cooking
Something flat and glass that we use to see how we look
Something that makes a ringing noise
Something that is smooth
 J. TEAM WORD-WEBBING
Team word webbing is a kind of semantic mapping
or clustering strategy used to make the students
actively particiapate in team or group.
ORAL
LANGUAGE
( PANGWIKANG
ORAL)
 ORAL LANGUAGE
( PANGWIKANG ORAL)
Oral language is the system through which we use
spoken words to express knowledge, ideas, and
feelings. Developing oral language means developing
the skills and knowledge that go into listening and
speaking—all of which have a strong relationship to
reading comprehension and to writing.
 A. ACTION EVERDAY
OBSERVATION
WALK AND TALK - When you take a walk through
your neighborhood, encourage your child to point
out things she sees and to talk about them.React to
his/her observations. Ask open ended questions
( Who, What, Why, Where, When, How). You
may add yur observation also to encourage a more
enjoyable conversation.
 B. SHARING ORAL
STORIES
After reading a story, one of the best way to check for
understanding is to ask your child to summarize, to retell
the story in their own words.
 C. READING BOOKS TOGETHER
 MODEL ACTIVE READING WHEN YOU READ WITH YOUR CHILD.
 TALK ABOUT WHAT’S HAPPENING AS YOU’RE READING.
 STOP AND DISCUSS ANY INTERESTING OR TRICKY VOCABULARY
WORDS.
 HELP YOUR CHILD MAKE PICTURES OF THE STORY IN HIS MIND.
ASK QUESTIONS LIKE:
1.WHAT HAPPENED IN THE BEGINNING OF THE STORY?
2. HOW DO YOU THINK THE CHARACTERS FEEL?
3.HAVE YOU EVER FELT LIKE THAT?
4.WHAT DO YOU THINK WILL HAPPEN NEXT?
D. SINGING AND PLAYING RHYMING GAMES
Rhyming word games are an excellent way to help the kids
better identify words and learn how to read or spell, but they
also provide entertainment for all ages.
Young children’s ability to identify rhyme units is an
important component of phonological awareness.
Examples of fun rhyming songs:
 Twinkle Twinkle
 Baa Baa Black Sheep
 Incy Wincy Spider
ACTION RHYMING
 Pick two rhyming words, such as ‘dog’ and ‘frog’.
 Get the children to stand up. Tell them we are
going to do two actions, one after the other,
again and again.
 For example, it might be ‘arms up, arms down.’
When you do the first action, say one word.
When you do the second action, then try the
second word.
 So, it might go a bit like (arms up) ‘dog’, (arms
down), ‘frog’, (arms up) ‘dog’, etc.
 MEMORY GAME
For this game you need some kind of rhyming picture cards again. For example, a ‘log’,
‘dog’, and a ‘frog.’ You need at least one card per child (so you might have four logs, four
frogs , four dogs etc).
The children sit in a circle, and give out the cards, one to everyone.
They sit with their cards face down on the floor to start with.
The first person in the circle turns over their card, and says what it is – e.g. ‘log.’
Then the next person goes. They turn over their card, but first say the name of the object next
to them.
So the might say, ‘log, dog.’
The next person might say, ‘log, dog, frog.’
Keep going like this! It gets much harder for the people sitting further around the circle.
The much harder version of the game is to say the words, but keep the cards face down. Then
it is a true memory game (but much trickier).
E. LISTENING GAMES SUCH
AS “ SIMON SAYS”
A TURN-TAKING AND TALKING GAME.
IT IS A CHILDREN’S GAME IN WHICH ALL
PLAYERS MUST IMITATE ONLY THOSE
MOVEMENTS AND COMMANDS OF A LEADER
THAT ARE PRECEDED BY THE WORDS “
SIMON SAYS”
LISTENING GAME “SIMON
SAYS”
 One person is the leader and calls out the actions. Everyone else must follow the
leader and do the action, but only when Simon says. For example, Simon says,
touch your toes. Everyone must touch their toes.
 Then the leader has to try and get everyone to do an action without saying Simon
says. If someone does the action and the leader did not say Simon says, that person
is out of the game. For example, if the leader says just “touch your toes” and
someone touches their toes, they are out of the game.
 The leader can try to make things more difficult by speeding up the pace of calling
out the actions.