Four - Pronged Approach

Marungko Approach/ Fuller Technic

Four – Pronged Approach to Beginning Reading Instruction

- Genuine Love for Reading (GLR )

- Critical Thinking ( CT )

- Grammar and Oral Language Development (GOLD)

- Transfer Stage ( Decoding and encoding ) ( TS )

Genuine Love for Reading 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

-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.

Activation of Prior Schema: 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.

> 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.

> Check understanding by 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

The Dimension Of Reading ComprehensionLevel 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.

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.

Pagtuturo ng Pagbasa Gamit AngMarungko Approach

Ang Marungko Approach ay gumagamit ng 28 titik ngMakabagong Alpabetong Filipino na itinuturo saganitong 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 nanagsisimula 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.

> pagsulat ng hugis sa titik sa papel> pagsusulat ng simulang tunog

Ikalawang Antas ng Pagbasa

Pagsasama ng mga tunog upang makalikha ng isangmakabuluhang 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

> Ikaapat na Antas 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

Teaching Learning To Read 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

How to Use the 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:

m s l f t h c r n b g d j w v z y

-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.

> Produce the beginning 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

4. Mastered families of 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.

Sequence of Word Families1. 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

4. Long Vowel Words( 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

6. Words with Vowel 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

Remember:

“Every child is capable of learning how to read.”