This document provides guidance for teaching beginning reading in English. It outlines four stages: 1) Developing reading readiness through oral language activities to familiarize students with English structures and vocabulary. 2) Beginning reading using sight words, phonics, and decoding strategies like associating letters with sounds. 3) Building word recognition skills such as spelling patterns, word families, and basic sight words. 4) Constructing meaning by reading stories aloud, asking questions, and doing engagement activities to practice comprehension. Various instructional approaches are described, including phonics instruction, motivating students, and unlocking new words. The overall message is to assess students' readiness and use appropriate beginning reading methods.

1. Division of City Schools
DR. RAFAEL V. PALMA ELEMENTARY SCHOOL
Zobel Roxas Street, Manila

2. TONGUE
TWISTERS

3. A three-toad tree-toad loved a
two-toad she-toad.
Unfortunately, the two-toad she-
toad did not love the three- toad
tree-toad. The three-toad tree-
toad tried three times to win the
love of two-toad she-toad, but
she-toad told the three-toad
tree-toad that she loved a fat-
fickle frog.

4. Six, slim, silver slinking sheep
slyly slipped through the side
fence. The surprised sleepy
farmer seized his gun and shot
sixteen shells in senseless
frenzy. One sick sheep sank in
the slimy marsh, but others
escaped.

5. Having good reading fluency
helps a reader to have good
comprehension. That is what
reading is all about, decoding
and comprehension. These are
the two cognitive elements of
reading.

6. Comprehension – refers to one’s
ability to understand the word or words.
Decoding– refers to the child’s ability to
recognize written information.
“Sounding out” or “Deciphering” is
one way of the reader to learn how to
Marungko
read. This is the
Approach in reading.

7.  In this approach of reading the alphabets are
rather “pronounced” than read.
For example: the letter “m” would be
pronounced as “mmm” not the old Pinoy style
of reading it as “ma”.
Another examples: “s”---- “sss”
“l” ---- “lll”
“n” ---- “nnn”

8. Phonics - the alphabetic principle
that connects sounds with letters.
Examples: Consonant Sounds
1. b /b/ 6. h /h/ 11. n /n/
2. c /c/ 7. j /j/ 12. p /p/
3. d /d/ 8. k /k/ 13. q/qu/
4. f /f/ 9. l /l/ 14. r /r/
5. g /g/ 10. m /m/ 15. s /s/

9. 16. t /t/ 25. th /th/
17. v /v/ 26. wh /wh/
18. w /w/ 27. zh /zh/
19. x /ks/ 28. ng /ng/
20. y /y/
21. z /z/
22. ch /ch/
Vowel Sounds
1. a /a/ 4. o /o/ 7./ē/
23. sh /sh/ 2. e /e/ 5. u /u/ 8. /ay/
24. th /th/ 3. I /i/ 6. a /ā/ 9.o/ō/

10. 10. u /yoo/
11. o /ōō/
12. o /òó/
13. ou /aw/
14. oi /oi/
15. o /ô/
* Let us read through
singing to the tune
of “Wheels on the
Bus”
-The sounds in the
word go
/c//a//t/(3x)
The sounds in the
word go /c//a//t/
Can you guess my
word?

11.  Or speak in code: “ Please take out the
/t//r//a//sh/
 Let us read the following CVC words:
/b//i//t/ bit
/c//a//r/ car
/d//o//g/ dog
/f//u//n/ fun
/g//e//t/ get
/h//o//p/ hop
/n//a//p/ nap
/f//o//x/ fox
/m//u//g/ mug
/r//a//t/ rat

12. Short Vowel Sounds
/ă/ as in fat, hat, pan, tag, van, fan,
bag, man,
/ŏ/ as in hot, lock, pot, sock, dog, dot,
not
/ĕ/ as in egg, pen, led, ten, wet, hen,
get, sell
/ĭ/ as in sit, pin, win, mill, hill, fin, fit,
pig
/ŭ/ as in mud, duck, mug, hug, luck,
nun

13. Long Vowel Sounds
/ā/ as in cake, sake, make, share,
chair, lane, pale, pail, jail, fare
/ē/ as in Pete, feet, heel, meet
/ī/ as in pipe, like, kite, bike, hide
/ō/-e as in pole, hole, tone,
cone, note
/ō/ as in boat, goat, oath, coat
/ōō/ as in moon, spoon, soon
/òó/ as in book, took, look, hook

14.  /ū/ as in tube, cube, huge, cute,
mute
● Consonant Blends
/bl/ as in blue, black, block, blend
/br/ as in brown, brush, brick,
brother, breath
/cl/ as in clap, clan, clean, clear
/cr/ as in cry, crawl, crush, crab
/dr/ as in drop, drum, dress,
dream

15. /fl/ as in flip, flower, flow, flop, flock,
flat
/fr/ as in frog, free, from, friend
/gl/ as in glass, globe, glee, glimpse
/gr/ as in grip, grass, grab, grand
/pl/ as in play, plain, plane, plum
/pr/ as in pray, prick, prom, practice
/sl/ as in sling, slide, slope, slum

16. /spl/ as in splash, splendid,
splender
/st/ as in stop, stare, stair, stock,
stick, store
/str/ as in strong, string, straight,
strenght
/sw/ as in swim, swan, swing,
swear
/tr/ as in trap, train, truck, tree
/tw/ as in twin, twilight, twig

17. One big readiness skills in Oral
Language Ability in English is to
give your pupils a lot of
listening/speaking activities in
English to give them familiarity
with the basic structures and
common English vocabulary which
they are bound to meet in their
early reading materials.

18. STAGE TWO – Beginning
Reading in English
English is in consonance
with the GOIM (Goal-Oriented
Instructional Model) which
should always guide you in
your decision–making in
matters relevant to instructions.

19. STAGE THREE – Word
Recognition
Skills
1. Associating objects/pictures
with printed symbols in labels,
captions, etc.
For example: apple

20. cat pencil
table
flag

21. 2. Using phonetic analysis
through associating letter
sounds with letter symbols.
For instance:
bag – /b//a//g/
pen - /p//e//n/
fun - /f//u//n/

22. 3. Using Spelling Patterns
Take the Consonant – Vowel – Consonant
(CVC Pattern)
Guidelines: When a word or syllable
follows the CVC pattern, the
vowel sound is usually short.
For example:
cup,
cat, bed, sit, pot,
etc.

23. In the CVCe pattern, the
vowel becomes long and e is
silent.
For example:
CVC
rat (short /a/)
sit (short /i/)
ton (short /o/
CVCe
rate (long /a/)
site (long /i/)
tone (long /o/)
*letter e is silent

24. Word Families:
Examples: _at _en _ill
bat den bill
cat pen hill
fat
hat
rat
hen
menmill
ten
kill
fill

25. 4. Recognizing Basic Sight Words
They are the most commonly used
words in English.
For example: boy, jump, a, an,
of, the, for, no, go,
this, these, at, who,
what, where, how,
etc.
Technique: Look for the word or phrases
then “frame it, say it”

26. The answers to your
questions does not depend on
what your fellow teachers are
doing but rather on how your
pupils are to begin reading in
English. If your pupils have the
prerequisite skills, the
readiness skills, then you tell
yourself…

27. ”GO AHEAD. START YOUR
BEGINNING READING
PROGRAM NOW !!!”.

28. Thank you very much for
listening…..
Mrs. Marianne M. Vasquez
Teacher – Grade One
GOD BLESS US ALL!!!

29. What is Reading?
Reading is a complex,
interactive process using
basic skills and advance
strategies to make
meaning.

30. BEGINNING READING INSTRUCTIONAL GUIDE
FOR TEACHERS (BRIGHT)
A. Discovering the Magic of Reading
(DMR)
1. Motivation
2. Unlocking of New/Difficult Words
3. Motive Questions
B. Constructive Meaning (CM)
1. First Reading of the
Story by the Teacher
2. Second Reading of
the Story with
Pupils’ Participation

31. 3. Question and Answer (about the story)
4. Engagement Activities
C. Developing English Language
Competencies (DELC)
1. Preparatory Activities
2. Lesson Proper
3. Oral Practice
4.Generalization
5.Application
6. Evaluation

32. D. Deciphering and Decoding: Strategies
and Skills (DDSS)
(Marungko Approach/Phonics)
1. Presentation of the Beginning
and Ending Sound
2. Writing Letter
3. Further Practice
4. Enrichment Activity
5. Different Activities for Group Work

33. TEACHING BEGINNING READING IN ENGLISH
STAGE ONE – DEVELOPMENT OF READING
READINESS
English is a second language
to us. To most children coming
to schools for the first time, it
is a strange language. What do
you do to prepare these
children to read in English?
What reading readiness do you
need to develop during the
English period?