Phonemic and Phonetics (Developmental Reading)

First Edition, 2019

ISBN________

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Such agency or office may, among other things, impose as a condition, payment of
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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 4: Consonant Digraphs

Lesson 1: The Sound ng ……………………………………………………………… 1-8
A. Words ……………………………………………………………… 2
B. Phrases ……………………………………………………………… 6
C. Sentences ……………………………………………………………… 7
D. Story ……………………………………………………………… 8
Lesson 2: The Sound nk ……………..………………………………………………. 9-16
A. Words ……………………………………………………………… 10
B. Phrases ……………………………………………………………… 14
C. Sentences ……………………………………………………………… 15
D. Story ……………………………………………………………… 16
Lesson 3: The Sound -sh ……………..………………………………………………. 17-24
A. Words ……………………………………………………………… 18
B. Phrases ……………………………………………………………… 21
C. Sentences ……………………………………………………………… 22
D. Story ……………………………………………………………… 23
Lesson 4: The Sound th (voiced)……………..………………………………………………. 25-33
A. Words ……………………………………………………………… 26
B. Phrases ……………………………………………………………… 30
C. Sentences ……………………………………………………………… 31
D. Story ……………………………………………………………… 32
Lesson 5: The Sound th (unvoiced)………..………………………………………………. 34-42
A. Words ……………………………………………………………… 35
B. Phrases ……………………………………………………………… 39
C. Sentences ……………………………………………………………… 40
D. Story ……………………………………………………………… 41
Lesson 6: The Sound ch & tch………..………………………………………………. 43-50
A. Words ……………………………………………………………… 44
B. Phrases ……………………………………………………………… 47
C. Sentences ……………………………………………………………… 48
D. Story ……………………………………………………………… 49
Lesson 7: The Sound wh & tch………..………………………………………………. 51-57
A. Words ……………………………………………………………… 52
B. Phrases ……………………………………………………………… 54
C. Sentences ……………………………………………………………… 55
D. Story ……………………………………………………………… 56
 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 Digraph

ng/ᶇ/
asin king
PCLS SYMBOL The IPA
/ᶇ/ /ᶇ/

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 A. Words

/b/
/b/+ /æ/
/b/+ /æ/+/ᶇ/
bang
[bæᶇ]

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 /k/
/k/+ /ɪ/
/k/+ /ɪ/+/ᶇ/
king
[kɪᶇ]

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 /h/
/h/+ /Ʌ/

/h/+ /Ʌ/+/ᶇ/
hung
[hɅᶇ]

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bang ding bong

gang king gong

hang ping long

rang ring song

sang wing tong

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 B. Phrases

a long wing
bang the gong
a ring on a wing
sing with the king

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 C. Sentences

1. Ding loves to sing.

2. The king has a ring.

3. Dad sang a sad song.

4. The bell rang on time.

5. Ping can bang a gong.

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D. Story.

Ping the King

Ping is the king.

He is a happy king.
He loves to sing and wears a ring.

Comprehension Questions:
1. Who is the happy king?
2. What does the king love to do?
3. What does the king wear?

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 Lesson 2

The Digraph

nk /ᶇk/
as in tank
PCLS SYMBOL The IPA
/ᶇ/ /ᶇ/

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 /b/
/b/+ /æ/
/b/+ /æ/+/ᶇk/
bank
[bæᶇk]

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 /k/
/k/+ /i/
/k/+ /i/+/ᶇk/
kink
[kiᶇk]

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 /h/
/h/+ /Ʌ/
/h/+ /Ʌ/+/ᶇk/
hunk
[hɅᶇk]

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A. Words

bank kink rink

rank link sink

tank mink wink

sank pink honk

bunk dunk chunk

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 B. Phrases

a red bunk
pink pants
in the bank
tank for rent
a rink near the pond

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C. Sentences

1. The pink tank can

horn.

2. The toy tank sank on

the sink.

3. A mink sat on a tank.

4. Dad went to the bank.

5. He thanked the monk

in the bank.

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D. Story

Jink the Monk

Jink the monk has a mink.

Jink’s mink is pink.
The pink mink can wink.

Comprehension Questions:
1. Who has a mink?
2. What is the color of Jink’s mink?
3. What can Jink’s mink do?

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 Lesson 3
Consonant Digraph

/-sh/ as in Cash
/sh/ as in Ship
PCLS SYMBOL The I.P.A
/ʃ/ / ʃ/

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A. Words

/c/
/c/ + /a/
/c/ + /a/ + /s/
/c/ + /a/ + /s/ +/h/
cash
[kæʃ]

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 /s/
/s/ + /h/
/s/ + /h/ + /i/
/s/ + /h/ + /i/ +/p/
ship
[ʃIp]

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bash cash dash
lash mash rash
dish fish hush
lush rush brush
shall shark shed
shelf shell ship
shop shot shut

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B. Phrases

bundle of cash
tip of her lash
fish on the dish
a big scary shark
hush in the room
to rush for school
a shell from the shore

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C. Sentences

1. Pay in cash.
2. My eyelash is long.
3. Wash the dirty dish.
4. I felt a hush in the air.
5. We have to rush home.
6. I saw big scary shark.
7. It’s a shell from shore.

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D. Story

A Special Dish for Lisa

Lisa loves fish. Her mother always

tells her to eat fish so she will grow
healthy. One day after school, Lisa sees
her mother in the kitchen. “Come, Lisa.
I have prepared a special dish for you.”
Lisa smiles when she sees what her
mother has cooked for her - fresh fish
with lemons and tomatoes. “Thank you,

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Mother! I will eat this fish to make you
happy and keep me healthy,” replies
Lisa.

Comprehension Questions:
1. Who loves to eat fish?
2. What makes the dish special for Lisa?
3. Why does Lisa’s mother want her to eat
fish?
4. Do you also thank your mother at
home? How?

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 Lesson 4
Consonant Digraph
(Voiced)
/th/=/ ð/
as in then
PCLS SYMBOL THE I.P.A
/ ð/ /ð /

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A. Words

/th/

/th/+/a/

/th/ + /a/ + /n/

than

[ðӕn]

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 /th/

/th/ + /e/

/th/ + /e/ + /n/

then

[ðƐn]

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 /th/

/th/ + /i/

/th/ + /i/ +/s/

this

[ðɪs]

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 thy then than

them that they

thou thee bathe

rather other this

either lather those

father mother gather

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B. Phrases

bigger than
help for them
other than that
this time or next
either this or that
those boys and girls
a new shirt for father
a red dress for mother

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C. Sentences

1. He’s better than ever.

2. Let us help them all!
3. She is the other twin.
4. You can rest this time.
5. Buy either this or that.
6. Those are happy kids.
7. Give father a red shirt.

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 D. Story

My Father, My Best
Friend

I love my father. He helps me read

and teaches me Math. At home, he
either lets me play or watch tv. He
makes wooden cars and other toys and
shows us how to make them. At night
before I sleep, Father tells us funny
jokes. Other children ask why I always
Deped-CDO-Reading Phonemic and Phonetics 4| Page 32
spend time with my brother, sisters and
mother, most of all my father. I tell them
that I enjoy spending time with him
because he is not just my father, he is
also my best friend.

Comprehension Questions:
1. Who loves the father?
2. What does the father do that his children
love?
3. Why does the child in the story love his
father?
4. Is your father also your best friend?
Why?

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 Lesson 5
Consonant Digraph
(unvoiced)

/th/= /θ /
as in bath
PCLS SYMBOL THE I.P.A
/ th / /θ/

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A. Words

/b/

/b/ + /a/

/b/ + /a/ + /th

/b/+/a/+/th/

bath

[bӕθ]

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 /th/

/th/ + /i/

/th/ + /i/ + /n/

/th/+/i/+/n/

thin

[θɪn ]
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 /th/

/th/ + /u/

/th/ + /u/ + /d/

thud

[θɅd]

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thin thick thud
bath fifth cloth
thank third throb
three throw thrill
tenth thrush throat
length thunder through

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B. Phrases

a thin layer
a thick book
fifth in the line
a cut of cloth
bath in the tub
that third child
a thank you gift

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C. Sentences

1. Slice a thin layer.

2. Get a thick book.
3. Take a bath there.
4. I am fifth in the line.
5. Use this new cloth .
6. Send a thank you gift.
7. She is the third child.

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D. Story

Duck in a Bath

I have a duck, His name is Jack. His

legs are rather thin but his beak is big
and thick. He loves to jump and thump,
splashing water there and everywhere.
He loves to take a bath in the tub,
playing with my brother and me. “ This
is fun!” Jack quacks. I smile and think
how fun it is to have Jack the duck in
my bath.

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Comprehension Questions:

1. Who is Jack?
2. How will you describe him?
3. Why does the boy take a bath with
Jack?
4. Would you like to have a pet animal like
Jack? Why?

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 Lesson 6
Consonant Digraph
/ch-/ as in Chick
/-ch/ as in Much
/-tch/as in Hatch
PCLS SYMBOL The I.P.A
/ tʃ / / tʃ /

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A. Words

/c/
/c/ + /h/
/c/ + /h/ + /i/
/c/ + /h/ + /i/
+/c/+/k/
chick
[chick]
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 /h/
/h/ + /a/
/h/ + /a/ + /t/
/h/ + /a/ + /t/ + /c/+
/h/ + /a/ + /t/ +
/c/+/h/

hatch
[hatch]

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chat chin champ

chum chick chill

chip chit chalk

chop ch ess chair

rich much such

bunch lunch munch

batch hatch latch

match ditch hitch

pitch botch notch

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B. Phrases

lucky champ
the tiny chick
a potato chip
sitting on a chair
hoping to be rich
a bunch of lunch
new batch of boys
that perfect match

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C. Sentences

1. He’s a lucky champ.

2. This is a tiny chick.
3. Is that a potato chip?
4. I’m sitting on a chair.
5. We hope to be rich.
6. Eat this bunch of lunch.
7. You are a perfect
match.

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D. Story

Chip the Blue Chick

Every day I chat with Chip, the blue

chick. When he was born, he fell on a
ditch. There was a heavy chill in the air.
He felt cold and lost. He cried so long
and loud that he got the flu and turned
blue. I picked him up as I walked home.
Now Chip and I are good friends. At
home, we share a bunch of lunch. He is

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such a chum and we have so much fun.
Together we walk along roads,
watching other chicks hoping to catch
Chip’s perfect match.

Comprehension Questions:

1. Who is Chip?
2. How did he get his color?
3. What do the friends do together ?
4. Would you help sick animals? How?

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 Lesson 7

Consonant Digraph

/wh/ = /wh/
as in What
PCLS SYMBOL The I.P.A
/wh/ /wh/

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A. Words

/w/
/w/ + /h/
/w/ + /h/ + /a/
/w/ + /h/ + /a/ +/t/
what
[what]

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what who whom
wharf whale why
when where whether
wham whet whew
whim whiff whip
whisk whirl whit
white whey whiz
whoa whop whose

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B. Phrases

what fun it is
whether or not
a blue large whale
fishermen’s wharf
a whiff of fresh air
to whet my appetite
to whisk them away

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C. Sentences

1. What is your name?

2. Eat, whether or not I do.
3. I saw a blue large whale.
4. See a fishermen’s wharf.
5. It can whet my appetite.
6. I feel a whiff of fresh air.
7. He will whisk her away.

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D. Story

Watching Wales

Whally lives near the sea. Everyday

after school he goes to the wharf to
visit his friend Jerry. Together they
play, whisking water at each other.
What a pair they make - all wet and very
happy! They sit by the rocks to watch
large whales swim towards the deep
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sea. They wonder how they make such
huge whirlpools. Afterwards, Whally
and Jerry head home to tell their friends
what fun they had spraying water and
watching whales.

Comprehension Questions:

1. Who lives near the sea?

2. What do the friends do at the wharf?
3. Why do they enjoy watching the
whales?
4. Would you help sick animals? How?

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