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This document outlines four approaches to beginning reading instruction: 1) Genuine Love for Reading which includes pre-reading activities to engage students 2) Critical Thinking which involves post-reading discussion of elements of the story 3) Grammar and Oral Language Development which teaches grammar concepts 4) Transfer Stage where decoding and encoding skills are developed It then provides details on implementing each approach, including techniques for vocabulary development, comprehension questions, and sequencing of reading skills.
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Overview of the Four-Pronged Approach emphasizing Genuine Love for Reading (GLR), Critical Thinking (CT), Grammar and Oral Language Development (GOLD), and Transfer Stage (TS).
Discusses pre-reading activities, unlocking difficulties, and using children's context to enhance understanding with techniques like Realia, pictures, and limited vocabulary unlocking.
Focus on activating prior knowledge through motivation questions, maintaining engagement during reading, using visual aids, and ensuring comprehension through interaction.
Outlines levels of reading comprehension from literal understanding to creative reading, highlighting interpretation, evaluation, and personal application.
Introduces the Marungko Approach with step-by-step teaching of Filipino alphabet sounds, moving from basic recognition to forming phrases and sentences.
Describes the Fuller Technique integrating alphabet mastery, phonics, and whole language approach for effective word recognition, focusing on consonant sounds.
Details systematic teaching of word families, including short and long vowel words, consonant blends, and diagraphs, to develop reading skills.
Encouraging statement emphasizing that every child is capable of learning how to read.
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- 1. Four - ProngedApproach Marungko Approach/ Fuller Technic
- 2. Four – ProngedApproach to Beginning Reading Instruction - Genuine Love for Reading (GLR ) - Critical Thinking ( CT ) - Grammar and Oral Language Development (GOLD) - Transfer Stage ( Decoding and encoding ) ( TS )
- 3. Genuine Love forReading The Pre – Reading Activities - To ease the difficulty in reading the story. - To activate the children’s background experience and stir up their interest. - To provide direction or purpose for listening to the story. Unlocking of Difficulties – To ease the difficulty in understanding the story. - Unlock important key words, phrases, idiomatic expressions or setting the story. Unlock through: Realia
- 4. Pictures and Drawings/ Maps - Actions Context Clues >Remember that it is important to use child’s context and experiences when unlocking new words. >Limit words to be unlocked to 3-5. >Post unlocked words after word is unlocked. >Use new words in ordinary, everyday conversation. >Have the new words visible in a certain corner of the classroom.
- 5. Activation of PriorSchema: Tuning in to the Story >To activate the children’s background experience and stir up their interest. To provide direction or purpose for listening to the story. Motivation Tandem Motivation Question Taps the experience of the students Motive question Relates to the story and is parallel to the first question; Usually deals with something at the beginning of the story; Is usually asked first after the story.
- 6. > Semantic Web >Use the cover as a stimuli. K-W-L Chart Prediction Chart During Reading Activities Maintain eye contact. Mention the title, author and illustrator of the book. Note the copyright of the book. Track the print on the page. Vary your tone, pitch and voice as you tell the story. Encourage the kids to join in. Pause at certain points for kids to internalize the story.
- 7. > Check understandingby asking questions and for them to develop predicting skills. > Use puppetry. Engage the kids movement. Let them act out something or say something given a cue. Critical Thinking ( CT ) Post – Reading Activities Should Include Discussion - Setting - Characters - Characteristics/ Traits of Characters - Prolem - Solution
- 8. The Dimension OfReading Comprehension Level 1: Literal Level > a low level of understanding by using only information directly stated in the text. Level 2: Interpretation > calls for answers that are not directly stated in the text but are suggested or implied. Level 3: Evaluation ( Critical Reading ) > involves personal judgment about the text by the reader, usually based on one’s experience.
- 9. Level 4: Integration( Application to Self/ Life ) involves “putting one’s self in the place of the character” reading is used for some practical purposes, for values clarification. Level 5: Creative Reading involves coming up with new ideas or reproducing the text information in other forms: dramatizing, writing another ending, writing a letter, musical interpretation.
- 10. Pagtuturo ng PagbasaGamit Ang Marungko Approach Ang Marungko Approach ay gumagamit ng 28 titik ng Makabagong Alpabetong Filipino na itinuturo sa ganitong pagkakasunud-sunod: m s a i o b e u t k l y n g ng p r d h w c f j enye q v x z Unang Antas ngPagbasa - pagpapakilala ng mga larawan ng mga bagay na nagsisimula sa tunog na pinag – aralan - pagpapakilala ng tunog - pagpapakita ng hugis ng tunog - pagpapakilala ng titik - pagsulat ng hugis sa hangin, sa sahig, sa palad etc.
- 11. > pagsulat nghugis sa titik sa papel > pagsusulat ng simulang tunog Ikalawang Antas ng Pagbasa Pagsasama ng mga tunog upang makalikha ng isang makabuluhang salita. > m s a ……. ama mama asa sama sasama am masama aasa Ikatlong Antas ng Pagbasa Pagpapakilala ng mga pantulong na kataga ang mga si ay ng kay
- 12. > Ikaapat naAntas ng Pagbasa > Pagbubuo ng mga parirala at pangungusap. Samasama ang mga mama. Sasama ang Mama kay ama. Aasa ang Mama sa ama. > Pagbasa ng mga salita, parirala at pangungusap. > Pagsagot sa mga tanong na may: - Sino - Ano - Saan – saan - Kanino > Pagbasa ng maikling kuwento > Pagsagot ng mga tanong tungkol sa kuwento
- 13. Teaching Learning ToRead in English Through The Fuller Technique The fuller is a combination of the alphabet, phonics and whole methods of teaching word recognition. The technique requires that the beginning reader should have first the ff: Mastery of the names and shapes of the letters of the alphabet. Adequate vocabulary so that the words used in the Fuller lessons will have meaning for him - The examples given should start with a single consonant. ( S as in snakes may not be good example
- 14. How to Usethe Fuller Lesson: 1. Teach the name and form of each letter in the English alphabet. It is not necessary for the children to know which are vowels and which are consonants. 2. Teach the regular sounds of the consonants that follows: mslf thcrnbgdjwvzy -Consonants k, x, and q are not taught in isolation. - The regular sound of c ( k ) and g ( as in go ) are taught. > Introduce pictures that begin with the target sound ( vocabulary building ) > Focus the attention on the beginning sound of the pictures.
- 15. > Produce thebeginning sound. > Show the letter that represents the sound. > Practice writing the letter (while sounding it) in the air, on the floor, etc. > Ask for other things/words that begin with the same sound/ letter. 3. Introduce blending of sounds by families. ( Those having similar endings ). The Short e Word Family get den beg bed bell jet hen leg fed fell net men peg red sell let ten egg wed tell
- 16. 4. Mastered familiesof words can later be combined to form phrases, sentences and possibly short stories. > Introduce some sight words, which will help children in reading the phrases, such as is, are the, has, in, on…… > Introduce phrases, such as: in the net, the wet jet, has a pet, gets the pet > Introduce sentences. Ex: The vet has a pet.
- 17. Sequence of WordFamilies 1. Short vowel words in consonant-vowel-consonant pattern (CVC) a. Short e as in pen b. Short a as in bat c. Short I as in pin d. Short o as in top e. Short u as in sun 2. Consonant blends a. initial blends: cl as in class, cr as in crab b. final blends: -nt as in bent –st as in nest, lt as in belt 3. Consonant Diagraphs ch as in chin, catch sh as in ship, fish
- 18. 4. Long VowelWords ( ending in silent e) - Long a as in bake - Long I as in hide - Long o as in hose - Long u as in cube 5. Words with vowel diphthongs - oi as in oil - oy as in toy - au as in taught - aw as in saw - ou as in out - ow as in how
- 19. 6. Words withVowel Diagraphs oa as in goat ee as in sheep ea as in beat ai as in pail ay as in bay Homonyms see, sea > male, mail meet, meat > sale, sail heel, heal > tale, tail steel, steal > pale, pail peek, peak > pane, pain
- 20. Remember: “Every childis capable of learning how to read.”