ANATOLIA A.

ARCENAS MEMORIAL SCHOOL

INSET 2023

TEACHING REMEDIAL READING

IN MOTHER TONGUE

BY: MARY ANN B.

CIUDADADNO
MASTER
TEACHER I
Objectives
• Enhance teacher’s skill in
teaching reading

Show deeper understanding

on teaching phonics; and

Apply the knowledge and skills

in teaching phonics for
remedial reading in mother
tongue.
Pre-Test
Arrange the scrambled letters to form the described words.
-Is
a continuous process of making
CMOPERENHOI
sense of information and constructing
SN
meaning.
-A method of teaching beginners to read and
pronounce words by learning the phonetic
POHICNS value of letters, letter groups, and especially
syllables.
-The ability to apply your knowledge of letter-
sound relationships, including knowledge of
DCEOINDG letter patterns, to correctly pronounce
written words.
-Is the process of looking at a series of
RAEDNIG written symbols and getting meaning from
them.
-Provided or intended for school students
Pre-Activity
Please give the sound of the following
letters:
1. Pp
2. Bb
3. Tt
4. Dd
5. Gg
Activity
1. In your group, discuss and answer the
following question:
What come/s into your mind when you
hear the word PHONICS?
2. Use a graphic organizer in gathering and
presenting your ideas.
3. Each group will be given 2 minutes to
present.
Phonics
• a method of teaching people to read by
correlating sounds with letters or groups of
letters in an alphabetic writing system.
• a method of teaching beginners to read
and pronounce words by learning
the phonetic value of letters, letter groups,
and especially syllables.
Why it is important?
• Phonics instruction teaches children
how to decode letters into their
respective sounds, a skill that is
essential for them to read unfamiliar
words by themselves. Keep in mind
that most words are in fact unfamiliar
to early readers in print, even if they
have spoken knowledge of the word.
It is easier for us to
read and write in a
language that we
already hear, speak,
and understand.
Teaching us how to
read using our mother
tongue would be a
great start!
1.0 Modified Marungko Method
One of the strategies that can be used
to teach beginning reading in local
languages is the Modified Marungko Method
where the 28 letters of the Filipino alphabet
are taught in the following sequence :
m, s, a, i, o, b, e, u, t,
k, l, y, n, g, ng, p, r, d, h, w, c, f, j, ñ,
q, v, x, z
MT/Hiligaynon

A, U, G, I, S, B, T,
L, Y, H, P, N, M, D,
K, R, W, O, NG, E
 Each letter of the alphabet
is taught to the point of
mastery before another sound
is introduced. Mastery
means the pupils can give the
letter sound and name, match
the upper and lower case,
and write the letter.
Stage 1 - Alphabet Knowledge

Alphabet knowledge is the ability to recognize,

name, sound out, and write all of the upper and
lower case letters of the alphabet. This skill is
fundamental in learning to read.
MT/Hiligaynon

A, U, G, I, S, B, T,
L, Y, H, P, N, M, D,
K, R, W, O, NG, E
Review

A, U, G, I, S
STAGE 1
Step 1. Present a short story, poem, or song that has a lot of words that
begin with the target sound. Introduce each word one by one.

Si Boboy
May bola, may bola.
May bola si Boboy.
Bilog, bilog.
Bilog ang Bola.
Bilog ang bola ni
Boboy.
Step 2. Emphasize the initial sound.
Step 3 & 4. Show the form of the letter. Then,
introduce the name of the letter.

B b
Step 5. Practice writing

Bb
Step 6

Ask for other

examples.
STEPS: (Stage 1)
1. Present a short story, poem, or
song that has a lot of words that
begin with the target sound.
Introduce each word one by one.
2. Emphasize the initial sound.
3. Show the form of the letter.
4. Introduce the name of the
letter.
5. Practice writing the letter.
6. Ask for other examples.
Stage 2 - Phonics and Word
Recognition
Phonics and word recognition skills are used
by readers to help them pronounce printed words.
They are sometimes called decoding skills,
word analysis skills, word attack skills, or
word identification skills. A thorough
knowledge of the systematic and predictable
relationships between written letters and spoken
sounds will help children decode words better.
STAGE 2
Step 7. Blend sounds of letters to form
syllables. Then let the pupils read the syllables.

ba
STEP 7 bi
STEP 7 bu
STEP 7 ab
STEP 7 ib
STEP 7 ub
 b
ba bi
u
u
ab ib
b
STEP 7 bas
STEP 7 bis
STEP 7 bus
bas bis bus
 iba
STEP 8. COMBINE LETTERS AND SYLLABLES TO FORM
WORDS. EACH WORD BEING FORMED SHOULD BE GIVEN
MEANING. THEN LET THE PUPILS READ THE WORDS.
 ubi
STEP 8
 aba
STEP 8
 baba
STEP 8
 bibi
STEP 8
gabi
STEP 8
 guba
STEP 8
buga
STEP 8
 basa
STEP 8
 basa
STEP 8
 suba
STEP 8
ubas
ibis
ibus
bugas
STEP 8
Steps: (Stage 2)
7. Blend sounds of letters to form syllables.
Then let the pupils read the syllables.
8. Combine letters and syllables to form
words. Each word being formed should be
given meaning. Then let the pupils read the
words.

Reminder:
(I do, we do, you do)
Stage 3 - Sight Word Reading

Sight words are commonly used words that

children must recognize as a whole by memory
or by sight. Automatic recognition of sight words
will help students read longer texts with ease.
Repeated exposure through pictures,
configurations, games, and word walls can help
students automatically read these words without
having to use any decoding strategies.
Below are some of the commonly
used Filipino sight words. Can
you add more to the list?
ang mga si kay at
may sa
 sa
STEP 9 & 10. INTRODUCE EACH SIGHT WORD TO BE
USED IN FORMING THE PHRASES AND SENTENCES IN
STAGE 4. LET THE PUPILS READ THE SIGHT WORDS
REPEATEDLY FOR AUTOMATICITY.
ang
mga
may
nga
kag
Steps: (Stage 3)
9. Introduce each sight word to be used
in forming the phrases and sentences in
stage 4.
10.Let the pupils read the sight words
repeatedly for automaticity.
Stage 4 - Fluency and Reading
Comprehension
When children can already read a number of
sight words, they may gradually be given
longer texts such as phrases, sentences, and
short stories.
For beginning readers whose letter
knowledge is limited only to the ones
previously taught, these texts should be
composed of controlled words and familiar
sight words.
This will help them learn to read
independently. Controlled words
are composed only of letters that
have been previously taught.

To reinforce fluency, the children

are given short sentences with
repeated words.
Step 11. Form phrases using the words being formed and the
sight words being introduced. (Let the pupils read)

ang bibi
may bugas
mga ibus
sa suba
Step 11

ang mga gabi

may mga ubas
ang mga ibis
gabi kag ubi
Step 12. Form sentences using the words being formed
and the sight words being introduced.
(Let the pupils read)

 May mga bibi sa suba.

 Basa ang bugas.
 Ibis nga may iba.
 Basa ang bibi.
 Ang mga Bibi
Bibi! Bibi!
May mga bibi! May mga
bibi!
May mga bibi sa suba.
Basa! Basa!
Basa ang mga bibi!
Basa ang mga bibi sa
suba.
Steps: (Stage 4)
11. Form phrases using the words being formed and the
sight words being introduced. (Let the pupils read)
12. Form sentences using the words being formed and
the sight words being introduced. (Let the pupils read)

Reminders:
• Teacher may use different materials and strategies to
form phrases and sentences.
• Teacher should ask question to check the
comprehension.
Steps:
1.Present a short story, poem, or song that
has a lot of words that begin with the target
sound. Introduce each word one by one.
2. Emphasize the initial sound.
3. Show the form of the letter.
4. Introduce the name of the letter.
5. Practice writing the letter.
6. Ask for other examples.
7. Blend sounds of letters to form syllables. Then let the
pupils read the syllables.
8. Combine letters and syllables to form words. Each
word being formed should be given meaning. Then let
the pupils read the words.
9. Introduce each sight word to be used in forming the
phrases and sentences in stage 4.
10. Let the pupils read the sight words repeatedly for
automaticity.
11. Form phrases using the words being formed and the
sight words being introduced. (Let the pupils read)
12. Form sentences using the words being formed and
the sight words being introduced. (Let the pupils read)
Fill in the missing letters/syllable
1. su__ __ 4. i __ __ __

2. ga__ __
5. __ __gas
3. i __ __ __
The reading tasks across stages should
be purposeful and accompanied by
various comprehension activities to
ensure that students are reading with
meaning.
Aa
Uu
Gg
Ii
Ss
Bb
Tt
Ll
Yy
Hh
Pp
Nn
Mm
Dd
Kk
Rr
Ww
Oo
NGng
Ee
“Every Child a Reader”
As teachers, it is our
main goal here in our
school. And so, Para sa
Bata, Para sa
Bayan . . . . Remedial
Reading ating tutukan.
THANK YOU!
OUTPUT: MAKE
INSTRUCTIONAL
MATERIALS FOR
REMEDIAL READING